Musicianship for Teaching Ii

The Division of Music Education is dedicated to empowering students through learning opportunities that are contextual and relevant to a career in teaching. To become an effective music educator, each student must commit to excellence in both teaching and musicianship.

MUED 3100, FALL 2009

MUSICIANSHIP FOR TEACHING II

Tuesday, Thursday: 9:30 – 10:50

Dr. Donald M. Taylor

E-Mail:

Office Phone: (940) 565-3745

Office: MU 314

Office Hours: Monday-Wednesday: 12:30 – 1:30

Tuesday-Thursday: 11:00 – 12:00

Other times available by appointment

Required Text

Campbell, P. C. & Scott-Kassner, C. (2006). Music in childhood: From preschool

through the elementary grades (3rd ed.). Belmont, CA: Wadsworth Group.

Duke, R. A. (2005). Intelligent Music Teaching. Austin, TX: Learning and Behavior

Resources.

Course Description

The purpose of this course is to stimulate thinking regarding children’s learning potential in general elementary music instruction. Course topics will address what to teach (curriculum), how to teach (the tools of teaching such as directives, modeling, and feedback), and prominent pedagogies within the field.

Course Objectives

To identify and implement teaching techniques observed among expert music educators.
To familiarize students with a variety of general music methods and materials appropriate for the elementary music classroom.
To engage in purposeful self-analysis and make improvement based on data.

Division of Music Education Attendance Policy

Regular attendance with promptness and with assignments completed reflects a positive, accepting attitude in university education. With the responsibility of being a music education student comes a conscious decision to act professionally at all times.

More than 3 unexcused absences will result in a failing grade.

Three tardies will be counted as one absence.

*Only university excused absences will be accepted. You must present notification to your professor, which may be obtained from the Office of the Dean of Students.

Extra Information Regarding Attendance

The following absences DO NOT constitute a university excused absence: illness (even with a note from your personal doctor or the UNT health clinic), family illness, family death. The three unexcused absences allowed by the Division of Music Education are to be used for absolute emergencies only. So keep it simple. Attend every class, and arrive early.
If you arrive late to class, it is YOUR RESPONSIBILITY to inform me after class so that I can change an absence mark to a tardy mark. Do not leave class that day until you see me change the mark. If you are late, but do not remind me that you came to class, any marks for absence that day will not be changed.
Students who leave class early will receive a tardy for the day.
Anyone who creates a distraction will be asked to leave and receive an absence for the day.
Anyone sleeping in class will be asked to leave and receive an absence for that day.

Required Departmental Lecture: Wednesday, October 21, 10:00 AM – 10:50 AM

The Music Education department sponsors a Music Education Lecture Series every year. Each semester, nationally recognized figures are brought in to speak to our students and to work in some classes. This semester our guest will be Dr. Roy Ernst. These lectures are required of all music education majors. Attendance will be taken. Anyone who is absent will receive an unexcused absence for this class.

Assignments

You will be asked to complete assignments that are relevant to our topics of discussion in class. All written assignments must be typed. I will not accept handwritten work. I will not accept late assignments. They will receive a grade of Zero. Make sure you print your assignments early enough to cope with any printing issues you may encounter. If you tell me your printer wasn’t working but that you have your assignment on a disk, you will still receive a grade of Zero.

Developing Musicianship

You will need to have excellent musicianship skills as a music educator. During this course we will work on error detection and sight singing skills. You will be required to take tests in each of these skill areas. Your test scores will not only be considered in determining your grade for this course, but will also determine whether or not you receive a grade in this course. You will be required to PASS these tests in order to receive a grade in this class. If you do not pass these tests, you will receive an Incomplete. Should this happen, you will have one year to retake and pass the tests. If you do not pass within a year, your Incomplete will convert to an F. You will also be tested on these skills at a more advanced level in MUED 3200. In MUED 4109, 4103, and 4209, you will encounter further tests in fingering, transposition, and piano, as is appropriate to the course content (instrumental, choral, elementary). These tests are a portion of the Music Education Student Review.

