Approved by Faculty Senate March 30, 2009 s2

Approved by Faculty Senate March 30, 2009 WINONA STATE UNIVERSITY School of Liberal Arts Department of Music Music for Elementary Teachers – MUS 320 Melanie Sheridan, instructor Course Syllabus – Spring 2009

MEETING TIME / CONTACT INFORMATION LOCATION (507) 208-3798 OFFICE HOURS Tuesday and Thursday [email protected] By appointment only 3:30 – 4:50pm PAC 113

COURSE DESCRIPTION

"Music for Elementary Teachers" is a course designed to provide the classroom teacher with the knowledge and skills necessary to effectively teach music. Emphasis is placed on the acquisition of practical skills in music, an understanding of musical concepts, and knowledge of the various approaches and methods used in the classroom to teach these concepts. A major focus of the course will be to prepare students to develop the competencies outlined in the following Minnesota Standards of Effective Teaching Practice for Beginning Teachers: Standard 1. Subject Matter; Standard 2. Student Learning; Standard 3. Diverse Learning; Standard 4. Instructional Strategies; Standard 5. Learning Environment; Standard 7. Planning Instruction Prerequisite: Admittance to the Professional Education Sequence.

This course is designed to fulfill the Fine and Performing Arts University Studies Program Requirements.

TEXT / REQUIRED MATERIALS

Rozmajzl, Michon and Rene Boyer-Alexander. 2000. