Music and Creative Interaction for the Elementary Classroom Teacher SPRING 2014 COURSE SYLLABUS EDUC 350-001 & 350-002 FROSTBURG STATE UNIVERSITY 1 Dr. Rebecca Birnie Credits: 3 Office: PAC 207 Room: PAC 121-122 Office Phone: 301-687- 4117 Email: rabirnie@frostburg.edu Office Hours: Monday/Wednesday/Friday: 10:00 am - 12:00 pm Schedule MUSC 350-001: Tuesday & Thursday, 11:00-12:15 MUSC 350-002: Tuesday & Thursday, 3:30-4:45 Course Description Classroom use of music skills for children from pre- school through sixth grade. Emphasizes the elements and skills of music and provides opportunity to develop and apply teaching strategies to the teaching of music through moving, singing, listening, playing, reading, creating and creative interaction. Designed for the elementary education major. Every semester. Prerequisite: sophomore standing. Course Objectives As a result of participating in EDUC 350, students will: Have a general understanding of the creative process and the importance of encouraging artistic creativity in the elementary classroom Have an appreciation for the value of integrating musical activity across the curriculum Have a novice ability to read musical notation Develop a performance ability and appropriate use of simple classroom instruments, both pitched and non- pitched Have a basic knowledge of orchestral and folk instruments Have an understanding of various approaches to incorporate listening activities in the elementary classroom Gain knowledge of audio, video, print and online music resources available to the classroom teacher Have an understanding of the Standards in music education: - National Standards for Music Education (1994) http://musiced.nafme.org/resources/national- standards- for- music- education/ A revision of National Standards is in progress, to be released in Spring 2014, as the National Coalition for Core Arts Standards (NCCAS) (nafme.org) - Maryland State Curriculum (Content Standards) http://mdk12.org/instruction/curriculum/arts/ Required Textbook and Materials - Integrating Music into the Elementary Classroom, ninth edition, by William M. Anderson and Joy E. Lawrence (2014, Schirmer, Cengage Learning, ISBN 9781285585635). There is a valuable online component to this text, with audio and video examples (cengage.com). - Soprano Recorder (Yamaha) with Baroque fingering - available in bookstore
2 Attendance - Attendance and punctuality are an important part of being a professional educator - Prompt attendance is expected as a demonstration of professional commitment - Attendance is mandatory, as many activities are experiential and will be difficult to make- up Excused absences: must be approved by the instructor in advance of the class to be missed (family emergency, illness, university- approved activity). Documentation may be asked for your absence. Excused absences in excess of three will be noted and may result in the lowering of the final grade. Unexcused absences: final grade will be lowered by one for each unexcused absence Consistent incidences of tardiness (more than three) will be noted and may result in the lowering of the final grade. It is expected that students will not leave class before the end of each scheduled class The student is responsible for the content missed classes, regardless of the reason Make- up assignments/tests will not be given Assignments - All assignments are due at the beginning of class on the specified date due in HARD COPY. - Assignments are not to be emailed, unless student has received permission from the instructor - Assignments not submitted on the date due will be lowered one grade for each day late. - Preparation for class is expected and required the reading of assignments and participation in activities are also considered assignments Contact Information The instructor will use FSU email and Blackboard announcements to contact students as needed. It is the responsibility of the student to check their FSU email and Blackboard accounts throughout the semester. The instructor reserves the right to change, add or amend this syllabus as needed, with notification to students by email and/or announcement. Blackboard Course syllabus, power points, grades, handouts, and resource information will be posted on Blackboard. Academic Dishonesty and Classroom Behavior Any form of academic dishonesty, including plagiarism and giving or receiving unauthorized assistance in academic work is prohibited. See statement regarding academic dishonesty from the Pathfinder. All student work must be original or accurately referenced. Disruptive behavior will not be tolerated in the classroom. Use of cell phone (including texting) is not permitted during class. Use of laptop/computer should be directly related to course/class instruction and have instructor permission - students may not be checking email or using other applications during scheduled class time which are not directly related to class instruction.
