MUSIC in the ELEMENTARY SCHOOLS-MUS302

MWF 11:00-12:00pm

REQUIRED TEXTBOOK:See Professor

REQUIRED INSTRUMENT:Soprano Recorder

RATIONALE

MUSIC 302, Music in the Elementary School, is a required course for elementary education majors. This course is designed to prepare perspective classroom teachers for their role as effective music practitioners. The course will aid students in acquiring practical music skills, understanding basic theoretical music concepts, and acquiring competencies in organizing teaching materials appropriate for effective classroom music instruction. Also additional experiences will be provided that will stimulate and enhance creative expression in students.

COMPETENCIES

A. Understanding the role and structure of music instruction in the elementary school curriculum;

B. Knowledge of physical and psychological characteristics of elementary age children and the implications for music instruction;

C. Knowledge of appropriate music content for music instruction in grades 1-6, and how to plan and execute learning activities in the classroom;

D. Understanding of music fundamentals and concepts (melody, rhythm, etc.) which are found in vocal and instrumental compositions;

E. Familiarity with and the display of some degree of proficiency in playing melody, chords, and percussion classroom instruments;

F. The demonstration of a high degree of competency for traditonal teaching strategies for grade 1-6.

BEHAVIORAL OBJECTIVES

Upon completion of the course, the student will be able to:

A. Explain in oral and written form the importance of music in the curriculum and the values (personal, social) of such instruction to the children;

B. State Jean Piaget's four stages of learning and how these developmental levels apply to music;

C. Identify and explain musical elements such as melody, rhythm dynamics, tempo, texture, and common terms found in vocal and instrumental compositions;

D. Play selected songs and exercises on the soprano recorder with correct notes and rhythm;

E. Write a lesson plan for a specific grade, within the lesson incorporate some music concepts;

F. Demonstrate skill on classroom instruments (rhythm, sticks, triangle, tambourine, wood blocks, and bells) by playing accompaniments to simple childhood songs;

G. Describe differences between two major teaching approaches of Zoltan Kodaly and Carl Orff and how they are used in teaching music concepts to children;

LEARNING ACTIVITIES

The following activities will be utilized to help the students achieve the objectives and educational goals of the course.

A. Lecture/discussion of topics in outline and textbook;

B. Study guides/study questions relating to textbook chapters and lecture material;

C. Weekly sessions of instruction using the Piano Laboratory;

D. Student performances on the following: recorder, autoharp, Orff percussion instruments, and piano;

E. Correlated practice and work sheets on music fundamentals;

F. Guided listening and discussion of music compositions appropriate for elementary level students;

G. The use of multimedia components, software and other musical devices to aid in the teaching of music in the classroom;

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 approval is the Instructor's.

C. Students are expected to purchase or have use of a Soprano Recorder.

D. In accordance with University rules, male students will not wear hats in the classroom, as well as, no eating or drinking by anyone.

E. The student must have access to computer and email address.

EVALUATION

In this course, students will receive grades on teacher constructed online-tests, playing examinations, and special classroom assignments. Quizzes or exams should be taken on the scheduled date. 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 CONTENT

The topics included are designed to provide the student with musical experiences that will aid in developing the necessary competencies for an effective music practitioner in the elementary classroom.

1) The roll of music in the elementary school curriculum with emphasis on musical and nonmusical values.

2) Developmental characteristics of elementary-age children and the relationship to musical development; theories of Piaget.

3) Fundamental concepts of musical organization
a. Rhythmic organization- beat, accent, duration, and meter.
b. Melodic organization - pitch, range, intervals, keys. c. Harmonic - intervals, chords, texture.
d. Formal organization - binary, ternary form.

4) Singing experiences: procedures and practices in conducting musical activities such as starting a song, implementing music into the daily lesson, accompanying a song with a rhythm instruments and the autoharp; adding and creating rhythmic and/or melodic ostinati.

5) The development of rhythmic activities in the elementary classroom including:
a. Locomotive and axial movement
b. Reinforcing concepts through movement
c. Finger plays, action songs, folk & social dances

6) Developing skills for playing musical instruments
a. The role of instruments in music instruction.
b. The classification of instruments
- rhythm; classroom percussion instruments
- melody; xylophone, bells, recorder
- accompanying autoharp, piano

7) The development of listening activities in the classroom:
a. Understanding musical form
b. Understanding and identifying timbre
c. Recognizing dominant textures in music example

REFERENCES

B. Related Readings

Campbell, Patricia. "Music in Childhood." New York: Schirmer Books, 1995

Chosky, Lois. "Teachinq Music Effectively in the Elementary School." Englewood Cliffs, New Jersey: Prentice Hall, 1991.

Garretson, Robert. "Music in Childhood Education." Englewood Cliffs, New Jersey: Prentice Hall, 1976.

CLASS ROOM RESOURCES AND RECREATION

Online Testing Site Online Music Theory Reference Educational Games for Music

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