Modesto Junior College

CLDDV 294, MUST 106 Course Outline

Effective Date: 05/05/2008
Printed On: 10/30/2007 11:40:02 AM
I. COURSE OVERVIEW
The following information is what will appear in the MJC 2008-2009 Catalog.
CLDDV 294, MUST 106 - Music, Birth to K: Application3 Unit(s)
Prerequisite: Satisfactory completion of CLDDV293 or MUST 103.
Application of the methods of teaching music to children, birth to kindergarten, at an infant/toddler or preschool center with instructor supervision.Students will continue to draw connections between basic music skills, methods of teaching theories,child development, and developmentally appropriate practice. Secondin a sequence of two courses.
Field trips may be required. A-F and CR/NC. Applicable to the Associate Degree. Transfer to CSU.
II. LEARNING CONTEXT
Given the following learning context, the student who satisfactorily completes this course should be able to achieve the goals specified in section III: Desired Learning.
1. COURSE CONTENT
A. REQUIRED
  1. Defining development
  2. Review developmental domains such as physical, cognitive, emotional, social, and language
  3. Lesson Plans
  4. Developing
  5. Implementing
  6. Teaching Methods: continued study and research of various methods for teaching music, and furthermore, how they are applied in the field through teaching at an infant/toddler or preschool center.
  7. How to teach basic music concepts in the class room
  8. Use of basic music skills
  9. Rhythm
  10. Melody
  11. Introduction to classroom instrument
  12. Use of basic music vocabulary in the class room
  13. Use of research in music and child development
  14. Use of music methods for teaching music to children
  15. Zoltan Kodaly
  16. Carl Orff
  17. Emile Dalcroze
  18. Edwin Gordon's Music Learning Theory
  19. Other important music systems for children
  20. Use of current curricula for birth to kindergarten and movement classes.
  21. Kindermusik
  22. Musikgarten
  23. John Feierabend – First Steps in Music for PreK and beyond.
  24. Basil series texts:
  25. Silver Burdett Ginn: Making Music PreK and K Teacher’s Editions
  26. Macmillan/McGraw Hill: Spotlight on Music PreK and K Teacher’s Edition
  27. GIA Publications: Jump Right In
  28. Relating and drawing connections between music teaching methods and theories of childhood development and utilizing in the class room.
  29. Teaching methods
  30. quality of interactions between teacher and child (m.c.)
  31. positive discipline and guidance strategies
  32. play is key to learning during the early years
  33. Developmentally Appropriate Practice includes responsive care and learning through child-centered, hands-on approaches during the early years while understanding growth and development
  34. Include children of all abilities in the classroom environment through collaboration with family, other professionals, and consultants (m.c.)
  35. How to use music to teach important developmental skills and how to use developmental skills to teach music and demonstrate in the class room.
  36. Use of music from around the world in the application of the above topics. (m.c.)
  37. Use of appropriate music technology in the classroom.