Written Exams 3 Exam #1 Music Fundamentals Chapter 3 (plus handouts) - Staff Notation Exam #2 Final Exam Essay (comprehensive) Course Assignments Chapter Readings and Response Questions (5 separate assignments) Chapter reading assignments are listed on the course schedule. Each chapter is to be read in preparation to be discussed on the date listed. Some chapters require Chapter Response Questions to be completed as an assignment. Each answered question should be approximately 75 words (one long paragraph), answered sufficiently using what has been read in the text. Please add a personal interpretation of what you read as part of your answer. Print a hard copy and submit in class on the date(s) due. Grading 8 points each of five assignments (2 points for each requirement): answered completely, 75 words, references text, personal interpretation; Points will be subtracted for incomplete or missing parts of each requirement. Compose a Piggyback Song Create a Piggyback Song that could be taught and sung in an elementary classroom. A Piggyback Song is a song with a familiar melody, paired with new lyrics to teach a concept. Choose a melody students should already know, and compose lyrics that reflect an elementary concept or lesson. Examples will be given in class, and can also be found online. Piggyback Songs are popular with elementary- aged teachers and students, as there will be many resources found. Be sure this assignment is original and not taken from an existing source or website. The Piggyback Song should include a minimum of three verses and should be easily sung. NOTE: Lyrics should correctly fit the rhythm syllables of the melody, with text easily sung by elementary- aged students. Print a hard copy for the instructor and each classmate - bring to class on the date due, prepared to share/sing. Grading 40 points (8 points for each requirement): familiar melody, 3 verses- original, elementary theme, lyrics fit rhythm syllables, complete handout/sharing; Points will be subtracted for incomplete or missing parts of each requirement. FYI- Internet Resources: 3 Steps to Writing Better Piggyback Songs http://www.thegeorgecenter.com/2013/01/04/3- steps- to- writing- better- piggyback- songs/ Writing a Successful Piggyback Song http://storytimesecrets.blogspot.com/2012/05/writing- successful- piggyback- song.html Recorder Playing Proficiency Learn beginning technique on the recorder, including songs/notes appropriate for elementary- aged students. Songs will be assigned from class handouts. Two songs will be selected and performed for the instructor, demonstrating playing proficiency - the use of a pitched instrument and the reading of musical notation. Grading 40 points (10 points for each requirement): selected song, fingers/pitches correct, rhythm correct, blowing correct; Points will be subtracted for each requirement not accurately performed.
Construct a Rhythm Instrument 4 Construct a simple rhythm instrument from easily found materials, such as available in an elementary classroom. This instrument should be easily used to accompany songs and activities in a classroom, and one that could be made simply by students. - The player should be able to perform a steady beat and simple rhythm patterns with the instrument. - Construct your instrument and bring it to class on the date due, prepared to share. - Print a hard copy handout for the instructor and each classmate be sure to list supplies and step- by- step directions for constructing your instrument. - There are many ideas on the internet which you may use as a resource or for inspiration be sure your handout is original. Grading 40 points (10 points for each requirement): easily constructed, appropriate for elementary- aged students, plays beat/rhythm, complete handout/sharing; Points will be subtracted for incomplete or missing components of each requirement FYI- Internet Resources (for inspiration): http://pinterest.com/maestroclassics/homemade- musical- instruments/ http://spoonful.com/crafts/music- instruments http://www.thecraftycrow.net/2011/07/homemade- musical- instruments- for- kids.html http://familycrafts.about.com/od/toppicks/tp/makemusic.htm http://www.redtedart.com/2012/10/15/musical- instrument- crafts- for- kids/ http://resource.takelessons.com/music- activities- for- kids- making- instruments/ http://www.kinderart.com/teachers/9instruments.shtml Music Websites Review and Critique Browse the websites listed below. Each website is designed for use by students, reinforcing musical concepts, skills, themes, etc. Choose three of the websites listed below to review and critique. Each of the 4 items below should be addressed with a ONE to TWO paragraph explanation (answering with one sentence statements is not acceptable - use a narrative writing style): 1. Purpose/Objective: What is the intent and/or objective(s) of the website? Does it achieve the goal(s)? 2. Musical Concept: What is the site attempting to teach musically? What musical content is being taught or practiced? 3. Audience: Who is the intended audience? What grade level of students? 4. Function/Technicality: Is the website user- friendly? Is it visually appealing? Is it easy or difficult to navigate? Does it perform as it should? - The San Francisco Symphony www.sfskids.org - Dallas Symphony www.dsokids.com - Cincinnati Public Radio - Classics for Kids www.classicsforkids.com - New York Philharmonic www.nyphilkids.org - Creating Music www.creatingmusic.com - Nashville Symphony Orchestra www.nsokids.org - Happy Note www.happynote.com/en/music- notes.html - Sphinx Kids www.sphinxkids.org - Quaver Music www.quavermusic.com/parentteacher/kids_website.html - BBC www.bbc.co.uk/northernireland/schools/4_11/music/mm/index.shtml - Music Games www.musicgames.net - Carnegie Hall http://listeningadventures.carnegiehall.org/ypgto/index.aspx Grading 40 points (8 points for each requirement): 3 websites, shows critical thinking and interpretation for determining: purpose/objective, musical concept, audience, function/technicality. Points will be subtracted for incomplete or missing components of each requirement.
