The Division of Music Education Is Dedicated to Empowering Students Through Learning s1
MUED 5880, FALL 2009
TEACHING STRATEGIES IN GENERAL MUSIC
Monday: 5:00 - 7:50
Dr. Donald M. Taylor
E-Mail:
Office Phone: (940) 565-3745
Office: MU 314
Office Hours: Monday-Wednesday: 1:00 – 2:00
Tuesday-Thursday: 11:00 – 12:00
Other times available by appointment
Required Text
Jellison, J. (2008). Including everyone: Music education in today’s schools. (sent to you via e-mail)
Adamek, M. S., & Darrow, A. A. (2005). Music in special education. Silver Spring, MD:
American Music Therapy Association.
Course Description
This course provides introductory information and experiences relating to music and children with disabilities. The focus of the course will be on music education in inclusive school settings although several sessions and assignments will also include music in therapeutic settings. We will also have several knowledgeable guest speakers.
Individuals who participate fully in the course experiences will (1) be prepared to advocate for policies and procedures that will increase opportunities for children with disabilities to demonstrate maximum independence and achievement in school, community and home music environments; (2) gain knowledge about well-established principles leading to effective inclusive practices and gain knowledge about ways to transfer these principles to music education settings; and (3) gain knowledge about music education and music therapy practices with children with disabilities.
Course Objectives
A. Discuss quality of life issues related to persons with disabilities and the barriers, past and present, that limit full participation in schools and communities.
B. Discuss key legislative events in the development of public education for students with disabilities as reflected in legislative, curricular, and instructional practice.
C. Discuss well-established teaching and learning principles from disciplines outside of music and transfer these principles to a variety of music situations and to children with a variety of disabilities in severity and kind.
D. Discuss quality of life principles as a means to facilitate successful music experiences for children with disabilities and transfer these principles to real and hypothetical situations.
E. Discuss similarities and differences in music therapy and music education practices related to children with disabilities.
F. Contribute to your own knowledge and that of others through the synthesis and presentation of information concerning disabilities and music.
ASSIGNMENTS:
1. Book Chapters and Journal Articles (typed): Read the assigned materials and come to class prepared to discuss your ideas. Write a summary that includes the following:
- Provide a concise paragraph that explains in your own words the fundamental thesis in less than 250 words. This section should be written in a personal style as if you were conveying the information to someone unfamiliar with the topic (e.g., family member, friend).
- Describe personal applications that consider ideas from the reading in relation to your own experiences as a teacher and learning (e.g., what have you done, what do you know, what will you do?)
- Present at least two substantive questions suitable for future research that were generated by the reading.
2. Research Articles and Discussion: Research articles (2), Analysis/Summary Sheet (2), Lead group discussion.
Throughout the semester, I have scheduled several sessions that will focus on current research on two broad topics. Each discussion will have a focus article chosen by class members on the following topics: (1) disabilities, and (2) music therapy (article from the Journal of Music Therapy). Articles should be from peer reviewed research journals and should be current—begin your search from 2008. Send the PDF of the article to your classmates as soon as you identify one of interest but at least a week in advance of the date scheduled for your discussion (see calendar). Your analysis/summary can be sent to everyone at a later time but before your scheduled discussion date.
3. Future Transfers, Applications, Advocacy, and Personal/Professional Development. At the end of the course, we will have a session in which you will discuss some applications of class information and experiences that are relevant to your professional and/or personal life or the lives of individuals with disabilities. Write several ideas of how you will transfer knowledge gained from this class to a new situation, how you will advocate for persons with disabilities, what you will do to continue your personal/professional development in this area, etc. Type no more than two pages to describe your ideas and turn in the last day of class. In preparing for this assignment, throughout the course consider what you could do in the future that would be related to the topic (e.g., legislation, advocacy, labeling, teaching) and jot some of these ideas down for the final class session. Review your notes and select meaningful, realistic future behavior for yourself.
4. Class discussion and presentations: Logical thoughts, comments, and questions. Written assignments and presentations on scheduled dates and no more than one absence for any reason.
Division of Music Education Attendance Policy
Regular, punctual attendance is essential to your success in this course. One excused absence will be allowed. Beyond this, ten points may be deducted for each subsequent absence. Excessive instances of lateness may also result in a lowered grade. Four absences will constitute an automatic failure of the course. Students are responsible for all class material covered during any absence. Exams and presentations cannot be made up outside of class.
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.
Grading System 90-100 (A); 80-89 (B); 70-79 (C); 60-69 (D); 59-lower (F)
Proposed Calendar, Fall 2009
August 31
Introduction
Syllabus and Calendar
September 7
LABOR DAY: No Class
September 14
Emotional Disturbance
September 21
Autism
September 28
Mental Retardation
October 5
Visual Impairment
October 12
Hearing Impairment, Speech and Language
October 19
Orthopedic Impairment
October 26
Specific Learning Disabilities
November 2
Other Health Impairments (ADD, ADHD, etc.)
November 9
Multiple Disabilities
November 16
Traumatic Brain Injury
November 23
Deaf-Blindness
November 30
Developmental Delay
December 7
Future Transfers
December 14
Final
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