Cincinnati Christian University, Early & Middle Childhood Music Methods Fall 2013

EARLY & MIDDLE CHILDHOOD MUSIC METHODS

Syllabus

Instructor: Susan Sullivan MUED 410 3 credit hours

Phone: 859.240.2255 Classroom: PH279

Email: Session: Monday 5:00 – 7:30 p.m.

MATERIALS

  • Campbell, P. S. & Scott-Kassner, C. (2014). Music in Childhood: From Preschool through the Elementary Grades (4th edition) New York: Schirmer
  • Soprano recorder (provided for class use; no fee)
  • Recorder book (provided for class use; no fee)
  • Music Educators Journal/NAfME membership
  • Binder with tabs for class notes, research, and class handouts
  • Pencil
  • Paper

COURSE DESCRIPTION

A course covering the fundamental procedures, methods, technology and materials of teaching music in the early and middle childhood setting. Topics include age-related musical development, Orff, Kodaly and Dalcroze techniques as well as different learning styles. Requires fifteen hours of classroom observation experience. Prerequisites: EDUC 392

STUDENT LEARNING OBJECTIVES

At the conclusion of this course, the student should be able to:

  • Write a lesson plan based on musical concept and that reflects Ohio Music Standards
  • Demonstrate competent teaching skills in simulated classroom and field experiences
  • Demonstrate proficient performance skills (recorder, guitar, movement, pitched and non-pitched percussion instruments)
  • Demonstrate understanding of various learning approaches to music education (Orff, Kodaly, Dalcroze, Gordon, etc.) by comparing and contrasting the theories
  • Write and modify lesson plans to accommodate special needs students, at risk students, gifted and talented students
  • Assess student progress with appropriate evaluative tools
  • Explain musical learning stages with regard to acquiring music skills and concepts

GRADING

  1. Binder: (100 pts.) Points awarded will be based content, organization, and quality. You will be creating your own collection of materials that include tips and tools for teaching music to students at the elementary/middle school level. Please type all work for the binder, including class notes. Binders will be due at the end of the semester.
  • Table of contents
  • 16 Chapter Tabs
  • Lesson Plans Tab
  • Resources Tab – you may want to break this into specific topics (instruments, elem. music, choral,technology, middle school music, etc.)
  • Adaptations for instruction – most chapters will have some info; find other ideas in your observations;articles, etc.
  • Songs – you may want to divide this into levels, topic, intervals/solfege, etc.
  • Personal Journal – date for each entry
  • Observations
  • Articles – copy of article plus summary/reflection
  • Advocacy speech
  • Ohio Music Standards
  • Ohio Music Teacher Standards for BME candidate
  1. Reading Assignment/Reflections: (20 pts.) There will be several reading and listening assignments to be done throughout the semester. Include a copy of the reading assignment in your binder in addition to a one-page, typed summary. The summary/reflection should include the important points from the article and connection of how you may use in the information as a future teacher. Please use correct spelling, grammar, punctuation, etc. when completing your work.
  2. Written Tests/Quizzes/Exams: Points will be provided with each assessment.
  3. Observation: (25 pts.) A minimum of fifteen hours of observations are required for this class. Complete and submit form following the observation. All work should be typed. Please use correct spelling, grammar, punctuation, etc. when completing your work. Complete all observations by December 9, 2013.
  4. On-site Teaching: (30 pts. /session) Set up two opportunities (after session 5) to work with an elementary music class. A list of potential contacts will be given in class. After each session, write a one-page summary/reflection: what you did, how successful-why/why not, what you need to know before next session. Include a copy of your lesson plan with the summary/reflection. Complete both teaching opportunities by December 9, 2013.
  5. Class participation/discussion: (15pts.) Points awarded each class session based on preparation of written/ reading/discussion assignments.
  6. Mini-teaching lessons: (30 pts. /lesson)You will be expected to teach three 10 - 15 minute lesson during our class. Details for lesson will be given out in class before assignment.
  7. Attendance: (5 pts.) Points will be awarded for prompt attendance at each session.
  8. Journal: Keep a journal of your emerging vision of yourself as a music teacher. What are possibilities that you find exciting? What are areas in which you feel you need to grow? What are some goals you might set for your growth? (Music in ChildhoodChapter 13 Projects #3) A minimum of one entry per week is required.
  9. Workshop attendance: (30 pts.)Attend at least one music workshop dealing with Orff, Kodaly, Dalcroze instruction or any other applicable information for teaching music to elementary/middle school students. Approval from instructor needed.

