EDU 397F Chapter 5-J.pptx 


College of Education


FALL 2012




DR. SUSAN C. BARFIELD                                   PHONE:  (406) 657-2316

E-MAIL:       OFFICE:  COE 271                         

OFFICE HOURS (COE 271):         Mondays 12:00-2:00 p.m.

                                                            Tuesdays and Thursdays 7:30-8:15 a.m.

                                                            Wednesdays 8:00-10:00 a.m.                          


REQUIRED TEXT:             Anderson, W. & Lawrence, J. (2010, 8th ed.). Integrating Music into the Elementary Classroom. Belmont, CA:  Wadsworth Publishing.



Prerequisites:  Admission to Teacher Education, EDU 381, and MUSI 101.  Examines the purposes, materials, and teaching methodologies of music as a separate discipline and as a program within the 3 curriculum models (technical, practical, and critical).  Links with other elementary school disciplines provided.  Performance, aesthetic, and historical topics are also included.  Philosophies of and practical strategies for integration of computer technologies and multicultural perspective (including Indian Education for All) into curricula are explored.


PREREQUISITES:              Admission to Teacher Education, EDU 381, and MUSI 101




1.      Attain higher levels of personal achievement in understanding music.

2.      Assure that higher levels of thinking as well as concrete concepts are taught in elementary school programs.

3.      Provide limited direct experiences and experimentation with elementary school music media, tools, and equipment toward development of music concepts and fundamentals.

4.      Research, collect and organize instructional resources, ideas and activities pertinent to elementary music teaching and integration of music into content areas.

5.      Study curriculum materials that define and assess learner goals; include content, skills and thinking; guide the selection of materials and resources; and help develop assessment processes.

6.      Develop an understanding and appreciation for the importance of the study of music in the development of the whole person.

Student Objectives


1.                  TSW understand the six fundamentals of music as evidenced by chapter skills tests and listening comprehension analysis

2.                  TSW be able to conduct a class discussion using Anderson and Krathwohl’s (2001) taxonomy of questioning as evidenced by development of discussion questions from the text.

3.                  TSW discover how music affects learning and how to find outside financial resources as evidenced by a grant proposal assessed by a rating scale by the instructor.

4.                  TSW identify at least five teaching strategies and classroom management strategies as measured by a self-developed list and comments on microteaching assessment.

5.                  TSW practice teaching skills and strategies by conducting a 10-minute music microteaching lesson assessed by the instructor and classmates using a class-developed rubric as well as writing a self-reflection of the recorded lesson.

6.                  TSW work collaboratively within a small group to produce a thematic unit integrating music into other content areas as evidenced by an evaluation rating scale developed by the instructor.

7.                  TSW learn computer technology (sending files, music internet sites, D2L, and SMART boards) and how to relate these to elementary classrooms as evidenced by class assignments.

8.                  TSW identify and play various classroom accompaniment instruments assessed by participation points in class.




Coe Initial CONCEPTUAL Framework

Professional and Pedagogical Development



Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.




Accommodations:  Please contact me to discuss any special needs and to agree upon necessary accommodations, including any cultural considerations


Students with Disabilities:

MSU Billings is committed to providing equal access.  If you anticipate barriers related to the format or requirements of this course, please meet with me so that we can discuss ways to ensure your full participation in the course. If you determine that disability-related accommodations are necessary, please contact Disability Support Services (located in the Academic Support Center).  We can then plan how best to coordinate your accommodations.

  • Main Campus, 657-2283 (voice/tty) or 657-2159 (voice/tty/video phone) 8 a.m. - 5 p.m.


Class attendance and participation in class discussions are expected.  Make-up for missed anticipatory set bluebooks is not possible.


Late assignments will have 5 points per week deducted from the total score received on that assignment.  Revisited papers will lose 5 points and must be turned in one week after they are returned. Due to the large amount of spam on my computer, all email correspondence should include the class and section, your name, and the subject in the SUBJECT area of the email message (ex: SUBJECT: “EDU 397F Smith Grant Proposal question”)



_____  (100 pts.)   Class attendance and participation in class discussions (4 pts. per day- pts. will be deducted for being tardy or leaving class early) Class assignments which can include rhythmic dictation, melodic dictation, and chapter questions are required and can be requested to hand in at any class --- keep these current


_____  (10 pts.)   Anticipatory Set Bluebooks (0-2 pts. per entry) – questions will be on material from the chapter we are studying that day…you may use your notes, but not the text.


