MMED/PMED 751 Creative Classroom Musicianship for Elementary General Music Education SUMMER 2016

Transcription

1 MMED/PMED 751 Creative Classrm Musicianship fr Elementary General Music Educatin SUMMER 2016 Instructr Name: Anne Sterner-Prreca Phne: Cntacting the Instructr: Anne Sterner-Prreca: r cell phne: Required Texts/Materials * Vcal Octavs (supplied by UARTS and distributed n Day 1 f class), * Reading Assignments can be fund n-line n University f the Arts syllabus page as cs.uarts.edu/sms/syllabus * Please als bring a laptp and/r ipad if pssible. PRE-ASSIGNMENT 1. Written reflectin t be submitted n Day # 1: Cnsider the fllwing: What cnstitutes creativity in music class? What are the benefits f develping creativity in the music classrm and ensembles? Hw d yu want yur students t grw creatively? What activities and questining leads best t cultivating creativity? Which philsphy/ies and pedaggy/ies influence yur current teaching practices? (Ex. Orff, Kdaly, Grdn, Dalcrze, etc.) What guides yur chice f repertire and activities within yur classrm and chral settings? What type f creative prcess is the easiest kind f activity fr yu t plan and/r implement within yur classrm? (cmpsing, explratin, arranging, imprvising, etc.) Why is it easier than ther creative activities fr yu? What type f creative prcess is the mst difficult kind f creative activity t plan and/r implement within yur classrm? Why is it difficult? Assessment: *Learning Task Rubric using written wrk and discussin 2. Successful Creative Activity t be submitted n Day 1: What was the mst successful creative activity yu have implemented within yur classrm (r have read abut)? What cntributed t its success? On Day One, please bring a cpy f the mst successful creative activity yu have implemented within yur classrm thus far. If yu d nt have an activity that yu have dne, please research, ask sme clleagues, lk n-line, and bring an activity with which smene else has fund success r that yu feel culd be successful. Please bring a cpy f any sng, paperwrk, manipulatives, etc. invlved with the activity. We will be sharing this activity with yur classmates. Assessment: *Learning Task Rubric using written wrk and discussin 3. Read the Intrductin and Chapter 1 f Creative Thinking in Elementary General Music: a Survey f Reachers' Perceptins and Practices by Sarah Mae Fairfield (University f Iwa)- n UARTS syllabus page. Please take ntes using either f the tw graphic rganizers attached. Assessment: *Learning Task Rubric using written wrk and discussin The University f the Arts 320 S. Brad Street Philadelphia, PA uarts.edu cs.uarts.edu/sms