Your grade will be determined by percentage of points received based on total points possible.

You may retake any assessmentonce for a chance to raise your grade, but you must complete the retake within the following week. Retests are only allowed through the final session of class.

Cincinnati Christian University uses the following grading scale:

Grade / Percentage / Points / Meaning
A
A- / 95-100
92-94 / 4.00
3.67 / Exceptional work; outstanding or surpassing achievement of course objectives
B+
B
B- / 89-91
86-88
83-85 / 3.33
3.00
2.67 / Good work; substantial achievement of course objectives
C+
C
C- / 80-82
77-79
74-76 / 2.33
2.00
1.67 / Acceptable work; essential achievement of course objectives
D+
D
D- / 71-73
68-70
65-67 / 1.33
1.00
0.67 / Marginal work; minimal or inadequate achievement of course objectives
F / 0-64 / 0.00 / Unacceptable work; failure of course objectives

LATE WORK

Late work or late work due to an unexcused absence, will receive a deduction of 10%. The work must be handed in at the next class session to be accepted for a grade.

ATTENDANCE

Regular attendance is required. According to CCU policy, more than 4 absences will result in an FA (failure due to absence). Students who reach this level prior to seventh week of the semester may withdraw from the class and receive a “W” for the class. When absent, it is the student’s responsibility to contact the instructor to obtain class assignments. It is also the student’s responsibility to report all absences to the Academic Support Office.

MAKE-UP WORK

Any class work can be made up with excused absences or as determined by the instructor. The expectation is that work be made up within one week. A zero will be assigned for any work not completed by end of semester.

ACADEMIC ACCOMMODATIONS

Students who require academic accommodations due to any documented physical, psychological or learning disability should request assistance from the Academic Support Director within the first two weeks of class. The Academic Support Office is located in the Lower Level of the Worship and Ministry Building (room 153). You may also contact the office by phone (513-244-8420).

GENERAL INFORMATION

Feel free to bring your laptop/iPad, etc. to class to use for in-class browsing.

DRESS CODE

Please observe all CCU policy regarding appropriate dress in our class.

COURSE ACTIVITES

  • Observations outside the scheduled class period
  • Class discussions
  • Lecture
  • Reading/research assignments
  • Projects
  • Written quizzes, exams
  • On- teaching
  • Mini-teaching lessons
  • Binder

PRIVACY ISSUES (observation/mini-teaching)

Respect student privacy. Use pseudonyms for students when discussing any classroom observation. Use professional judgment when sharing any observation experiences.

PROFESSIONAL RESPONSIBILITES(observation/mini-teaching)

Dress appropriately (no jeans, no hats, clothes appropriate length). Please do not chew gum. Be considerate to each person you encounter. Arrive early.

If you need to be absent (illness, emergency) from any scheduled observation/teaching, you need to inform all people affected (i.e. observing teacher, class instructor, car pool, etc.). You need to reschedule missed events.

ACADEMIC HONESTY

Adhere to the CCU policy regarding academic honesty.

Any part of this syllabus is subject to change during the course of the semester at the discretion of the instructor. Students will be advised.

OBSERVATION FORMS

Provide documentation of each observation (page 5). Complete a written reflection after each observation based on provided information (page 6).