Professional Development - Projects 5 Project #1 - Repertoire Collection Collect and compile a repertoire of 10 elementary- aged songs and musical activities for use in an elementary classroom. Select songs and musical activities you would use in your future classroom. - The selected songs must be classic, children s songs or folk songs for elementary- aged students (if you are unsure, please ask the instructor for approval). Piggyback songs are not acceptable for this assignment. - The songs may include activities such as a musical concept, a game, hand motions, hand jive, body percussion, a simple dance or movement, etc. - There are many resources for selecting songs: music textbook series (on reserve at FSU library), songbooks, internet, library, peers, family members, etc. - This project should include a minimum of 10 pages: one song/activity per page, include the musical notation and words for the song and a clear explanation of the activity. - Be sure to cite your references for the song and activity (book, text, internet site, etc.), as appropriate. Print a hard copy of this Project (stapled together) and bring to class on the date due. Choose one song/activity from your project to teach to the class (10 minutes) - Print a hard copy of this one song/activity for each classmate and bring to class on the date you will share/teach it to the class. Please bring all resources you will need to teach (visuals, instruments, recording, etc.) or arrange with the instructor in advance for assistance. Grading 75 points for Repertoire Collection (15 points for each requirement): 10 songs/activities, selection of songs, description of activities, references cited, organization. Grading 25 points for Share/Teaching to class. (Points will be subtracted for incomplete or missing components of each requirement) Project #2 Music and Reading Lessons Create four teaching lessons which use a reading resource(s) as the foundation of the lesson, yet teaches a musical concept or skill. - Choose a reading resource(s), appropriate to elementary- age students such as children s picture books, nursery rhymes, poems, stories, rhymes, chants, a short article, etc. - Create four lessons combining the teaching of the resource(s) and music. - Each lesson must include at least one musical concept or skill, as learned, read, discussed or experienced during the class (refer to class notes and the text). Examples: rhythm, melody, form, dynamics, tone color, texture, tempo, etc. - This project should be reflective of what you have learned during the course, showing how you would implement musical learning and activities in your future classroom as an elementary teacher. - The four lessons should reinforce the connection between music and reading, yet focus on teaching a musical concept or skill through the use of text. - The lessons should focus on a text, not the choice of a song (unless the song is in a book format). - The lessons may have a related theme and be part of a unit or may be four independent lessons. The Project should include: 1. First Page - Introductory Labeled with name, class, date and assignment title. - Describe the project (1-3 paragraphs), including the reading resources utilized (and why they were chosen), intended grade level of students, and the musical components chosen. 2. Pages 2-? Four teaching lessons (Task Stream - lesson plan format) 3. Last Page: Summary and conclusions - Write a summary/conclusion (1-3 paragraphs) reflecting on the unit, the musical components used and the connection to reading. Print a hard copy of this Project (stapled together) and bring to class on the date due. Be prepared to verbally share your project with the class (3-5 minutes). Grading 75 points for Music and Reading Lessons (15 points for each requirement): 4 lessons, reading resource, music concept/skill, reflective of class, organization Grading 25 points for sharing with classmates (Points will be subtracted for incomplete or missing components of each requirement)