2 4. Read Chapter 2 f Creative Thinking in Elementary General Music: a Survey f Reachers' Perceptins and Practices by Sarah Mae Fairfield (University f Iwa.) Take ntes, use attached cntent chart f big ideas and cncepts, r highlight cncepts that are imprtant, paragraphs that really speak t yu r yu feel are imprtant as well as sectins that yu find cnfusing, unclear, r with which yu disagree. If yu highlight, write ntes in margins with persnal reactins, pinins, etc. Assessment: *Learning Task Rubric using written wrk and discussin 5. Fill ut the Creativity Survey which will assist us in seeing individual s experience, cmfrt level, areas f expertise, and preferences in varius pedaggies as well as activities the participants currently d which prmte creativity in the music classrm. PROGRAM OUTCOMES Students cmpleting graduate music educatin cursewrk thrugh The University f the Arts Understand the essential tenets f music educatin Understand the imprtance f standards-based educatin, quality design and assessment strategies, and fundatinal teaching methds Demnstrate an understanding and applicatin f the fur dmains f prfessinal practice thrugh quality teaching and musicianship Demnstrate the applicatin f pedaggical and methdlgical means t teach music and emply effective teaching methds Utilize technlgy in diverse ways as a teacher and in supprt f student learning Cmmunicate and cllabrate with peers in diverse musical envirnments and schl cmmunities Are creative and innvative musicians wh share these musical strengths with their learners thrugh teaching Understand the diverse cultural, cmmunal, and learning needs f 21st century students Curse Descriptin This curse will fcus n creative methds f teaching, planning, preparing and implementing effective general music classrm strategies and rehearsal methds in the elementary general music prgram. Students will be immersed in diverse learning methds and studies t activate new appraches t teaching musicianship and creativity. Students will learn innvative methds f vcal music rehearsal during classrm instructin, and hw t evlve a high quality vcal music cncert frm classrm t stage. Students will als learn abut methds t evlve a successful and thriving prgram supprted by schl administratrs, cmmunity and parents. During this curse varius general music publishers will als prvide clinics abut their elementary general music materials, and hw these methds make cnnectins t ur music educatin standards and cmmn cre curriculum. Majr Learning Objectives The purpse f this curse is t learn hw t successfully implement activities within the elementary general music classrm t enrich and cultivate students creativity and musical imaginatin. We will use research t discuss the realwrld difficulties f using activities stressing the creative prcess as well as research-based ideas t create a classrm atmsphere cnducive t fstering creativity and musical imaginatin. Participants will learn hw t cnstruct activities and plans which enable their wn students t use higher rder thinking skills and t develp creativity thrugh music. This curse will als assist elementary vcal directrs t further develp their chral prgrams t prduce yung musicians capable f true musical artistry in their perfrmances. Participants will learn strategies that will enable their elementary vcal department t prgress int a thriving successful prgram.

3 Student Learning Outcmes A. Knwledge Outcmes: Participants will develp an understanding f: the main fundatinal studies n children s creative thinking in music as well as backgrund infrmatin n the main pedaggies f Music Educatin: Dalcrze, Kdaly, Grdn, and Orff and their particular emphases n the creative prcess with children. empirical studies f creative thinking including characteristics that studies have determined t be visible in creative musical prducts, characteristics f children s cmpsitins, and characteristics f children s imprvisatin. ideas fr facilitating the cultivatin f creativity in the music classrm including divergent thinking, explratin, creative respnse t music, imprvisatin, arranging, and cmpsitin. B. Skill Outcmes: Participants will be able t: scaffld current activities they use in their classrms t include pprtunities t fster creativity and develp divergent thinking skills create activities, rubrics, think-alud sessins, and/r a series f prmpts/exit cards which prmte metacgnitin and creativity in the classrm design purpseful centers, differentiating instructin, and prviding pprtunities fr student-led learning, creative musical pprtunities, and metacgnitin within a specific fcus Grading Criteria and Assessment Methds ASSESSMENT: Learning Task rubric fr reading assignments and discussins, cmpletin f successful prjects- rubric + peer evaluatin f prject GRADING: Written persnal reflectin pre-assignment-5 % Successful Creative Activity- brught and shared 10 % Reading Assignment # 1 w/graphic rganizer: 5 % Reading Assignment # 2 w/ cntent chart: 5 % Survey cmpletin: 5 % Metacgnitin Reading Assignment w/ graphic rganizer: 5 % Metacgnitin grup prject: 10 % Divergent Cnductr article reflectin: 5 % Musical Passprt Jurnal entries and ther exit cards: 5 % Chral Reading Sessins and Discussin/Analysis-10% Participatin in classrm activities, prjects, and discussins- 10 % Final Prject: Develpment f Purpseful centers: 25 % This is a class based n cllabrative discurse as well as a perfrmance art. As such, being prepared t participate in discussins and activities is a curse requirement. This entails having read, anntated, and thught abut assignments carefully befre class starts as well as active participatin in singing, mving, ntating music, writing, designing f activities, wrking cllabratively with thers, etc. Since we will be engaged in clsely examining readings and determining the successfulness f certain musical activities, yur participatin is the key t the success f the class. Ask questins. Be curius. Yu are mre than welcme t have a different interpretatin f a text r a musical activity; just be sure t share yur perspective in a prductive and supprtive manner. Since the curse will be cnducted as a seminar-and nt a series f lectures-the substance f ur class meetings will primarily cnsist f musical activities and yur respnses t