Cheating and Academic Honesty

If you engage in academic dishonesty related to this course, you will receive a failing grade for the course. In addition, the case will be referred to the Dean of Students for appropriate disciplinary action.

Academic dishonesty includes cheating and plagiarism. The term “cheating” includes, but is not limited to, 1) use of any unauthorized assistance in taking quizzes, tests or examinations: 2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments, or 3) the acquisition without permission, of tests or other academic materials belong to a faculty member of staff of the University.

The term “plagiarism” includes, but is not limited to, the use by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgement. It also includes the unacknowledged use of materials prepared by another person or agency engaged in selling of term papers or other academic materials (Code of Conduct and Discipline at the University of North Texas).

Americans with Disabilities Act

The College of Music complies with the Americans with Disabilities Act in making reasonable accommodations for qualified students with a disability. If you have an established disability as defined in the Americans with Disabilities Act and would like to request accommodation, please see me as soon as possible.

Plan Ahead!

In order to student teach, you must:

Have an overall grade point average (GPA) of 2.75 on all UNT course work and an overall GPA of 2.75
Have an overall GPA of 2.75 in all MUXX courses and all EDXX courses
Have a minimum of a C in all education and music courses
Have an overall GPA of 2.75 in your professional development classes. See your Student Handbook for a list of these courses.

Have completed successfully ALL proficiency examinations before you apply for student teaching. This includes your piano proficiency, concentration proficiency, and all components of the music education student review. No coursework should be taken during student teaching.

Grading System

Class work: 80% of the total grade

Class assessments= 120 points

120-108 = A 107-96= B 95-84 = C 83-72 = D 71 . . . = F

On-Site Teaching in Public Schools = 10% of the total grade.

A = Student demonstrates outstanding instructional skills.

B = Student demonstrates nearly outstanding instructional skills.

C = Student demonstrates satisfactory instructional skills.

D = Student demonstrates nearly satisfactory instructional skills.

F = Student was unsuccessful demonstrating consistently acceptable teaching

behaviors during this grading period.

Teaching assessments= 110 points

110-99 = A 98-88= B 87-77 = C 76-66 = D 65 . . . = F

Tonal Patterns = 10% of the total grade.

Materials:2 high quality mini-DV tapes

The Class Calendar

8/27Class Meeting #1

Topic 1: Handout – Syllabus and class overview

Topic 2: The benefits of being an active member of professional

music organizations.

Topic 3: Accessing Web Sites of TMEA, MENC, TCDA, TBA, TOA

Topic 4: Singing Research

Topic 5: Handout – Pitch Exploration Story

Topic 6: Overview of CLASS MEETING #2.

9/1Class Meeting #2

Assignment #1 due CLASS MEETING #2.

Use a computer search engine to go the home page for the Music Educators National Conference (MENC), the Texas Music Educators Association (TMEA), and one of the following according to your specialization: Texas Choral Directors Association (ACDA), Texas Bandmasters Association (TBA), or the Texas Orchestra Directors Association (TODA). Print out a hardcopy of the home page of each site. Value 0-1 point.

Assignment #2 due CLASS MEETING #2.

Write one paragraph summarizing Duke’s “Precision in Language and Thought.” Value 0-1 point.

Assignment #3 due CLASS MEETING #2.

Write a pitch exploration story. Value 0-1 point.

Topic 1: School Assignments and Criminal History Forms

Topic 2: Handout: Letter of Recommendation: Building Your

Recommendations

Topic 3: Discussion of Duke’s “Precision in Language and Thought”

Topic 4: Discussion of Adult Goals for current elementary students

Topic 5: Pitch Exploration Stories

In-class assessment #2: Demonstrate your pitch exploration story with appropriate enthusiasm and vocal inflection. Value 0-2 points.

Topic 6: An overview of CLASS MEETING #3.

9/3Class Meeting #3

Assignment #1 due CLASS MEETING #3

Write the letter of recommendation for yourself that you would like your university professors to write for you. Use the class handout as a guide. Value 0-1 point.

In-class assessment Continued: Demonstrate your pitch exploration story

with appropriate enthusiasm and vocal inflection. Value 0-2 points.

Topic 1: Discussion of the National Standards in Music and TEKS

Topic 2: Lesson Planning

In-class assessment #2: Complete a teacher-prepared mini-test based on

the information in Chapter 4 (The Singing Child) Value: 0-3 points Time limit: 5 minutes

9/8Class Meeting #4

Topic 1: Teaching a Song: Whole/Part/Whole

Topic 2: Building a Song Repertoire

In-class assessment #2: Complete a teacher-prepared mini-test based on the information in Duke’s “What to Teach.” Value: 0-3 points. Time limit: 5 minutes.

Topic 3: Discussion of Duke’s “What to Teach”

Topic 4: Lesson Planning Continued

Topic 5: Overview of CLASS MEETING #5.

9/10Class Meeting #5

Lab: Building a Repertoire of Songs and Games

Assignment Due CLASS MEETING #5:

Choose a song with accompanying game to teach using the whole/part/whole approach. You must use songs from materials on reserve. Create a detailed, typed lesson plan using the lesson plan template with specific behavioral objectives. Value: 0-2 points.

In-class assessment during CLASS MEETING #5: Teach a song and accompanying game using the whole/part/whole approach. In order to function in a classroom, you must be incredibly well prepared so that pacing does not suffer. Value: 0-2 points.

Overview of CLASS MEETING #6

9/15Class Meeting #6

Assignment due CLASS MEETING #6:

Write a paragraph each to describe two concepts you found most meaningful in Duke’s “Assessment” chapter. Value 0-2 points.
Create a Yes/No Checklist to evaluate good singing. Use Duke’s checklist on page 74 as a guide. Value 0-2 points.

Topic 1: Discussion of Duke’s “Assessment”

Topic 2: Handout: McClung’s examples of varying rating scales

In-class assessment carried over from CLASS MEETING #5: Teach a song and accompanying game using the whole/part/whole approach.

Topic 3: Overview of CLASS MEETING #7

9/17Class Meeting #7

If necessary: In-class assessment carried over from CLASS MEETING

#5: Teach a song and accompanying game using the whole/part/whole

approach.

Topic 1: Traditional Systems for Teaching Rhythm

Topic 2: Teaching Rhythm using a Multi-Meter Approach

Topic 3: Overview of CLASS MEETING #8

9/22FIELD TRIP TO ROSE COSTUMES

9/24Class Meeting #8

Assignment due CLASS MEETING #8

Write 5 four-measure rhythm patterns. Underneath each pattern,

place four different mnemonic systems using (1) numbers, (2) Cheve

syllables (used in Kodaly), and (3) words (used in Orff). Value: 0-2 points

If necessary: In-class assessment carried over from CLASS MEETING

#5: Teach a song and accompanying game using the whole/part/whole

approach.

Topic 1: Orff-Schulwerk

Handout: Orff arrangements by Konnie Saliba

Topic 2: Overview of CLASS MEETING #9

9/29Class Meeting #9

Assignment due CLASS MEETING #9

A. Choose a children’s poem and transcribe it rhythmically. You must use notation software such as Finale or Sibelius. Create a complementary speech ostinato. Value: 0-2 points.

Create two thoughtful multiple-choice questions based on Duke’s Feedback chapter. Value: 0-2 points.

Topic 1: Orff-Schulwerk Continued

Topic 2: Overview of CLASS MEETING #10

10/1Class Meeting #10

DUE: CONTRACT AND LOG #1, Value: 0-2 points each

In-class assessment #1: Quiz onDuke’s “Sequencing Instruction.”

Value: 0-3 points

Topic 1: Discussion of Duke’s Sequencing Instruction

Topic 2: Handout: Kodaly

Topic 3: Overview of CLASS MEETING #11

10/6Class Meeting #11

Assignment for CLASS MEETING #11: Write one thoughtful multiple-

choice question for the Walter (2006) article and the Jellison (1990) article. Value 0-2 points.

