MUS 326: Music In The Classroom

Transcription

1 Central Washington University Department of Music Spring 2011 MUS 326: Music In The Classroom Location: Time: Instructor: Music Building Office: COURSE DESCRIPTION MUS 326 (Music in the Classroom) is designed to prepare elementary education candidates to meet the following 2007 Washington State Elementary Education Endorsement Competencies: 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.5, 1.1.6, Admission to and continuation in the Teacher Education program requires that you purchase LiveText. You must present proof of purchase to the Certification Office, Black 228. COURSE PURPOSE Involvement in music is one of the most natural and rewarding experiences for human beings. In order to develop thoughtful, knowledgeable and effective educators for a diverse society, this course will introduce basic music theory and music methods. MUS 326 will provide future educators with a basic understanding of musical development, and techniques for designing and implementing musical experiences to aid and reinforce all learning in the classroom. MUS 326, using the constructivist model of learning, by teaching, we learn, is designed for those who will be teaching elementary and/or special education. Students will be provided with materials and ideas for integrating music into all curricular subjects taught in the classroom. The course will include major music concepts and philosophies of music education, exposure to a variety of materials and song literature and many singing, playing, movement, instrumental, and exploratory activities. The student will be responsible for all assignments, whether or not he/she is present when the assignment is made. There may be unannounced group assignments, which cannot be made up if the student is not present. LATE ASSIGNMENTS, IF ACCEPTED, WILL RECEIVE LOWERED GRADES. In preparation for each class session, read assignments from the texts as well as supplementary materials as required. Class attendance is expected of those choosing the teaching profession. Poor attendance and/or tardiness will affect the final grade. Students with disabilities who wish to set up academic adjustments in this class should give me a copy of their Confirmation of Eligibility for Academic Adjustments from the Disability Support Services Office as soon as possible so we can meet to discuss how the approved adjustments will be implemented in this class. Students with disabilities without this form should immediately contact the Disability Support Services Office, Bouillon 205 or dssrecept@cwu.edu or Page 1 of 7

2 COURSE OBJECTIVES At the conclusion of this course, the students will be able to: Identify, categorize, implement, and evaluate a wide variety of musical resources for use in the elementary education classroom Develop strategies for team-teaching and team-planning cross-curricular thematic units Lead a song or chant, teach a dance or a movement lesson, and introduce a listening lesson that develops skill and confidence in the inclusion of music in classroom activities Identify children s literature that could be included in cross-curricular adaptive ways Learn a basic knowledge of guitar to lead and accompany students with song and movement Identify, apply, and evaluate successful teaching techniques in the presentation of lessons Develop your repertoire of music for sharing with children Develop music learning activities for children that help build connections between knowing music and knowing in other ways Explore musical timbres by building a musical instrument Analyze and evaluate musical materials for use in the elementary school Develop an overall system for managing the learning environment when musical activities are to be included Comprehend music s notation system, as well as understand and develop the ear for aural transmission and song sharing (especially valuable in learning songs of multiple cultures and languages) REQUIRED TEXTBOOKS / MATERIALS Course Packet available at the CWU Book Store. Empty three ring binder (at least 2 )- Bring to each class and fill with materials and lessons. This will be turned in at the end of the quarter. Various articles and reading materials TBA NOTEBOOK Notebooks must be well organized and include the following: Coursepack Syllabus Daily journal/notes All article reviews All song searches All worksheets and assignments All lesson plans When assignments are due on Blackboard, they are to be printed off and put in your notebook for the following class so we can talk about them together. DAILY JOURNAL Every day that we have class, write a few sentences about what we did and what you learned. This will help you recall information later and remind you of due dates. This should include any notes from class as well as a reflection. Your journal entries will be included in your notebook. Page 2 of 7

3 WEEK MUS 326 CALENDAR TOPICS / ASSIGNMENTS 1 Course Outline & Requirements Student Goals & Perceptions Journals & Binders Assignment Coursepack: pages 1 8 & Friday Professional Article Review #1 Why Music is Important Growing Up Complete Monday Student Information Sheet Friday 2 Discuss readings Why use music?? Wednesday - Basic Music Theory & Terms Music Theory in Coursepack Coursepack: How children develop musically pages Find a simple song used to teach a concept in any subject - #1 Professional Article Review #1 Friday Work on Music Theory worksheets 3 Rote Singing Process & Use of your Face and Voice Child s Singing Voice & Ranges Child Development Brain Research Grade Level & Instructional Techniques Face & Voice Performing How to deliver the lesson 4 Music Theory: Chords Harmonic Instruments Movement / Dance Handout Coursepack: pages Group Presentation Assignment Practice your guitar and your lesson delivery Professional Article Review #2 Music and the Brain Song Search #1 Friday Copies for class Coursepack: Keeping Music Alive pages Write words to an existing melody to teach a concept - #2 Professional Article Review #2 Friday Friday Group Presentations (focus on Lesson Delivery) Page 3 of 7

