COURSE SYLLABUS
Fall 2014
August 25 – December 11, 2014
MW 2:30 – 3:25 pm
ADOLESCENT TO YOUNG ADULT MUSIC METHODS: CHORAL
MUS 44602
115 Fine Arts
Professor: Sarin Williams, DMA
Phone: (740) 245-7124
Email:
Office: 108 Fine Arts
Office Hours: MW 11:30 – 1:00 pm; M 3:30 – 5:30 pm
COURSE DESCRIPTION: This course is designed to provide students with the basic skills necessary for the successful teaching of choral music. The students will explore a variety of teaching methods/techniques and will have the opportunity to practice/observe these methods through teaching practicums and classroom observations. In addition, the students will develop everyday management skills necessary for a successful choral program.
PREREQUISITES: MUS 12203
CREDIT HOURS: 2
TEXTBOOK AND OTHER REQUIRED MATERIALS:
- Duke, Robert A. Intelligent Music Teaching: Essays on the Core Principals of Effective Instruction. Learning and Behavior Resources: Austin, Texas. 2009.
- Michelson, Steven K. Getting Started with High School Choir. Music Educator’s National Conference: Reston, Virginia. 1994.
- An SD Memory Card for a digital camera of at least 8 MB
PROGRAM STUDENT LEARNING OUTCOMES--The following outcomes have been adopted for the degree program for which this course is required. Upon completion of the program, students will be able to:
- Demonstrate comprehensive capabilities in their major performing area, including the ability to work independently to prepare performances at a level appropriate to their concentration.
- Demonstrate their understanding of the common elements of music including rhythm, melody, harmony, musical forms and organizational patterns.
- Demonstrate a basic knowledge of music history through to the present time.
- Use technology to document their accomplishments as a musician throughout their college career, and prepare a professional electronic portfolio. Demonstrate growth in their major performing area every semester of attendance.
- Perform both solo and ensemble literature in a public concert.
- Demonstrate a basic knowledge of piano performance including the ability to play major and minor scales, perform a short solo piece, read from 4-part music, harmonize a simple melody at sight, perform a simple accompaniment, perform simple songs.
COURSE OUTCOMES: The following outcomes have been adopted for this course. Alloutcomes listed below have direct relevance to course material. Upon completion of this course students are expected to demonstrate competence in these areas:
- Use of musical skills appropriate to the choral classroom, including: accurate singing, vocal modeling, accompanying, and preparing scores for rehearsal.
- Evaluation and analysis of effective teachers in the field
- Planning, execution, and self-evaluation of their own teaching
- Identification and gathering of age-appropriate educational choral music and resource materials
- Creation of effective curricular goals, rehearsal plans, and other practical materials
- Creation of a thoughtful music education philosophy
- The student will demonstrate the potential for independent professional growth by:
- Developing good teaching habits, including completing assigned work competently and on time, attending class regularly, preparing teaching exercises thoroughly, attentiveness to and participation in class activities and discussions, and identifying personal strengths and weaknesses in their own teaching through electronic observation.
- Beginning to learn vicariously and make transfers into one’s own teaching by observing excellent music teaching by experienced music teachers.
- Demonstrating the ability to locate, identify, read, evaluate, collect and discuss a variety of literature and resource materials available to the choral music education community.
- Participating in professional organizations and assuming a leadership role within local musical ensembles.
ASSIGNMENTS: As a direct result of the course outcomes above, your work in Choral Methods will generate two major documents: 1) a Curriculum Plan and 2) a Choir Handbook. Both documents will be created throughout the semester and are due in the final weeks of the course. They should be complete, usable, and practical documents for you to consult and use during your first few years of teaching. Begin these projects now and compile them throughout the semester – do not wait until the last minute.
Curriculum Plan: Each of the following elements should be included in a detailed curriculum plan for a promising (but realistic) combined JH/HS choral program.