Topic 1: Legal issues in teaching students with disabilities

Topic 2: Writing and talking about students with disabilities

Topic 3: Principles of Inclusion

Topic 4: Overview of Class Meeting #13

10/8Class Meeting #12:

DUE: TYPED DRAFT OF LESSON 1, Value 0-2 points

Topic 1: Movement – Laban’s Contributions

Topic 2: Body Awareness: Locomotor and Nonlocomotor Movement

Topic 3: Flow, Weight, Space, and Time

10/13Class Meeting #13

Movement Continued

10/15Class Meeting #14

DUE: OBSERVATION LOG, Value: 0-2 points

Assignment for CLASS MEETING #14: Write a paragraph summarizing Duke’s chapter on Transfer. Value 0-3 points.

Topic 1: Discussion of Transfer

In-class assessment: Presenting your Lessons(Practice)

Value: 0-1 point.

Topic 2: Overview of Class Meeting #15

10/20Class Meeting #15

DUE: TYPED LESSON PLAN 1, Value: 0-5 points

Assignment for CLASS MEETING #15: From Duke’s chapter, “Effecting Change,” describe the following: (1) target, (2) rehearsal frame, (3) decontexualization. Value: 0-3 points

Topic 1: Rehearsal Frames

In-class assessment: Presenting your Lessons(Practice)

Overview of Class Meeting #16

10/22Class Meeting #16

In-class assessment: Presenting your Lessons(Practice)

10/27Class Meeting #17

In-class assessment: Presenting your Lessons(Practice)

In-class assessment: Present the name tags you have made for both

classes you will be teaching.

Value: 10 points

10/29Class Meeting #18

Artists in the Schools Lesson 1

11/3Class Meeting #19

Artists in the Schools Lesson 1

11/5Class Meeting #20

Individual Feedback Sessions

Sign up for times on Dr. Taylor’s door. DUE AT THE FEEDBACK SESSION: ANALYSIS 1 AND TAPE OF YOUR TEACHING.(Value: 0-10 points)

11/10Class Meeting #21

Individual Feedback Sessions

Sign up for times on Dr. Taylor’s door. DUE AT THE FEEDBACK SESSION: ANALYSIS 1 AND TAPE OF YOUR TEACHING (Value 0-10 points).

11/12Class Meeting #22

Artists in the Schools Lesson 2

11/17Class Meeting #23

Artists in the Schools Lesson 2

11/19Class Meeting #24

Individual Feedback Sessions

Sign up for times on Dr. Taylor’s door. DUE AT THE FEEDBACK SESSION: ANALYSIS 2 AND TAPE OF YOUR TEACHING (Value 0-10 points);COMPARATIVE ANALYSIS (Value: 0-10 points).

11/24Class Meeting #25

Individual Feedback Sessions

Sign up for times on Dr. Taylor’s door. DUE AT THE FEEDBACK SESSION: ANALYSIS 2 AND TAPE OF YOUR TEACHING (Value 0-10 points); COMPARATIVE ANALYSIS (Value: 0-10 points).

11/26THANKSGIVING BREAK

12/1Class Meeting #26

In-class assessment: Each person will give a 10-minute presentation comparing their teaching experiences. Value: 0-5 points.

12/3Class Meeting #27

In-class assessment: Each person will give a 10-minute presentation comparing their teaching experiences. Value: 0-5 points.