4 the curse readings (such as general questins, impressinistic respnses, suggestins, r interpretatins) as well as my engagement with yur respnses. Yur thughts and questins will prvide the starting pint fr ur discussins. Yur active participatin will be cnsequently factred int yur final grade fr the curse. If yu re reluctant t speak up, please talk t me and we ll figure ut a way fr yu t participate in the discussin aspect f the curse. The Grading Plicy can be fund in the Curse Catalgue. Academic Integrity Plicy A primary tenet f this curse is t prepare students fr prfessinal respnsibilities as teachers. The timely arrival t class as well as the daily preparatin and engagement in curse studies is essential. University plicy n Academic Integrity may be fund in the UArts catalg. If students are nt clear abut what cnstitutes plagiarism, yu might recmmend Intrductin t Research and Dcumentatin available n the University Libraries website. Absences Due t the cmpressed nature f the five-day intensive curse structure, absences frm class will nt be accepted. Students wh arrive late t class r leave early will be held accuntable fr missed time thrugh additinal assignments t be cmpleted utside f curse hurs. Technlgy Plicies n Technlgy may be fund in the Curse Catalgue. Class Frmat All summer music studies curses that meet in-persn are five-day intensive curses typically running fr 8 hurs per day. Students are respnsible fr preparatin f materials, fr engaging in curse cntent as per the curse descriptin, and in being respnsive t cmpletin f pre and pst cursewrk as detailed in the curse utline. Curses ffered nline may be in a different frmat and may run fr a lnger amunt f time, specific t the needs and intents f the curse cntent. Educatinal Accessibility Students wh believe they are eligible fr curse accmmdatins under the ADA r Sectin 504 r have had accmmdatins r mdificatins in the past, shuld cntact the Office f Educatinal Accessibility at r access@uarts.edu t arrange fr apprpriate accmmdatins and t btain an accmmdatins letter, if applicable. Faculty can prvide curse accmmdatins/mdificatins nly after receipt f an apprved accmmdatins letter frm the Office f Educatinal Accessibility. Accmmdatin letters can be prvided t qualified students at any time during the semester, but grades earned befre the letter is received by the faculty cannt be changed. COURSE OUTLINE BEGINS ON NEXT PAGE

5 Curse Outline: Please nte that plan is subject t change depending n discussin, fcus, and needs f particular participants in curse sessin. CLASS 1 Persnal philsphies and reasns fr taking the curse (pre-assignment: Written respnse) The chidren s vice: pitching matching activities Assessment/charting prgress in children s vcal jurney Audiatin develpment Class experience: Participants experience pitch matching and audiatin activities Class discussin: audiatin, assessment and pitch matching Discussin: persnal teaching experiences stressing creativity/ discussin abut reading pre-assignment (Prs/cns f each phase and why it s difficult t implement) Creativity experiences in phases: (Pre-class Reading assignment) 1. Explratry 2. prblem slving/identifying 3. rehearsal 4. finishing Prcess vs. prduct Sharing creative activities brught by class (pre-assignment) Class experience: Chice time centers (explratin phase) Cnnecting Mvement t Music learning: Discrete Mvement and cntinuus fluid mvement t experience /teach Music Advcacy: Prjects ideas that g abve and beynd Chral Reading Sessin: Perfrmance, Strategies, teaching techniques, & Reflectin Student analysis f vcal reading sessin Fcus: pitch, phrasing, audiatin pprtunities, mvement Becming a Divergent Cnductr by Dr. Jasn Thms article, factin analysis/reflectin and discussin CLASS 2 Unlcking creativity: benefits, mtivatin, prcess, traits f creatives, fears/bstacles, laying the grundwrk, jumpstarting yur creative jurney, innvative thinking techniques, creative teamwrk/ synergy, and develping a creative culture in yur classrm The Elements f Music and beynd: Frm, Timbre, dynamics, temp Scafflding t include creativity Arranging music by playing with the elements f music The Mind s Ear -develpment f audiatin and internal musical imaginatin Creative prps and manipulatives t engage students in prcess f creativity Develpment f divergent thinking pprtunities Using Technlgy t facilitate learning: Pitch matching, & audiatin Chral Reading Sessin: Perfrmance, Strategies, teaching techniques, & Reflectin Student analysis f vcal reading sessin Fcus: Elements cnnectins and Technlgy Hmewrk: Metacgnitin reading-article / graphic rganizer nte taking CLASS 3 Cmpsing: vice, rhythm percussin, recrders, bmwhackers, Orff instruments Purpseful Centers in the Gen. Music Classrm and pprtunities fr Differentiated Instructin Brainstrming sessin: Purpseful centers gals and examples Using Technlgy t facilitate learning: Cmpsitin and/r Centers Beynd pitch matching: energy in the phrasing, singing with cnvictin. Tips fr students Crss-curricular creative thinking pprtunities: creating art, writing stries, writing lyrics, chregraphing mvement)

