Music in the Secondary Schools-MUS303
M-W-F 11:00-11:50am
REQUIRED TEXT:See Professor
RATIONALE
Music in the Secondary Schools is a required course for Music Education majors, wherein the focus is to acquaint students with a variety of Educational theories of teaching, lesson planning, teaching teachniques, and activities appropriate for teaching music at the senior-high grade levels. Emphasis on presenting music concepts with regard to child development and learning theories will provide a foundation for future teaching experiences.
COMPETENCIES
A. Knowledge of the historical basis for music education in public schools.
B. Knowledge of psychological and developmental characteristics of young children and the implications for music instruction.
C. Knowledge of techniques, activities, and materials that are used in teaching music concepts (melody, rhythm, etc.) to children.
D. Understanding of major teaching approaches (Orff and Kodaly), the similarities and differences of these models and their use in elementary music instruction.
E. Proficiency in playing accompaniments, ostinati, and descants on the piano and other melody and chording classroom instruments.
BEHAVIORAL OBJECTIVES
A. Read assigned material and 1) explain how music education became a part of the curriculum, and 2) write a rationale for the inclusion of music in the curriculum.
B. Explain the learning theories of Jean Piaget and Jerome Bruner and how they impact music instruction for young children.
C. Lead the class in singing songs using correct pitch and tempo, and modeling the appropriate vocal quality.
D. Play the soprano recorder with correct fingering and good intonation for familiar and unfamiliar songs and exercises.
E. Harmonize songs from the textbook and others sources at the keyboard using primary and secondary chords.
F. Utilize some of the teaching techniques of Kodaly, Orff, and Dalcroze by:
a. Performing songs using the hand signals for melodic pitch
b. Playing ostinati, descants, and bourduns on the xylophones, glockenspiel, and timpani
G. Write lesson plans for kindergarten, early, middle and secondary grade levels.
H. Examine music series books housed in the Music Education Resource Room. Give an analysis of the topics and concepts included in the books.
LEARNING ACTIVITIES
A. Lectures/discussion of topics in the textbooks and other assigned readings.
B. Oral and written reports of journal articles that pertain to music teaching strategies, multi-cultural ideas, or other topics of interest.
C. Study guides, textbooks, materials, and related readings.
D. Viewing and listening to audio-visual material such as filmstrips, video tapes, cassette tapes, cds, dvs.
E. Observation/participation activities at area schools.
COURSE CONTENT OUTLINE
A. Introduction, Music in the Elementary School
1. Historical aspects of music in the schools
2. The value of music instruction
B. How Children Learn Music
1. Developmental characteristics of children
2. Learning theories of Piaget and Bruner
C. Planning Music Lesson
1. Determining the objectives
2. The components of a lesson plan
D. Teaching Music in Kindergarten and Primary Grades
1. Children’s Voices
2. Selecting/presenting songs
3. Playing classroom instruments
4. Developing listening skills
5. Learning to read music
6. Rhythms/moving to music
E. Teaching Music in Upper Elementary Grades
1. Experiences with harmony
2. Improving skills in singing/playing instruments
3. Improving reading and listening skills
F. Alternative Musical Approaches and Programs
1. Kodaly and Orff teaching approaches
2. Dalcroze methods and Comprehensive Musicianship
G. Integrating Music with Other Subject
1. Music for Exceptional Children
EVALUATION PROCEDURES
In this course, students will receive grades on teacher constructed tests and special classroom assignments. Quizzes, exams, oral and written, should be taken on the scheduled date, which will be ONLINE. If you miss a test, OFFICIAL DOCUMENTATION MUST BE PROVIDED within two days after you return to class. University activities and doctor's excuses are the only TWO provisions accepted for make-up exams.
The grading scale for exams is as follows:
100-90 =A
89-80 = B
79-70 = C
69-60 = D
59-0 = F
COURSE REQUIREMENTS
A. All students are expected to attend class regularly and BE ON TIME. Regardless of absentees, excused or unexcused, you, THE STUDENT, NOT THE INSTRUCTOR are responsible for lecture material presented, assignments given, and meeting of deadlines for unexcused absence approval. At the end of the course, every unexcused absence will result in a one point deduction of your final grade. Three or more absences will result in an automatic forfeit of any extra credit points awarded during the semester. A period of two weeks after your return to class will be awarded to students to address and reslove any unexcused absences..
B. Make-up exams and other class work will be permitted upon receipt of doctor's note or University individuals of authority. The final decision of approval is the INSTRUCTOR'S.
C. In accordance with University rules, male students will not wear hats in the classroom, as well as, no eating or drinking by anyone.
D. The student must have access to a computer and email address.
REFERENCES
Gagne, Robert. “The Conditions of Learning.” 2nd ed., New York: Holt, Rhinehart, and Winston, 1977.
Haines, B. Joan and Gerber, Linda. “Leading Young Children to Music.” Columbus, Ohio: Charles Merrill Publishing, 1908.
Mead, Micheal. “Contemporary Music Education.” 2nd ed., New York: Schirmer Books, 1986.
Shamrock, Mary. “Orff Schulwerk: An Integrated Foundation,” Music Educators Journal vol. 72, no. 6, February, 1986.
Sinor, Jean. “The Ideas of Kodaly in America,” Music Educators Journal vol. 81, no. 9, February, 1992.
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