College of Education






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

E-MAIL:       OFFICE:  COE 271                         

OFFICE HOURS (COE 271):                     Tues. and Thurs.   10:30 a.m.-12:00 p.m.   

                                                                                     7:30-8:15 a.m. (and by appt.) 


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



  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 perspectives 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, SMART Board) 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




            The teacher understands the historical-legal-philosophical foundations of education, as well as the central concepts, tools of inquiry, and structures of the discipline he or she teaches.  The teacher creates learning experiences that make these aspects of subject matter meaningful for students.



            The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.  MSU Billings teacher education candidates understand differences among groups of people and individuals.  In the context of human similarity, candidates are aware of United States and global diversity, respect and value differences, recognize that students and their families may hold different perspectives and strive to meet individual student needs. (MSU Billings definition of diversity, 2001)



            The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.  Montana educators understand and teach with attention to the cultures of Montana Indian nations.



            The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving.



            The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.



            The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.



            The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.



            The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.



            The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and who actively seeks out opportunities to grow professionally.  MSU Billings teacher candidates demonstrate professional dispositions both on and off campus.



            The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.




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


Students with disabilities, whether physical, learning, or psychological, who believe that they may need accommodations in this class, are encouraged to contact Disability Support Services (DSS) as soon as possible to ensure that such accommodations are implemented in a timely fashion. Please meet with DSS staff to verify your eligibility for any classroom accommodations and for academic assistance related to your disability. Disability Support Services is located in the Academic Support Center. 

  • Main Campus, 657-2283 (voice/tty) and 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-01 Smith Tech. #1”)



_____  (104 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


_____  (6 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 #1)


_____  (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 propposal 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.     SAMPLE

            Grant RFP and references are due Feb. 21st on D2L (loss of 3 pts. if not in on time). Sample reference page

Grant Proposal Papers are due March 13th (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 Change)Teach a short music lesson to the class (10 min.), submit one lesson plan the day of the lesson, 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 #1, #7, #8, #9)

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 Apr. 10th and posted on D2L  (INTASC #4, #6, #7, #8, #10)   SAMPLE

Enhancement Activities  IEfA Conference attendance forms


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.


 Instructions for Getting Into D2L

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




Jan       12          Course Overview , Music Skills Pre-test

17        How Do Children Learn (Chapter 1) (Rhythmic Dictation)

19        Guidelines for Teaching Music (Chapter 2, Melodic Dictation)

            24        Fundamentals of Music (Chapter 3)

26        Chapter 3 cont.

            31        Assessment

Feb        2        Questioning Strategies – Anderson and Krathwohl (2001)

                        Basal Series – Online Resources                    

  7        Teaching Music Through Singing (Chapter 4)

  9        Teaching Music Through Playing Classroom Instruments (Chapter 5)

14        Music and Learning Research (Eileen Wright)-meet in COE 417 (Barfield presenting at NABE Conference in Dallas)

16        APA Review (Justin Wiebe)-meet in COE 417 (Barfield at conference)

21        Chapter 5 cont

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


 23       Teaching Music Through Listening (Chapter 6)

             28       Chapter 6 cont.


Mar        1        Teaching Music Through Movement (Chapter 7)


13        Music and Learning Research

 grant proposal  due (hard copy to Dr. Barfield and entire paper on one file on D2L)


15        Group Music Integration Unit Planning- Indian Education for All


            20        Chapter 7 cont.


            22        Creativity and Music (Chapter 8)

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

29        Chapter 9 cont.

Apr        3        Experiences with Music and Other Arts (Chapter 10)

                        GMIU Lesson Plans Due 

10        Final Group Music Integration Planning     

            12       Chapter 10 cont.

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


            17        Thematic and Content Pedagogy (Chapter 11)

                         Music Skills Practice Sheet

            19        Course Summary and Closure - Music Skills Assessment Post-test


WEDNESDAY, APRIL 25th                      EDU 397F-001           8:00-9:50 a.m.

Group Music Integration Units Presentations and Course Evaluation 



Updated on 4/12/12