4 WEEK MUS 326 CALENDAR TOPICS / ASSIGNMENTS 5 Movement / Dance With Music Lesson Plans Music in Elementary Curriculum Coursepack: pages Start working on next presentation with a partner (movement) Prof. Article Review #3 Creativity & Music in the classroom Music Theory Packet Monday Song Search #2 Friday Copies for class 6 World Music in the Classroom Guided Listening Art with Music (Visual, Drama, & Dance) Classroom Management Instruments & Instrumental Ensembles Finale Notepad song #3 Professional Article Review #3 Friday 7 Presentations on Monday & Wednesday Homemade Instrument Assignment Guitar Presentation Assignment Song Search #3 Finale Notepad assignment Friday 8 Music in the Special Education Classroom Advanced / Gifted Programs Sign Language Nellie Edge Classroom Management 9 Theme Units & Unit Designing Creativity in Music 10 Final Presentations All Week Theme Unit Project Final Presentations start Wednesday Finals Week Final 8:00am 10:00am Page 4 of 7

5 ASSIGNMENT / GRADING VALUES Item Description Value Points Total 28 days 280 x 10 pts possible Daily Class Participation: Receive 10 points for being on time, and participating the full class time. Receive half point value for being tardy more than two minutes Receive zero points if tardy ten minutes or later Student Information Sheet Information regarding your musical (or not) background and goals for future Professional Article Reviews Journal/Internet articles relating to subjects in class Music Theory Packet Worksheets to be completed from music theory taught in class Instructional Songs Three Song Searches for topics related to classroom use Performance Presentations Student will lead class in a basic rote song presentation in a group, with a partner, and solo Song/Rhythm, Dance/Movement, Guided Listening Lesson plan from 3 rd presentation must be posted on LiveText. All presentations must be cross-curricular Homemade Instruments Instruments made from everyday ordinary materials Quizzes Music Theory (200 pts) Guitar tuning Guitar Chords (100 pts) weeks 300 x 100 pts possible pts each 200 pts each used in 100 solo pres Daily Journals typed notes, resources, topics (part of binder) Music Binders Students will need to compile all materials and notes from class into a binder Due at end of quarter 250 Final Lesson Plan for LiveText 250 Total 2480 Page 5 of 7

6 Appendix A: Rubric for MUS 326 (Final Lesson Plan), based on Elementary Education endorsement competencies. Note that this class is intended to address arts content vs. instructional design, assessment, etc. Criterion Not submitted Unmet Met Exemplary Culture and History Standards: WA understanding that music shapes and reflects culture and history. an understanding that music shapes and reflects culture and history. Application of Arts Knowledge and Skill WA Recognition of Style WA Creating, Performing, Responding WA Communication WA Aesthetic Diversity WA Connections to Other Arts and Disciplines WA 1.1.7, application of musical knowledge and skill utilizing the key elements of music. demonstrate recognition of a broad variety of musical styles that differ across various artists, cultures and times. engage students in the artistic processes of creating, performing, and responding. understanding that music is used to communicate ideas and feelings for specific purposes. understanding that aesthetic diversity is reflected in music. make connections between music and the other arts, other disciplines, life, cultures, and work. an application of musical knowledge and skill utilizing the key elements of music. recognition of a broad variety of musical styles that differ across various artists, cultures and times. The plan engages students in the artistic processes of creating, performing, and responding. an understanding that music is used to communicate ideas and feelings for specific purposes. an understanding that aesthetic diversity is reflected in music. The plan makes connections between music and the other arts, other disciplines, life, cultures, and work. Page 6 of 7

7 GRADING POLICY Letter Grade/Points A 94% - 100% B- 80% - 83% D+ 67% - 69% A- 90% - 93% C+ 77% - 79% D 64% - 66% B+ 87% - 89% C 74% - 78% D- 60% - 63% B 84% - 88% C- 70% - 73% F 59% and below Good teaching, like good learning, is not something achieved, but something ever in process Judith Wells Lindfors A man must be big enough to admit his mistakes, smart enough to profit from them, and strong enough to correct them. John C. Maxwell Page 7 of 7