2. ENROLLMENT RESTRICTIONS
  1. Prerequisite(s):
    Satisfactory completion of CLDDV293 or MUST 103
    Prerequisite Skills
    Before entering the course, the student will be able to:
The required learning goals for CLDDV 293 and MUST 103 are truly necessary skills in order for the student to successfully develop appropriate lesson plans and carry them out in the classroom (CLDDV 294 and MUST 106).
  1. Demonstrate mastery of basic music skills by:
  2. Tapping/performing rhythms correctly
  3. Writing note names correctly on the staff
  4. Singing selected musical scales on solfegio
  5. Performing on classroom instruments (m.c.)
  6. Define basic music vocabulary
  7. Define, compare, contrast and analyze both orally and in writing current research in music education and child development.
  8. Define the National Standards in Music Education.
  9. Define, compare, contrast and analyze both orally and in writing the various methods used to teach music.
  10. Zoltan Kodaly
  11. Carl Orff
  12. Emile Dalcroze
  13. Edwin Gordon’s Music Learning Theory
  14. Other important music systems for children.
  15. Explain and analyze both written and orally current curricula for early childhood music and movement such as:
  16. Kindermusic
  17. Muskgarten
  18. John Feirerabend- First Steps in Music for PreK and beyond
  19. Basil series texts:
  20. Silver Burdett Ginn: Making Music PreKand K Teacher’s Editions
  21. Macmillan/McGraw Hill: Spotlight on Music PreK and K teacher’s Edition
  22. GIA Publications: Jump Right In
  23. Define development including characteristics and patterns of growth and development from infancy through kindergarten.
  24. Explain both orally and in writing the relationship of a child’s musical and overall development including physical, cognitive, emotional, and social development.
  25. Describe how music is used to teach developmental skills and how to teach music and musicianship to children.
  26. Describe the relationship of a teaching method as to its specific use in a classroom setting.
  27. Describe developmentally appropriate practice and identify the ways in which young children learn. (m.c.)
  28. Describe ways to include children of all abilities in the classroom music environment. (m.c.)
  29. Describe the process of inclusion of children of all abilities in the classroom environment through collaboration with family, other professionals, and consultants.
  30. Compare, contrast, and analyze the use and integration of the study of peoples, places and cultures: world folk music, dance and ethnic instruments in the class room. (m.c.)
  31. Describe the integration of appropriate technology in the early music classroom.

3. HOURS OF INSTRUCTION PER TERM
Prorated Hours and Units
TYPE of HOURS / TERM HOURS / UNITS EARNED
Lecture/Discussion / 52.5 / 3
Total Units Earned: / 3
4. TYPICAL METHODS OF INSTRUCTION
Instructors of this course might conduct the course using the following methods:
Face-to-face education -
1.In-class lecture
2.In-class discussions
3.Observation of student-teacher in teaching demonstrations in an authentic infant/toddler/pre-school center.
4.Instructor analysis and critique of student-teacher’s lesson plans and classroom teaching demonstrations.
5. TYPICAL ASSIGNMENTS
A. Quality: Assignments require the appropriate level of critical thinking
Student will be required to develop, critically evaluate and implement multiple lesson plans throughout the coarse. The student will also have to implement necessary changes to subsequent teaching demonstrations based on their own personal evaluation, the evaluation of the instructor and peer evaluations. Student learning will be augmented by critical evaluation of implemented lesson plans of their peers.
  1. Develop and then implement a lesson plan for a 30 minute class of four-year-olds to teach a key musical concept appropriate for their age. Upon implementation of the lesson plan analyze your approach and describe what went well and what needs to be changed. Include “why” and “how” you would change the lesson.
  2. Observe three teaching demonstrations by your fellow classmates. Describe the obvious goal of the lesson, the way in which it was implemented, areas of success and areas for improvement. On any item of improvement, please describe the steps one would take to implement said improvement.
  3. Create a lesson plan for each age category (birth to kindergarten) clearly defining what can be introduced in the classroom that is age appropriate and why it is age appropriate. Describe the benefits the birth to kindergarten student will gain through the lessons.

B. Quantity: Hours spent on assignments in addition to hours of instruction (lecture hours)
  1. A minimum of three teaching demonstrations at an infant/toddler or preschool center.
  2. Creation of written lesson plans for teaching demonstration and a minimum of 5 other lesson plans for various ages.
  3. A minimum of three observation and critique (both written and oral) of peer teaching demonstrations.
  4. Weekly discussions and evaluation of peer lesson plans and/or teaching demonstrations.