___ A Title Page
___ A Table of Contents
___ Your JH/HS Choral Curriculum – including at least three choral groups (at least one SATB, at least one either SSA or TTB). This should include a brief description of all choirs available in your program and who may participate in each. Questions you will want to ponder for this description: (a) Do you have an ensemble open to anyone who wishes to sing? (b) When and for how long does each group meet? and (c) Will you have extra-curricular opportunities, such as barbershop quartet(s), small chamber groups, etc.?
___ Long-Term Goals for each ensemble. Consider level-appropriate musical goals that include the National Standards. Will you choose different goals for curricular and extra-curricular ensembles?
___ A Spring Concert Program. Create one spring concert program to showcase all of your choral ensembles. The concert should be between 1 - 1½ hours in length. Items to consider include: (a) music that meets the goals you have set for each ensemble, (b) appropriate concert pacing, (c) variety for each ensemble and for the concert as a whole.
___ A Semester Rehearsal Plan. Choose one ensemble and develop a chart for each rehearsal of the semester based on the music you have chosen for that ensemble. Make sure to indicate how much time is spent on each piece for each rehearsal and the major musical goal for each time slot.
___ Lesson Plans. Include four lesson plans – two for JH totaling 20 minutes of rehearsal (Practicums #1 and #2), and two for HS totaling 30 minutes of rehearsal (Practicum #3 and the Final Practicum) – based on your chosen music for each group. Make sure the rehearsals align with your goals and semester rehearsal plan.
___ A Budget. Create a budget for the spring based on the music you have chosen for your ensembles and your concert needs. The total amount of your budget will be $600 for the spring semester. Include a plan for fundraising if you choose.
___ Philosophy of Music Education. Revise a philosophy of music education based on the curriculum and goals you have created. Do not be afraid to revise any of the above parts in light of your philosophy.
___ Any other interesting/succinct/informative bits of information (i.e. a quote or saying, pertinent images, artwork, strategies for better teaching, etc.) with direct bearing on this class.
Choir Handbook: A Choir Handbook should be an evolving, growing document that you may use as a basis for your first years of teaching. Hopefully it will grow as time progresses and eventually involve student input. You may submit this document in either printed or electronic format. Either way, each of the following elements should be included.
___ A title page. Specify on the title page if the handbook is for all your choirs at a specific school, or just one ensemble (i.e., beginning, intermediate, advanced). Make sure the rehearsals and performances in your required dates section reflect the reality of the group(s) for whom this handbook is intended.
___ A Table of Contents
___ Brief Biography of the Conductor
___ Brief philosophical statement (i.e. Why should students study/participate in choral music? Why should they want to be in your class/program? What will they gain from your class/program? How will your class address the National Standards?). (This is similar to the Philosophy created above.)
___ Brief description of all the choirs that are available in your program and who may participate in each. (This may be the same document as created above – your JH/HS Choral Curriculum.)
___ Brief description of all extra-curricular opportunities available to students: district/regional choir, all-state chorus, solo and ensemble festival, etc.
___ Class Expectations & Procedures (keep them succinct and memorable). What may students expect daily from this class/program? What does this class/program expect of students?
___ Class Management/Discipline Plan. Be sure to include some reference to group travel and other off-campus events. Be sure you have meaningful and specific penalties/interventions before a school administrator becomes involved, except, of course, for those infractions (drugs, theft, bodily harm, etc.) that automatically go to someone in the administration.
___ Specific assessment/grading procedures.
___ All required dress rehearsal and performance dates for the year.
___ Some basic information on vocal care and maintaining vocal health.
___ Any fees (such as rental of choir outfits, travel, etc.) entailed in your program. How much, when due, etc. Include a well-worded statement for students who may not be able to afford such fees.
___ If there is to be any student fundraising, include a description of procedures, guidelines, accounting, etc.
___ Any other interesting/succinct/informative bits of information (i.e. a quote or saying, pertinent images, artwork, strategies for better teaching, etc.) with direct bearing on this class.
