MSU-Billings

College of Education

EDUCATIONAL THEORY AND PRACTICE

FALL 2011

 

EDU 397I TEACHING MUSIC K-12

 

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

E-MAIL:  scbarfield@msubillings.edu       OFFICE:  COE 271                         

OFFICE HOURS (COE 271):                     Wednesdays 7:30 a.m.-10:30 a.m.  1:30-3:00 p.m.  

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

 

REQUIRED TEXTS:         

 

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      

 

COURSE DESCRIPTION:

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. 

 

PRE- AND COREQUISITES:        Admission to Teacher Education and EDU 380

 

COURSE CONTENT GOALS

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

 

Student Objectives

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.

 

 

Coe Initial CONCEPTUAL Framework

Professional and Pedagogical Development

MSU BILLINGS-INTASC STANDARDS

 

STANDARD 1: CONTENT PEDAGOGY

            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.

 

STANDARD 2: STUDENT DEVELOPMENT

            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)

 

STANDARD 3: DIVERSE LEARNERS

            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.

 

STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES

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

 

STANDARD 5: MOTIVATION AND MANAGEMENT

            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.

 

STANDARD 6: COMMUNICATION & TECHNOLOGY

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

 

STANDARD 7: PLANNING

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

 

STANDARD 8: ASSESSMENT

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

 

STANDARD 9: REFLECTIVE PRACTICE: PROFESSIONAL DEVELOPMENT

            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.

 

STANDARD 10: SCHOOL AND COMMUNITY INVOLVEMENT

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

 

 

COURSE POLICIES: 

 

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.

  • 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 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”)

 

 

ASSIGNMENTS

 

_____  (90 pts.)   Class attendance and participation in class discussions (5 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 #4, #6, #7, #8, #10)   SAMPLE

                                    Group Music Integration Unit due Sept. 27th

 

_____  (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). (INTASC #1, #7, #8, #9)  SAMPLE  SAMPLE

 

_____ (50 pts.)  SMART Board Lesson – Teach a Music Ace lesson to the class, submit lesson plan, tape lesson (taped lesson will be on D2L under Discussion), and write a self-reflection. ). (INTASC #1, #6, #7, #8, #9)

 

_____  (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 #1) 

            Grant RFP and references are due Oct. 11th on D2L (loss of 5 pts. if not in on time).

Grant Proposals are due November 8th  (post on D2L).    

 

_____  (10 pts.)   Anticipatory Set Bluebooks (2 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.

 

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

Enhancement Activities

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

  

EDU 397I COURSE OUTLINE

Sept        8          Overview – Group Music Integration Unit Introduction

                            Lesson Planning, Billings Music Curricula

  13         Managing Time and Paper (Chapter 1)

   Dixie Metheny & Kathy Holt– Secondary Field Experience 

  15         Before School Begins (I)

   MT Indian Education for All

              20         Classroom Management (Chapter 2)  

 Assessment                            

  22         Preparing for the School Year (Chapter 3)

  27         Day One (II)           

              29         The First Week of Class (Chapter 4)                          

Oct         4            Scheduling & Policies (III) 

   6            Grant Proposal (Research & APA)  

 Group General Music Content Integration Unit is due                                  

  11         Organizing and Running Rehearsals  (Chapter 5)

                3 References in APA format and RFP due 

  13         Rehearsals & Performance (V)

              18          Guest Speaker Dennis Granlie (First Year Challenges PP)

  20         MMEA 

              25         Teaching Advanced Musical Concepts (Chapter 6)          

     27         Teaching for Mastery (Chapter 8)  

Nov         1            Tuning the Band (Chapter 7)

    3            Preparing for Concerts (Chapter 9)

                8            Grant Proposal due

              10           Preparing for Festival/Contest (Chapter 10)

Group Travel (Chapter 11)

              15           Taking Care of Business (Chapter 12)

                                Thoughts on Excellence (Chapter 13) 

Microteaching Lessons (2)                

              17         Orff Education - Guest Lecturer, Ms. Glenda Newman

    22        Technology (Dr. Behm) (SMARTMusic)

              29         Relationships (IV) 

Microteaching Lessons (2)                             

Dec          1          Student Special Needs & Relationships cont.

                             Music Ace Lessons (2)

    6           Acquiring the Job (VI)

         Music Ace Lessons (2)

                8           Course Summary and Evaluation

 

FINAL THURSDAY, DEC. 15th (PRAXIS II Post-test)              10:00 – 11:50 a.m.    COE 421                        

 

ALL COURSEWORK WORK MUST BE HANDED IN BY DECEMBER 9th TO RECEIVE CREDIT!

 

Updated 12/7/11