Cincinnati Christian University

Verified Record of Student Observation

Early and Middle Childhood Music Methods MUED 410

Fall 2013

Date / Hours
Completed / School/District / Teacher Name / Grade Level(s) / Teacher
Initials

Cincinnati Christian University

Music Classroom Observation Form

MUED 410

Fall 2013

Name ______Date: ______

Teacher: ______School: ______Grade Level(s): ______

In the class you are observing, describe the following:

Population with regard to ethnicity, diversity, socioeconomic status, gender ratio

Classroom (materials, condition, size, etc.)

Effective techniques used by the teacher to improve/encourage student success (modeling, repetition, motivations, etc.)

Examples of how the teacher was assessing student work

Examples of how the students were actively engaged in the learning process (self assessment, peer assessment, creating, analyzing, problem-solving)

Today’s lesson topic, resources, activities

Techniques the teacher used to improve student behavior, if problems were evident? How effective were the techniques?

Teacher traits/skills you observed

One idea you took away that you will include in your future teaching experience?

Adaptations made for students with challenges?

Any other information that you wish to share

Daily Course Plan

Date / Session / Class work
8/26/13 / 1 / General Information: Syllabus, grading, tests, homework, instruments,
Recorder, binder organization
Today’s Lesson: Introduction to class, Chapter 1
Class Discussion:
  • Chapter 1 Scenario/Questions
  • Chapter 1 Critical Thinking
  • Chapter 1 Things to Think About
  • How does it apply to middle school?
Text Assignment:
  • Read Chapter 1 and take notes
  • Note any questions that you have from your reading for
next session discussion
  • Chapter 1 Review Questions
  • Read Chapter 2 and take notes
  • Note any questions that you have from your reading for
next session discussion
  • Chapter 2 Review Questions
  • Chapter 2 Critical Thinking – 1 & 2
Research/Projects Assignment:
  • Chapter 1 Project #1 (minimum of 6 interviews) or
#2
  • Chapter 2 Things to Think About – answer any two
  • Chapter 2 Project - choose one
Music Activity: None
9/9/13 / 2 / General Information:
Today’s Lesson: Chapter 1 & 2
Class Discussion:
  • Chapter 1 Scenario/Questions
  • Chapter 1 Critical Thinking
  • Chapter 1 Project – #1 or #2
  • Chapter 2 Things to Think About – any two
  • Chapter 2 Scenario/Questions
  • Chapter 2 Critical Thinking
  • Chapter 2 Project – choose one
  • How does it apply to middle school?
Text Assignment:
  • Read Chapter 3 and take notes
  • Note any questions that you have from your reading for
next session discussion
  • Chapter 3 Review Questions
  • Chapter 3 Critical Thinking – 1 & 2
Research/Projects Assignment:
  • Memorize Curwen hand signs/solfege
  • Chapter 3 Projects – #1, #3, or #4
  • Chapter 3 Project #2
  • Chapter 3 Things to Think About
Music Activity: Little Green Frog
9/16/13 / 3 / General Information:
Today’s Lesson: Chapter 3
Class Discussion:
  • Chapter 3 Things to Think About
  • Chapter 3 Scenario/Questions
  • Chapter 3 Critical Thinking - #2
  • Curwen hand signs – practice
  • Questions from reading
  • Chapter 3 Review questions
  • Chapter 3 Projects – #1, #3, or #4; #2
  • How does it apply to middle school?
Text Assignment:
  • Read Chapter 4 and take notes
  • Note any questions that you have from your reading for
next session discussion
  • Chapter 4 Review Questions
  • Chapter 4 Things to Think About
  • Chapter 4 Critical Thinking
  • Chapter 4 Scenario/Questions
Research/Projects Assignment:
  • Chapter 4 Projects – 2 & 3
  • Find one article about classroom use of Curwen hand signs. Provide copies to class members and instructor. Summarize and be prepared to present points to class.
  • Performance Assessment – Sing a song using Curwen hand signs.
Music Activity:
  • Lesson 3.1 Sampling Dalcrozepgs. 50 - 52
  • Lesson 3.2 Sampling Kodaly pgs. 54 – 55
  • Lesson 3.3 Sampling Orff pgs. 58 - 60