___ A separate letter to parents/guardians (detachable or downloadable) with provision for both parent/guardian and student signatures.
TIPS: Be sure every letter is returned, signed by parents and/or guardians, saving you loads of trouble if there is a dispute later on. Consider the first grade of the year being a quiz on the Handbook. You might stipulate that students who have not returned their signed letters cannot take the quiz until they do so, and after such and such a date they will receive a failing grade on the quiz. Or, conversely, you might make a receipt of the signed parent/guardian letter count as 10 or 20 points of the quiz grade.
Example of a Handbook Letter:
Dear Parent/Guardian:
Thank you for the privilege of teaching your child this school year! I look forward to working closely with you and communicating with you, so that together we can make this year one of rewarding educational and musical experiences for your son or daughter.
Please take a moment to read the URG Choir Handbook. It contains important information regarding required dates, events, and expectations. After you have read it, please sign and return the form at the bottom of this page, indicating that you have read the Handbook, understand the requirements, and are aware of the other information it contains.
If at any time you have questions or concerns, please do not hesitate to contact me.
Sincerely,
Sarin Williams
Director of Choral Activities
------
Name of Student: ______
Name of Parent/Guardian: ______
We have read the Choir Handbook and understand the information about expectations, required events, and other choir policies.
______
Signature of Parent/GuardianDate
______
Signature of StudentDate
Teacher Observations: This course requires twenty (20) hours of observation, with at least eight (8) hours of observation due by Mid-Term. Submit a 1-page, typed, double-spaced report for each day of observations that you do during the semester. These should be done with you as an observer only, as opposed to a participant in the rehearsal. Include in your observation all the important information, i.e., date, time, location, ensemble, director, etc. At least two observations should be of a junior high/middle school group and at least two of a high school ensemble. See the Director of Field Experience in the Education building to schedule an observation of a local teacher. Two weeksof notice should be given before an observation. See Dr. Williams for suggestions on observation locations/directors.
Masterworks Chorale Sectionals: Each student will both direct and accompany a sectional rehearsal with the Masterworks Chorale. Although not required, it is HIGHLY RECOMMENDED that you enroll and participate in the Masterworks ensemble. Students will be paired up to alternately conduct and accompany on September 22ndand 29thbetween 7:00 – 9:00 pm (see the Course Calendar below). The sectionals will be held over the entire chorus “And He Shall Purify” from Handel’s Messiah.
ASSESSMENT:
25%Daily Participation & Assignments
20%Curriculum Plan
20%Choir Handbook
20%Teaching Practicums #1, #2, and #3
15%Final Practicum
Late work will not be accepted.
The following percentage scale will determine the student’s final grade:
94 – 100% = A80 – 83%= B-67 – 69%= D+
90 – 93%= A-77 – 79%= C+64 – 67%= D
87 – 89% = B+74 – 76%= C60 – 63%= D-
84 – 86%= B70 – 73%= C-
ATTENDANCE: Attendance in class is necessary for success and everyone’s contribution to the subject matter is critical to class success. I encourage you to engage in this course as a professional would, realizing that the things you learn and master here will affect your future students. Read more thoroughly, write more precisely, and plan more than you think you need to. Along the way, I will partner with you in the learning, as a facilitator and mentor. I am excited about this adventure, and look forward to sharing the journey with you this semester.
For all of the above reasons, excessive absence from class is not acceptable. Students will be allowed only one unexcused absences from class per semester. Every unexcused absence beyond one will result in the student’s grade being LOWERED by ONE LETTER for each absence. See below.
0 – 1 absences = grade as earned2 absences = grade lowered by one letter (A to B, for example)
3 absences = lowered by two letters4 absences = lowered by three letters
5+ absences = failing course grade
Three tardies equal one unexcused absence. Please be on time to class.