6. TEXTS AND OTHER READINGS
A.Required Texts: Music In Childhood, Third Edition, Paticia Shehan Campbell & Carol Scott-Kassner, 2006
Comments: This is our top choice currently, we are still reviewing texts. We may add to or exchange for a different text.
B. Other reading material: Curriculum under "course content" “e” and “f” along with other handouts and supplemental readings as necessary.
III. DESIRED LEARNING
A. COURSE GOAL
As a result of satisfactory completion of this course, the student should be prepared to:
teach musicat an infant/toddler or preschool centeraccording to the various methods of teaching music from birth to kindergarten and have the ability to describe how each activity relates to the overall musical, physical, cognitive, emotional, social and language development of the child. Upon completion of both courses the Child Development major can obtain the 6 units of a specialization needed to apply for a Master Teacher Certificate in the area of music.
B. STUDENT LEARNING GOALS
Mastery of the following learning goals will enable the student to achieve the overall course goal.
REQUIRED LEARNING GOALS
Upon satisfactory completion of this course, the student will be able to:
  1. Demonstrate ability to:
  2. Analyze connections between music teaching methods and theories of child development.
  3. Create lesson plans for teaching music to children at various levels from birth to kindergarten. (m.c.)
  4. Implement the lessons plans in a variety of classes and ages from birth to kindergarten. (m.c.)
  5. Demonstrate ability to make well-informed decisions on appropriate methods for specific teaching situation.
  6. Articulate clearly the developmental skills that are being utilized and honed and why they are appropriate for a particular age group in any given lesson. (m.c.)
  7. Demonstrate ability to:
  8. Use basic music concepts in the class room
  9. Use basic music skills in the classroom
  10. Use basic music vocabulary in the class room
  11. Demonstrate ability to apply research in music and child development in the class room
  12. Demonstrate ability to apply appropriate methods for teaching music to children in the classroom
  13. Demonstrate ability to apply appropriate current curricula in the class room.
  14. Demonstrate in the class room the ability to draw connections between music teaching methods and theories of childhood development.
  15. Demonstrate in the classroom the ability use to music to teach developmental skills and to use developmental skills to teach music.
  16. Demonstrate the use of world folk music, dance and ethnic instruments in the classroom. (m.c.)
  17. Demonstrate the ability to use and integrate music technology into the classroom.

RECOMMENDED LEARNING GOALS
Upon satisfactory completion of this course (when the related recommended content is covered), the student will be able to:
Typical field trips in this course would include:
  1. A filed trip to an infant/toddler or preschool cite: upon return the student would complete the following assignments either orally, written or both:
  2. Compare, contrast and analyze teaching methods used in the classes observed. Discuss if they could they or would apply methods in their classes?
  3. Describe how the lesson plans used apply to the development of the children being taught and what developmental skills are being addressed.
  4. Attending appropriate seminars on related subject mater to class. Upon return the students would complete the following assignments either orally, written or both:
  5. Analyze subject(s) presented by speaker as to its application and use in the classroom.
  6. Describe how ideas could, should or should not be applied to various levels from birth to kindergarten.
  7. Discuss how the speaker’s topic(s) relate to methods learned in class.
  8. Discuss what they and an individual may use in their classroom and why.
  9. Going to a music/teaching supply store and upon return the students would complete the following assignments either orally, written or both:
  10. Discussion of appropriate supplies as relates to:
i.Use
ii.Cost and its impact on the financial aspect of a program
iii.Appropriateness for various levels
iv.Possible effectiveness of items found in the classroom
  1. Discover various types of supplies from simple to complex and discuss their uses:
i.Instruments
ii.Posters
iii.Computer programs
iv.Books in series for teaching
  1. Student off site teaching demonstrations give students the chance to implement their knowledge and ideas at an infant/toddler or preschool center. Upon return the students would complete the following assignments either orally, written or both:
  2. Discuss the effectiveness of their presentation and their fellow classmates’ presentations.
  3. Describe other teaching methods that may have been of help in that particular teaching situation.
  4. Describe what worked well and analyze probable reasons for the success.

IV. METHODS OF MEASURING STUDENT PROGRESS
A. FORMATIVE ASSESSMENT:
1.Evaluation and grading of submitted lesson plans and revision of plans to be graded by the professor
2.Evaluation and grading by the professor of implemented lesson plans in authentic class room setting.
3.Evaluated through in class discussion of all student demonstration lessons and demonstrating the ability to implement necessary individual changes in subsequent teaching demonstrations.
B. SUMMATIVE ASSESSMENT:
Each teaching demonstration must show appropriate grasp of materials and the ability to implement any necessary changes in subsequent teaching demonstrations. Therefore in the final teaching demonstration the student must display all of the required learning goals listed above with appropriate improvement in their skills.