9/23/13 / 4 / General Information:
Today’s Lesson: Chapter 4
Class Discussion:
  • Chapter 4 Things to Think About
  • Review Curwen hand signs & performance assessment
  • Questions from reading
  • Chapter 4 Review Questions
  • Chapter 4 Scenario/Questions
  • Chapter 4 Critical Thinking
  • Chapter 4 Projects #2, #3
  • Curwen Hand Signs articles
  • How does it apply to middle school?
Text Assignment:
  • Read chapter 5 and take notes
  • Note any questions that you have from your reading for next session discussion
  • Chapter 5 Review Questions
  • Chapter 5 Scenario/Questions
  • Chapter 5 Things to Think About
  • Chapter 5 Critical Thinking
Research/Projects Assignment:
  • Chapter 5 Projects – Choice of #1 or #2
  • Find one article about classroom recorder instruction. Provide copies to class members and instructor. Summarize and be prepared to present points to class.
Music Activity:
  1. Introduction of recorder instruction:
  • Posture
  • Hand position
  • Finger position
  • Fingerings – compare to woodwind fingerings
  • Classroom use issues: storage, maintenance
  • Recorder book - performance
  1. Lesson 4.2 Pitch-Matching Samples Pg. 82 – 83
  2. Hop Old Squirrel Pg. 90
  3. Let Us Chase the Squirrel Pg. 90

9/30/13 / 5 / General Information:
Today’s Lesson: Chapter 5
Class Discussion:
  • Chapter 5 Things to Think About
  • Chapter 5 Scenario/Questions
  • Chapter 5 Review Questions
  • Chapter 5 Critical Thinking
  • How does it apply to middle school?
Text Assignment:
  • Read Chapter 6 and take notes
  • Note any questions that you have from your reading for next session discussion
  • Chapter 6 Review Questions
  • Chapter 6 Things to Think About
  • Chapter 6 Critical Thinking
  • Study for Test – Chapters 1 -5
Research/Projects Assignment:
  • Find one article about recorder instruction in the music classroom. Provide copies to class members and instructor. Summarize and be prepared to present points to class.
  • Chapter 6 Projects - #1, #3, #7
  • Chapter 6 Project #2 – binder topic
Music Activity:
  1. Continue work on recorder instruction/performance
  2. Music Example 4.8 – pg. 101 teaching part singing
  • Scotland’s Burning - canon
  • Mbube 4.11 – Pg. 105 songs with harmony
3. Music Example 5.1 Old John the Rabbit pg. 114
10/7/13 / 6 / General Information:
Today’s Lesson: Chapter 6, Test on chapters 1-5
Class Discussion:
  • Chapter 6 Things to Think About
  • Chapter 6 Scenario/Questions
  • Chapter 6 Review Questions
  • Chapter 6 Critical Thinking
  • Chapter 6 Projects #1. #2, #3, #7
  • Recorder instruction articles
  • How does it apply to middle school?
Text Assignment:
  • Read Chapter 7 and take notes
  • Note any questions that you have from your reading for next session discussion
  • Chapter 7 Review Questions #1, #2, #3
  • Chapter 7 Scenario/Questions
  • Chapter 7 Things to Think About
  • Chapter 7 Critical Thinking
  • Mini-lesson - Prepare a 5 – 8 min. recorder lesson
Research/Projects Assignment:
  • Chapter 7 Project #2 & 3
  • Chapter 7 Project #4 – 3 songs; provide copies for all
Music Activity:
  1. Lesson 6.1 Suogan pg. 136
  2. Johnny Works with One Hammer pg. 137
  3. Lesson 6.3 Sample Experiences in Dalcroze Eurhythmics pgs. 146-147
  4. Lesson 6.5 Experiences in Creative Movement pgs. 150 – 152