For an absence to be excused the instructor must be informed no later than one class period after the absence. Absences that may be excused include: illness with a doctor’s note; school field trips once the professor has signed the official excuse form; funerals with a funeral program provided to the professor; and other significant events with appropriate documentation. Excused absences will only be granted when official documentation of the absence has been presented to the professor.
ADA POLICY: If a student wishes to be identified as having a physical, mental, or learning disability, that may or may not require reasonable accommodation(s), he/she must register with the Office of Accessibility. These registered students should identify themselves to their instructors and provide a written statement from the Accessibility Office that indicates the appropriate accommodations. The process of a student self-proclaiming the need for accommodation should occur as early in the semester as possible. The Office of Accessibility phone is 245-7339 and is located in Rhodes Hall, Room 116, University of Rio Grande.
FERPA: The University of Rio Grande and Rio Grande Community College are committed to fully respecting and protecting the rights of students under the Family Educational Rights and Privacy Act (FERPA). These rights generally include the right to inspect, review and seek amendment to the student's education records and the right to provide written consent before personally identifiable information from education records is disclosed. Under FERPA, students have the right to file a complaint with the US Department of Education concerning alleged failures to comply with FERPA. Please see the Student Records Confidentiality/Rights Under FERPA section of the Student Handbook for details and more information.
ACADEMIC DISHONESTY: Standard universitypolicies, as described in the Student Handbook, apply.
WITHDRAWAL: Standard universitypolicies, as described in the Student Handbook, apply.
COURSE CALENDAR:
8/25...... Syllabus & Recruiting
8/27...... Recruiting & Classroom Expectations
9/1...... No Class – Labor Day
9/3...... Chapter 8: Control and Management (Getting Started with HS Choir)
9/8...... Sectional Rehearsals
9/10...... Chapters 1 – 3: Creating a Choral Curriculum (Getting Started with HS Choir)
9/15...... Chapters 4 – 5 (Getting Started with HS Choir) & the National Standards
9/17...... Chapters 1 – 3: Creating Goals for Your Ensemble (Intelligent Music Teaching)
9/22...... Sectional Rehearsal for Masterworks Chorale, 7:00 – 9:00 pm
9/22...... How to Find and Evaluate Music
9/24...... Chapter 9: Concert Programming(Getting Started with HS Choir)
9/29...... Sectional Rehearsal for Masterworks Chorale, 7:00 – 9:00 pm
9/29 & 10/1.....Chapter 4: Assessment (Intelligent Music Teaching)
10/6...... Concert Program DUE; 8 Hours of Observation DUE (with responses)
10/6 & 10/8.....Chapter 5: Sequencing Instruction (Intelligent Music Teaching)
10/13...... Chapter 7: The Rehearsal (Getting Started with HS Choir)
10/15...... Chapter 6: Feedback (Intelligent Music Teaching)
10/20...... Practicum #1 (10 minutes, JH)
10/22 & 10/27...Chapter 7: Transfer (Intelligent Music Teaching)
10/29...... Chapter 8: Effecting Change (Intelligent Music Teaching)
11/3...... Practicum #2 (10 minutes, JH Follow-up)
11/5...... URG Lesson Plan Format
11/10...... Semester Rehearsal Planning
11/12...... Chapter 6: The Audition & Chapter 10: Management of a Music Program (Getting Started with HS Choir) & Budgeting
11/17...... Practicum #3 (10 minutes HS)
11/19...... Chapter 9: A Teaching Life (Intelligent Music Teaching) & Philosophy of Music Education
11/24 & 11/26...No Class – Fall & Thanksgiving Break
12/1...... Choir Handbook DUE;The Adolescent Changing Voice
12/3...... Curriculum Plan DUE; Final 12 Hours of Observation DUE (with responses);
The Adolescent Changing Voice & The Changing Face of Music as a Career
12/10...... Final Practicum(20 minutes, HS Follow-up)Wednesday, December 10th1:30 – 3:30 pm
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