6 Class discussin/feedback: centers experience Prs/cns- imprvements and suggestins Imprvisatin pprtunities Chral Reading Sessin: Perfrmance, Strategies, teaching techniques, & Reflectin Student analysis f vcal reading sessin Fcus: DI in chral setting Hmewrk assignment: Design an activity/teaching strategy t implement with Metacgnitin pprtunities fr students CLASS 4 Metacgnitin: Student self-assessment/self-realizatin: 1. self reflective writing 2. self-reflective activities where students identify strengths & weaknesses/evaluate their wn prgress 3. think-alud sessins where students share learning strategies with partners Student-led discussin/design f metacgnitin pprtunities: Sharing frm assignment f hmewrk assignment, cllabrative enhancing f these techniques Teacher and Student Persnality types: Our clrs and hw they affect teaching and participatin in creative activities Chral Reading Sessin: Perfrmance Strategies, teaching techniques, & Reflectin Student analysis f vcal reading sessin Fcus: Metacgnitin and cnnecting General Music with Chral Music curricula Time t wrk n Prject: Purpseful centers t cultivate creativity CLASS 5 Ear Training, Rhythm Detectives, ppsicle sticks, and ther rhythmic activities t train students ears Meldic Ear Training ideas: Slfege Dts Multicultural infusin with musical elements: Creative listening: Musical Passprt Jurnals Class experience/ discussin: Musical passprt jurnals Vide: Students ding ear training and creative listening and Clips/examples f musical passprt jurnals with discussin Class experience: Rhythm detectives with partners and dts Chral Reading Sessin: Perfrmance, Strategies, teaching techniques, & Reflectin Student analysis f vcal reading sessin Fcus: Ear training and Multicultural Music Presentatin f Prjects Student analysis f class- prs/cns, takeaways Assignments during the week: 1. Revise a currently used musical activity t scaffld integrating higher rder thinking skills/enhancing creativity pprtunity 2. Read the article, Prmting Metacgnitin in Music Classes by Carl W. Bentn frm MEJ, and take ntes using graphic rganizer. Be prepared t share during class. 3. With yur grup/partner, design an activity, rubric, think-alud sessin, r series f prmpts/exit cards which will prmte metacgnitin in yur classrm 4. Read the article, Becming a Divergent Cnductr, by Dr. Jasn Thms, self-analysis and reflectin 5. Edwin Grdn-creativity article-read and discuss in grups

7 Other activities t be cmpleted during class time include: discussin, the mind s ear imaginatin activities, participatin in wide variety f activities, singing, analysis f activities and suggestins t prmte creativity and differentiate instructin, jurnal entries, playing instruments, cmpsing, brainstrming and designing activities etc. Final prject: Design purpseful centers, differentiating instructin, and prviding pprtunities fr student-led learning, divergent thinking, creative musical pprtunities, and metacgnitin within a specific area. All directins fr each center, as well as supplies needed, will be specified. Hw each center cultivates creativity will be indicated. We will cmpile these prjects and share fr use in each ther s classrms.