12/8Class Meeting #28

DUE: TYPED ITEMIZED BUDGET ASSIGNMENT

Value: 0-5 points

Class Evaluations

12/10Class Meeting #29

Hobart Shakespearians

Assessment/Assignment Class Work Check Sheet

Fall 2009

Name ______

ScoreDue DateAssessment

____CM2Retrieving information from professional internet sitesValue: 0-1 point

____CM2Paragraph summary of Duke’s “Precision . . .”Value: 0-1 point

____CM2Pitch exploration story (typed)Value: 0-1 point

____CM2Teach mini-lesson using your pitch exploration storyValue: 0-2 points

____CM3Letter of RecommendationValue: 0-1 point

____CM3Quiz on Campbell/Scott-Kassner’s “The Singing Child”Value: 0-3 points

____CM4Quiz on Duke’s “What to Teach”Value: 0-3 points

____CM5Lesson Plan for Song (Whole/Part/Whole)Value: 0-2 points

____CM5Teaching Song (Whole/Part/Whole)Value: 0-2 points

____CM6Paragraph summary of Duke’s “Assessment”Value: 0-2 points

____CM6Yes/No Checklist for Singing Value: 0-2 points

____CM8Rhythm patterns and mnemonicsValue: 0-2 points

____CM9Children’s poem (rhythm and ostinato)Value: 0-2 points

____CM9Two multiple choice questions on Duke’s “Feedback”Value: 0-2 points

____CM10Quiz on Duke’s “Sequencing Instruction”Value: 0-3 points

____CM10ContractValue: 0-2 points

____CM10School Environment Log Value: 0-2 points

____CM11Two multiple choice questions for Walter and JellisonValue: 0-2 points

____CM12Typed Draft of Lesson 1Value: 0-2 points

____CM14Summary of Duke’s “Transfer”Value: 0-3 points

____CM14Classroom Observation LogValue: 0-2 points

____CM15Typed Lesson Plan 1Value: 0-5 points

____CM15Target, Rehearsal Frame, DecontextualizationValue: 0-3 points

____CM17Name TagsValue: 10 points

____CM20-21Individual Feedback SessionValue: 5 points

____CM20-21Lesson 1 AnalysisValue: 10 points

____CM24-25Lesson 2 AnalysisValue: 10 points

____CM24-25Comparative AnalysisValue: 10 points

____CM26-27Presentation of TeachingValue: 0-2 points

____CM28Itemized BudgetValue: 0-5 points

____Points earned out of 102 class work assessment points

102 - 92 = A 91 – 82 = B 81 - 71 = C 70 - 61 = D 60 . . . = F

Teaching Points

ScoreAssessment

____Lesson 1 in the schoolsValue: 40 points

____Lesson 2 in the schoolsValue: 40 points

____Points earned out of 80 teaching assessment points

80 - 72 = A 64 - 71= B 70 - 56 = C 55 - 48 = D 47 . . . = F

BRIEF OVERVIEW FOR ARTISTS IN THE SCHOOLS REQUIREMENTS

TUESDAY

THURSDAY

August 27
Orientation

September 1

Criminal Check Processing

September 3

Criminal Check Processing

September 8

Criminal Check Processing

September 10

Criminal Check Processing

September 15

Criminal Check Processing

September 17

Initial Meeting with Teacher

September 22

Initial Meeting with Teacher

September 24

Initial Meeting with Teacher

September 29

Initial Meeting with Teacher

October 1

Observation in the Schools

Due: Contract and Log #1 (School Environment)

October 6

Observation in the Schools

October8

Observation in the Schools

October 13

Observation in the Schools

Due: Typed Draft of Lesson 1 /

October 15

Due: Log #2 (Classroom Observation)

October 20

Due: Typed Lesson Plan 1

October 22

October 27

Due: Name Tags /

October 29

Lesson 1

November 3

Lesson 1

November 5

Feedback Video I
DUE: Analysis 1, Tape of Teaching

November 10

Feedback Video I
Due: Analysis 1, Tape of Teaching /

November 12

Lesson 2

November 17

Lesson 2

November 19

Feedback Video 2

Due: Analysis 2, Tape of Teaching, Comparative Analysis

November 24

Feedback Video 2

Due: Analysis 2, Tape of Teaching, Comparative Analysis / November 26
THANKSGIVING BREAK

December 1

Presentations / December 3
Presentations
December 8
Class Evaluations
Due for Everyone: Itemized Budget / December 10
Hobart Shakespearians