Course Evaluation 6 Assignments 40% (200 points) Grade Chapter Response Questions (5 assignments) 40 points (8 points each) Compose a Piggyback Song 40 points Recorder Playing Proficiency 40 points Construct a Rhythm Instrument 40 points Music Websites Review and Critique 40 points Projects 40% (200 points) Grade Project #1: Repertoire Collection 75 points Teach One Song/Activity 25 points Project #2: Music and Reading Lessons 75 points Share Project 25 points Written Exams 20% (100 points) Grade Exam #1 Music Fundamentals 50 points Exam #2 Final Exam 50 points Grading A B C D F 90%- 100% 80%- 89% 70%- 79% 60%- 69% 0-59%
Course Schedule: (Chapter readings should be read in advance be prepared to discuss on the date listed) 7 Week 1 Tue 1/28 Thur 1/30 Week 2 Tue 2/4 Tue 2/4 Thur 2/6 Week 3 Tue 2/11 Thur 2/13 Introduction syllabus - expectations Chapter 1 How Children Learn Chapter 2 Guidelines for Teaching Music Assignment due: Chapter 2, Response Questions #5, 7 (p.33) Chapter 3 Fundamentals of Music Music Fundamentals Rhythm (notes, rests, meter) Music Fundamentals Melody (staff, pitch letter names, measures) Week 4 Tue 2/18 Music Fundamentals - Review Rhythm and Melody Thur 2/20 - NO CLASS (Review Music Fundamentals for upcoming exam) Week 5 Tue 2/25 Thur 2/27 Music Fundamentals - Review for Exam Exam #1 - Music Fundamentals Week 6 Tue 3/4 Chapter 4 - Teaching Music through Singing Tue 3/4 Assignment due: Chapter 4, Response Questions #3, 7 (p. 119) Thur 3/6 Teaching/Leading a Song; Piggyback Songs Week 7 Tue 3/11 Tue 3/11 Thur 3/13 Chapter 5 - Teaching Music through Playing Classroom Instruments Assignment due: Compose a Piggyback Song (Share with class - Handout) Instruments (continued) - Singing Books- Songs that Teach ~~ Spring Break - March 18 and 20 ~~ Week 8 Tue 3/25 Thur 3/27 Thur 3/27 Instruments (continued) Introduce Recorder (B- A- G) Recorder (continue with B- A- G) Assignment due: Construct a Rhythm Instrument (Share with class - Handout) Week 9 Tue 4/1 Recorder (B- A- G - Add Low E- D) Tue 4/1 Chapter 6 - Teaching Music through Listening Tue 4/1 Assignment due: Chapter 6, Response Questions #5, 8 (p. 223) Thur 4/3 Recorder (B- A- G- E- D, Add High D, C ) Listening (continued)- Listening Maps- Writing Prompts- Carnival of the Animals - Peter & the Wolf
Week 10 Tue 4/8 Tue 4/8 Thur 4/10 Week 11 Tue 4/15 Thur 4/17 Thur 4/17 Week 12 Tue 4/22 Tue 4/22 Thur 4/24 Thur 4/24 Recorder (continue - Review for Playing Proficiency) Chapter 7 - Teaching Music through Movement Assignment due: Recorder Playing Proficiency Movement (continued) - singing games, dances Chapter 8 - Creativity and Music Assignment due: Chapter 8, Response Question #1 (p.281) Creativity (continued)- Improvisation- Invented Notation/Sound Carpets- Visualization Assignment due: Music Websites Review and Critique Chapter 9 - Integrating Music with the Study of Peoples, Places and Cultures Chapter 10 Experiences with Music and Other Arts Chapter 11 Thematic and Content Pedagogy (Integration with other subjects) Assignment due: Chapter 9, Response Questions #2, 5 (p.334) 8 Week 13 Tue 4/29 Assignment due: Project #1 - Repertoire Collection and Teaching Song/Activity to Class (from Project #1) Thur 5/1 Continued - Teaching Song/Activity (from Project #1) Week 14 Tue 5/6 Thur 5/8 Assignment due: Project #2 - Music and Reading Lessons (and Sharing) Continued - Sharing Project #2 (as needed) Review for Final Exam Week 15 Tue 5/13 Final Exam (Exam #2)