SEMINAR-MUS425
T-11:00-11:50am
REQUIRED TEXT:
Hoffer, Charles. “Teaching Music in the Secondary Schools” 2nd. Edition. Belmont, CA; Wadsworth Publishing Co., Inc., 2001.
RATIONALE
This is the final course in the music methods sequence for the Music Education major. This courses aim is to prepare the prospective music educator for the challenges associated with the teaching of music. Major areas of concern in this course will cover attributes so necessary for the successful teacher, the music curriculum in the traditional high school, and the management and evaluation of the music curriculum, as well as student progress. This is important, because the music teacher is also expected to show evidence of student achievement. Also, some degree of emphasis on teaching conditions faced by ensembles directors to counteract problems associated with directing ensembles will also be explored.
COMPETENCIES
A. Understand the intense nature of music teaching at the secondary level and challenges associated with becoming a successful music educator.
B. Familiarize yourself with the music curriculum in high schools and related facets, such as what should be taught in music classes and rehearsals.
C. Understand the process and importance of evaluating the results of teaching.
D. Have knowledge of the musical guidelines and bylaws of the local, and state board.
E. Become abreast of the ever-changing trends in the state of Louisiana as it pertains to music, and inform your students accordingly.
BEHAVIORAL OBJECTIVES
A. Identify the characteristics and qualities of the effective music teacher.
B. Become familiar with the music curriculum in the local high schools.
C. Specifically state what students should learn in music classes.
D. Correctly identify the types of non-performing classes and the role of these within the total school curriculum.
E. Identify and explain the various ways students are evaluated.
F. Correctly identify and explain the several guidelines to be observed when teaching music.
G. Define and describe the basic thrust of the General Music Class in the junior high curriculum.
H. Analyze excerpts from music compositions to show how one would manipulate elements of musical styles and interpretation.
I. Discuss the gamut of preparing for successful school music performances.
LEARNING ACTIVITIES
A. Reading and discussing assigned materials relative to course content.
B. Reviewing and evaluating the Louisiana Music Curriculum Guidelines for vocal and instrumental music.
C. Critiques articles on various facets of music instruction from widely read music journals.
D. Interview Band and Choral directors on establishing and directing high school performing groups.
E. Analyze and discuss vocal and instrumental scores with particular emphasis on musical elements that could be taught.
COURSE CONTENT OUTLINE
I. The Complete Teacher
A. Personal Aspects and Qualities
B. Professional preparation and Competence
II. Skills in Teaching Techniques
III. Relationships with Colleagues
IV. The Music Teacher and their Community
V. Continued Growth and Self Evaluation
II. The Music Curriculum
A. Learning in Music
1. Music syntax
2. Music Literature
3. Intellectual Understanding
4. Skills and Activities
III. Courses in the Music Curriculum
A. Non-performing courses
1. General Music Classes
2. Music Appreciation
B. Instrumental and Vocal Groups
IV. Methods of Teaching Music
A. Guidelines for teaching Music
1. Cognitive Learning
a. Multisensory Approach
b. Conceptual, Whole, and Part Learning
B. The Nature and Management of the General Music Class
1. Characteristics of Successful Teaching
2. Activities and Materials
3. Planning for the General Music Class
C. Teaching Music in the Rehearsal
1. Instrumental Music Teaching
2. Choral Music Teaching
D. Music Appreciation and Theory Courses
1. Methods of Teaching Listening
2. The Teaching of Music Theory
V. School Music Performances
1. Rationale for Music Performers
2. Planning for Successful Performances
EVALUATION PROCEDURES
In this course, students will receive grades on teacher constructed tests and special classroom assignments. Quizzes, oral and written exams 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, you, THE STUDENT, NOT THE INSTRUCTOR are responsible for lecture material presented and any assignments given.
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.
p.girtmon@att.net
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