Introduction to Music Education

MUSIC 145
Spring, 2014
 
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Instructor: Dr. Patricia Lust                          Office Hours: T 8:30-10:00 a.m.
Office Telephone: 395-2049                                             W 10:00-11:30 a.m.
Office: Wygal 219                                                          or by appointment
           
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COURSE
DESCRIPTION

TEXT AND
MATERIALS

COURSE
OBJECTIVES

CLASS SCHEDULE

COURSE
REQUIREMENTS

GRADES

ATTENDANCE
POLICY

BIBLIOGRAPHY
 

  last updated - January 6, 2014
 

COURSE DESCRIPTION:

Survey of the role of music in the education of children, including historical, sociological and philosophical aspects. Consideration of the relationship between assessment and instruction.
 
 

TEXT AND MATERIALS:

Campbell, Patricia Shehan. Musician & Teacher: An Orientation to Music Education. New York: W.W. Norton and Company, 2008. (Available in the Longwood Bookstore)
 

 
COURSE OBJECTIVES:

Upon completion of the course each student will be able to

 1.  Define the role music education in American education.
 2.  Articulate the purpose and value of music in today's school curricula.

 3.  Identify ideals and techniques that demonstrate that music learning is taking place.

 4.  Understand the importance of research and assessment data in making decisions.
 5.  Acknowledge the realities and demands of music teaching.
 6.  Begin establishing a personal philosophy of music education.

 
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CLASS SCHEDULE:
 Wednesdays, 9:00-9:50 a.m.. - Wygal, room #106

Assignments are to be completed prior to the class meeting listed below.
 
Color coding:  reading assignment,   performance assignment,   written work is due,

Jan. 15


Orientation
Discussion of Praxis I and VCLA and other professional requirements
What is leadership?
What are critical and creative thinking?

Jan. 22




SNOW DAY - MOVE CONTENT TO FEBRUARY 5
Various ways of thinking and learning: Learning Styles and Multiple Intelligence

Campbell - Chapter 11 - Diverse Learners and Learning Styles, pp. 214-234
Leadership Project
Multiple Intelligence Quiz - See Link
 

Jan. 29

 

SNOW DAY - MOVE CONTENT TO FEBRUARY 5
 The Musician / Teacher
Campbell - Chapter 1 - A Musician's Life in Teaching, pp. 1-15.
Campbell - Chapter 16 - A Teacher's Life in Music, pp. 299-312.  
 Multiple Intelligence Lesson
(changed to a written assignment)
Research Projects -introduction and discussion  

Feb. 5




CATCH UP FROM JANUARY 22 & 29.
Most, but not all of the assignments have been moved forward one week until April 9 which had been listed as TBA.

Watch for announcements of work to be completed outside of class to help catch up on work missed.


Feb. 12



 Quiz I - on Chapters 11, 1 and 16 + Leadership and Multiple Intelligence
Historical Perspectives on Music Education
Campbell - Chapter 2 - Great MInds on Music in Education, pp. 16-39 
     pp. 16-20, bottom of page to "A student..."
     p. 22, "Later Minds On Music" to bottom of page      
     p. 25. last paragraph, starting with John Dewey
     pp. 28-31 (all of it)      
Multiple Intelligence - written version, not a lesson planp     

Research Projects - identify group members and topics (3 choices) 

Feb. 19



Pedagogical and Philosophical Perspectives on Music Education
Campbell - Chapter 6 - Theories of Musical Thinking and Doing, pp. 104-124

Research Projects - Bibliography is due. 

Feb. 26



The Elementary Curriculum
 Campbell - Chapter 7 - Teaching Music to Children, pp. 125-144
 Essay: Why I want to teach music.


Mar. 5

  --  SPRING BREAK --

Mar. 12




 Quiz II - on Chapters 2, 6 and 7 and some review from Quiz I
 The Secondary Curriculum - Read chapter for your track and look over the other.
 Campbell - Chapter 8 - The Choral Classroom, pp. 145-164
 Campbell - Chapter 9 - School Bands, Orchestras and Jazz Ensembles, pp. 165-186

M ini Essay: 125-150 words - describe ideal teaching situation (individual)

Research Project - Revised bibliography is due

Mar. 19




Operational Concerns in Music Education
Campbell - Chapter 12 - Classroom Management and Motivation, pp. 235-252
Campbell - Chapter 13 - Assessment, pp. 253-265

Research Projects - outline of division of responsibilities

Mar. 26




Influences and Expectations
Campbell - Chapter 4 - Systems and Standards of Music Education, pp. 60-85
    choose 2 countries from this chapter and jot down the important points
Campbell - Chapter 5 - Music in "your Local," pp. 86-103  

3 Interview Questions - ondividual assignment
Research Project - Program abstract is due.

Apr. 2

Quiz III - on Chapters 4, 5, 8/9, 12 and 13
Discuss final-exam interview
Campbell - Chapter 15 - Out in the Field: Look-Listen-Learn, pp. 276-298
  
Research Projects

Apr. 9

Research Projects - Group Presentations

Apr. 16

Research Projects - Group Presentations   

Apr. 23




Research Projects - Group Presentations  
Campbell - Chapter 14 - Technology, pp. 266-275

Essay II : "My Philosophy
of Music Education"
Last minute questions about the final-exam interview
Big Quiz ?

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FINAL EXAM:  TBA
                    15 Minute Interview with the Music Education Faculty

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COURSE REQUIREMENTS:

Quizzes - 25 points
Homework assignments - 10 points
        Leadership Project
        Multiple Intelligence presentation
        Bibliography
        Job interview questions
        Mini Essay: Ideal teaching situation

Essays: - 2 papers - 12 points
         "Why I Want to Teach Music" (6)
         "My Philosophy of Music Education" (6)
Daily participation and contributions - 39 points
Research Project & Group Presentation - 6 points
Music Education Interview- 8 points


GRADES:

 A  95-100,      B  85-94,       C  75-84,        D  65-74,       F  below 65
 

 
ATTENDANCE POLICY:

 Progress in this class will depend on regular study of information learned in class as well as through outside preparation.  Regular attendance is expected.  Any student's absence from class or lack of appropriate effort may become a burden to other students.  Attendance and appropriate cooperation are expected.

Special Consideration: Since this class is a preparation for the teaching profession, we will adopt a policy similar to that of a public school. As a teacher you will have a fixed number of sick and/or personal days after which any absence will result in a loss of pay. In this class you may miss one class meeting without grade penalty. Each absence after that will result in a 5-point penalty in your grade.

Absence from more than 25% of classes (4.5 in this class) will result automatically in a grade of F.  See college catalog for complete policy.

Work is due at specified times.  Late work will not be accepted.
 

BIBLIOGRAPHY:
 

Campbell, Patricia Shehan and Carol Scott-Kassner. Music in Childhood. New York: Schirmer Books,1995.

Hoffer, C. Introduction to Music Education, Belmont, CA: Wadsworth Publishing Co., 1983.

Music Educators Journal, professional journal of the Music Educators National Conference.

MENC Web Page. http://www.menc.org/

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