DR. SUSAN C. BARFIELD PHONE: (406) 657-2316
E-MAIL: firstname.lastname@example.org 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.
Wise, P. C. (1996). So…you’re the new band director: Now what? Oskaloosa, Iowa: C.L. Barnhouse Company.
Granlie, D. (2009). Teaching and managing performance ensembles. www.granlieconsulting.intuitwebsites.com
Prerequisites: Admission to Teacher Education and EDU 380. Provides the student with methods and materials necessary for teaching music in a K-12 setting. Specifically, the areas to be covered are: elementary general music, elementary instrumental music, middle school instruction and choral music, and high school instrumental and choral music.
1. Ability to guide elementary and secondary students into creative and/or improvisational experiences and performances.
2. Understanding of and ability to develop sequential music curriculum with a scope and sequence articulated for K-12 that assures pupil development and competence.
3. Understanding and ability to develop and use appropriate strategies for assessing student progress and accomplishments in learning music.
4. Exposure on fretted instruments in order to use as demonstration/accompaniment
5. Understanding of aesthetic, philosophical and psychological aspects of music and music’s contribution to the individual and society
6. Ability to formulate a philosophy of music education which may serve as a basis for implementing a K-12 music program
7. Knowledge of current methods and materials for music education
8. Skills to effectively use promotion, publicity and public relations to develop community understanding and confidence in the music education program.
9. Understanding and ability to advise and encourage students about higher education and career opportunities related to the study and performance of music and music related fields.
10. Awareness and appreciate of the role technology plays in contemporary music education and an awareness of skills necessary in the use of current and diverse music technologies.
11. Knowledge of and appreciation of past and present music of Montana’s cultures (including MT American Indian cultures) and world cultures
1. TSW identify at least five teaching strategies and classroom management strategies as measured by a self-developed list and comments on microteaching and teaching assessments.
2. TSW practice teaching skills and strategies by conducting 10-minute music microteaching lessons assessed by the instructor and classmates using a class-developed rubric as well as writing a self-reflection of the taped lesson.
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 work collaboratively within a small group to produce a thematic unit integrating music into other content areas, including Montana Indian Education for All
5. TSW learn computer technology (music internet sites, SMART BOARD, SmartMusic) and how to relate these to classrooms as evidenced by class assignments.
6. TSW identify and play various classroom accompaniment instruments assessed by accompanying teaching lessons.
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.
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.
Class attendance and participation in class discussions and activities are expected.
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 397I Smith Grant Proposal question”)
_____ (36 pts.) Class attendance and participation in class discussions (3 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
_____ (50 pts.) Group General Music Content Integration Unit – Working in a small group, design a teaching unit including a minimum of four lessons integrating music into the content area(s) of your choice. (INTASC #5, #6, #7, #8, #10)
Group General Music Integration Unit Oct. 15th
_____ (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 general music lesson (10 min.) to the class, submit lesson plan, tape lesson (taped lesson will be on D2L under Discussion), and write a self-reflection. The lesson must include an accompaniment of a new (if possible) instrument (guitar, keyboard).
_____ (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 2007-2011 (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 Nov. 5th on D2L (loss of 5 pts. if not in on time). Sample reference page
Grant Proposals are due November 26th (post on D2L). Grant Proposal Grading Guidelines
_____ (15 pts.) Anticipatory Set Bluebooks (5 pts. per entry) – questions will be on material from the chapter(s) we are studying that day…you may use your notes, but not the texts. (+1 bonus pt.)
A- 184-189 pts.
B+ 179-183 pts.
B 173-178 pts.
B- 168-172 pts.
C+ 163-167 pts.
C 157-162 pts.
C- 152-156 pts.
D+ 147-151 pts.
D 141-146 pts.
D- 136-140 pts.
F below 136 pts.
Lesson Planning, Billings Music Curricula
17 Group Music Integration Planning
24 Managing Time and Paper (Chapter 1)
Before School Begins (I)
MT Indian Education for All
Oct 1 Classroom Management (Chapter 2)
Preparing for the School Year (Chapter 3)
8 Day One (II)
The First Week of Class (Chapter 4)
15 Scheduling & Policies (III)
Group General Music Content Integration Unit is due
22 Organizing and Running Rehearsals (Chapter 5)
Teaching Advanced Musical Concepts (Chapter 6)
Tuning the Band (Chapter 7)
Teaching for Mastery (Chapter 8)
Nov 5 Rehearsals & Performance (V)
Preparing for Concerts (Chapter 9)
3 References in APA format and RFP due
12 Veteran’s Day – no class
19 Preparing for Festival/Contest (Chapter 10)
Group Travel (Chapter 11)
Mr. Martinez visits-First Year Teaching
Mr. Martinez visits-First Year Teaching
26 Relationships (IV)
Thoughts on Excellence (Chapter 13)
Mr. Wahrman visits-Experienced Teacher
Mr. Wahrman visits-Experienced Teacher
Grant Proposal due
Dec 3 Acquiring the Job (VI)
Mr. Corey visits - MT & SD2 music
Mr. Corey visits - MT & SD2 music education
FINAL WEDNESDAY, DEC. 12th (PRAXIS II Post-test) 2:00 –3:50 p.m.
ALL COURSEWORK WORK MUST BE HANDED IN BY DECEMBER 7th TO RECEIVE CREDIT!