_____  (40 pts.)   Music Skills Assessment (INTASC #4)


_____  (50 pts.)  Write a 3-5 page grant proposal for funding for music education.  You must include the RFP (Request for Proposal) instructions (not counted as the 3-5 pages) and summary of your grant proposal including at least three references, published between 2008-2012 (including a journal article and internet resource) that indicate how your research relates to your proposal request, how you plan to implement the project, and a brief budget.   Proposals are to be typed (12 pt Courier or Times New Roman font), double-spaced (ds), and in the APA format that was handed out in class. Hand in a hard copy of your proposal at the beginning of class (papers not handed in at that time are considered late). Post your proposal on D2L (must have the entire proposal on ONE file). Label your file with your last name first and the title of your proposal.  You will not receive your graded hard copy until AFTER you have posted your proposal on D2L. Proposals will be returned (and lose points) if not spell-checked or with more than two grammatical errors per page.  (INTASC #5)     SAMPLE

            Grant RFP and references are due Sept. 27th on D2L (loss of 5 pts. if not in on time). Sample reference page

Grant Proposals are due October 11th  (post on D2L).   Grant Proposal Grading Guidelines 


_____  (50 pts.)  Microteaching Lesson--ETP Lesson Plan Format (music)-Teaching Models: Traditional, Multiple Intelligences, Learning Cycle, The Five E’s, Conceptual ChangeTeach a short music lesson to the class (10 min.), submit lesson plan the day of the lesson (with enough copies for one for each class member), record lesson and write a self-reflection. Microteaching lesson self-reflections are due one week after the lesson was presented or late points will apply.  Post your lesson plan on D2L. Your graded rubrics will be returned after your submit your self-reflection and post your lesson. (INTASC #5, #6, #7, #8)

Traditional Lesson Plan example   Multiple Intelligences Lesson Plan example  Learning Cycle Lesson Plan example  Five E's Lesson Plan example


_____  (50 pts.)  Group Music Integration Unit – Working in small groups, design a teaching unit including a minimum of four lessons integrating music into the content area(s) of your choice.  Final units should be posted on D2L. Units due Nov. 20th and posted on D2L  (INTASC #5, #6, #7, #8, #10)



Enrichment Activities   MEA/MFT or MMEA Conference Participation Form

Billings Curricula (Grade K, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6)


GRADING                A         285-300 pts.

                                    A-        276-284 pts.

B+       268-275 pts.

                                    B         260-267 pts.

                                    B-        252-259 pts.

                                    C+       244-251 pts.

                                    C         236-243 pts.

                                    C-        228-235 pts.

                                    D+       220-227 pts.

                                    D         212-219 pts.

                                    D-        204-211 pts.

                                    F          below 203 pts.



Sept      6        Course Overview (Syllabus, Student Information Sheet, Music Skills Pre-test)

11        How Do Children Learn (Chapter 1)

13        Guidelines for Teaching Music (Chapter 2)

            18        Music and Learning Research Meet in COE 319

20        APA Review Meet in COE 319

            25        Fundamentals of Music (Chapter 3)

27        Chapter 3 cont.

            Copy of grant RFP and three references due on D2L (APA format)


Oct        2        Assessment - EPG                 

              4        Questioning Strategies – Anderson and Krathwohl (2001)

            Basal Series – Online Resources-SMART Board (Music Ace)


  9        Teaching Music Through Singing (Chapter 4)           


11        Music and Learning (Grant Proposal Discussion)

Grant Proposal due (hard copy to Dr. Barfield and entire paper on one file on D2L Grant Proposals DROPBOX)


16        Teaching Music Through Playing Classroom Instruments (Chapter 5)

18        MMEA (An excellent opportunity to network and learn about MT education)

            23        Chapter 5 cont           


25        Teaching Music Through Listening (Chapter 6)


Oct    30          Group Music Integration Unit Planning- Indian Education for All


Nov     1          Teaching Music Through Movement (Chapter 7) (revisited Grant Proposals due)


            8          Group Music Integration Unit Planning-       


13        Chapter 7 cont.

                        GMIU Lesson Plans Due


            15        Creativity and Music  (Chapter 8)

                        GMIU Final Planning


20        Integrating Music with the Study of Peoples, Places, and Cultures (Chapter 9)

            Group Music Integration Units due (hard copy to Dr. Barfield posted on D2L)  


            27        Chapter 9 cont.


            29        Experiences with Music and Other Arts (Chapter 10)

Dec        4        Thematic and Content Pedagogy (Chapter 11)

                        Music Skills Practice Sheet


              6        Course Summary and Closure - Music Skills Post-Assessment                     



WEDNESDAY, DECEMBER 12th                       EDU 397F-001           12:00-1:50 p.m.

TUESDAY, DECEMBER 11th                              EDU 397F-002           10:.00-11:50 a.m.

Group Music Integration Units Presentations and Course Evaluation 



Updated on 12/6/12