10/14/13 / 7 / General Information:
Today’s Lesson: Chapter 7
Class Discussion:
  • Chapter 7 Things to Think About
  • Chapter 7 Scenario/Questions
  • Chapter 7 Critical Thinking
  • Chapter 7 Projects #2, #3,#4
  • How does it apply to middle school?
Text Assignment:
  • Read Chapters 8, 9, & 10 and take notes
  • Note any questions that you have from your reading for next session discussion
  • Chapter 8 Review Questions
  • Chapter 8 Things to Think About
  • Chapter 8 Critical Thinking
  • Chapter 9 Review Questions
  • Chapter 9 Things to Think About
  • Chapter 9 Critical Thinking
  • Chapter 10 Review Questions
  • Chapter 10 Things to Think About
  • Chapter 10 Critical Thinking
Research/Projects Assignment:
  • Chapter 8 Project #1, #2 (one “culture” song), #3
  • Chapter 9 Projects #1 (2 students, different level)
Projects #3, #4, or #5
Projects #2, #6
  • Chapter 10 Projects #2, #3, #6, #9
Music Activity:
  1. Lesson 7.1 Rhythmic Duration through Name Chants
  2. Box 7.1 A Sequence of Rhythmic Patterns
  • Rain, Rain, Go Away pg. 180
3. Lesson 7.13 The Eight –Count Polyrhythm pgs. 201-202
4. Lesson 7.14 A Four- Part Polyrhythm pg. 202
10/21/13 / 8 / General Information:
Today’s Lesson: Chapters 8, 9, & 10
Class Discussion:
  • Chapter 8 Things to Think About
  • Chapter 8 Critical Thinking
  • Chapter 8 Scenario/Questions
  • Chapter 8 Review questions
  • Chapter 9 Things to Think About
  • Chapter 9 Critical Thinking
  • Chapter 9 Scenario/Questions
  • Chapter 9 Review questions
  • Chapter 10 Things to Think About
  • Chapter 10 Critical Thinking
  • Chapter 10 Scenario/Questions
  • Chapter 10 Review questions
  • How does it apply to middle school?
  • Study for Test – Chapters 6-10
Text Assignment:
  • Read Chapter 11 and take notes
  • Note any questions that you have from your reading for next session discussion
  • Chapter 11 Review Questions
  • Chapter 11 Things to Think About
  • Chapter 11 Scenario/Questions
  • Chapter 11 Critical Thinking- #1, #2, #3, #5, #6, #7
Research/Projects Assignment:
  • Chapter 11 Projects - #1, #2, or #3
  • Chapter 11 Project- #6
Music Activity:
1. Percussion instruments – playing techniques (gourds, metals, woods,
skins)
2. Lesson 8.1 Experiences in Body Percussion pgs. 212 – 213
3. Lesson Activities 9.4 Active Listening to Pitch pgs. 247 – 248
4. Lesson 9.3 “Hush Little Baby” pgs. 259- 260
5. Lesson 10.2 Group Composition of Layers of Long and Short Sounds
pgs. 273-274
10/8/13 / 9 / General Information:
Today’s Lesson: Chapter 11; Quiz on chapters 6 – 10
Class discussion:
  • Chapter 11 Things to Think About
  • Chapter 11 Scenario/Questions
  • Chapter 11 Critical Thinking
  • Chapter 11 Review Questions
  • How does it apply to middle school?
Text Assignment:
  • Read Chapter 12 and take notes
  • Note any questions that you have from your reading for next session discussion
  • Chapter 12 Review Questions
  • Chapter 12 Things to Think About
  • Chapter 12 Critical Thinking
Research/Projects Assignment:
  • Chapter 12 Project #1 – copy of Ohio Music Standards, copy of National Music Standards
  • Chapter 12 Project #2 - assign a level to each student (1 or 2; 3, 4, or 5)
  • Chapter 12 Project #5 - you may collaborate to develop lesson plans if you choose
  • Chapter 12 Project #6
  • Chapter 12 Project #7
  • Music Activity: TBA

11/4/13 / 10 / General Information:
Today’s Lesson: Chapter 12
Class Discussion:
  • Chapter 12 Things to Think About
  • Chapter 12 Scenario/Questions
  • Chapter 12 Critical Thinking
  • Chapter 12 Review Questions
  • How does it apply to middle school?
Text Assignment:
  • Read Chapter 13 and take notes
  • Note any questions that you have from your reading for next session discussion
  • Chapter 13 Review Questions
  • Chapter 13 Scenario/Questions
  • Chapter 13 Things to Think About
  • Chapter 13 Critical Thinking
Research/Projects Assignment:
  • Chapter 13 Project #1 – student could do this by phone, email or in person
  • Chapter 13 Project #2 - This is the focus for your weekly observation
  • Chapter 13 Projects #4, #5, and #6
Music Activity: TBA
11/11/13 / 11 / General Information:
Today’s Lesson: Chapter 13
Class discussion:
  • Chapter 13 Scenario/Questions
  • Chapter 13 Critical Thinking
  • Chapter 13 Review Questions
  • How does it apply to middle school?
Text Assignment:
  • Read Chapter 14 and take notes
  • Note any questions that you have from your reading for next session discussion
  • Chapter 14 Review Questions
  • Chapter 14 Things to Think About
  • Chapter 14 Critical Thinking
Research/Projects Assignment:
  • Chapter 14 Critical Thinking #1, #3
  • Chapter 14 Project #4 – complete work as a team
Music Activity: TBA
11/18/13 / 12 / General Information:
Today’s Lesson: Chapter 14
Class discussion:
  • Chapter 14 Scenario/Questions
  • Chapter 14 Critical Thinking
  • Chapter 14 Review Questions
  • How does it apply to middle school?
Text Assignment:
  • Read Chapter 15 and take notes
  • Note any questions that you have from your reading for next session discussion
  • Chapter 15 Review Questions
  • Chapter 15 Scenario/Questions
  • Chapter 15 Things to Think About
  • Chapter 15 Critical Thinking
Research/Projects Assignment:
  • Select 2 music program advocacy articles. Provide copies to class members and instructor. Summarize and be prepared to present points to class.
  • Chapter 15 Projects #2 & #3
Music Activity: TBA
12/2/13 / 13 / General Information:
Today’s Lesson: Chapter 15
Class Discussion:
  • Chapter 15 Scenario/Questions
  • Chapter 15 Critical Thinking
  • Chapter 15 Review Questions
  • How does it apply to middle school?
  • Music program advocacy articles
Text Assignment:
  • Read Chapter 16 and take notes
  • Note any questions that you have from your reading for next session discussion
  • Chapter 16 Review Questions
  • Chapter 16 Things to Think About
  • Chapter 16 Critical Thinking #1, #2
Research/Projects Assignment:
Music program advocacy speech (2-3 minutes); copy to instructor
  • Chapter 16 Projects #4, #5
  • Chapter 16 Project #7 – 3 songs/languages
Music Activity: TBA
12/9/13 / 14 / General Information:
Today’s Lesson: Chapter 16
Class Discussion:
  • Chapter 16 Things to Think About
  • Chapter 16 Scenario/Questions
  • Chapter 16 Critical Thinking
  • Chapter 16 Review Questions
  • How does it apply to middle school?
  • Music advocacy speech
Text Assignment:
  • Prepare binder
  • Study for final exam- Chapters 11-16
  • Read Chapter 17 and take notes
Research/Projects Assignment:
Music Activity: TBA
12/16/13 / 15 / Final Exam:
  • Chapters 11 – 16
  • Course/instructor evaluation
  • Chapter 17 discussion
  • Hand in Binder

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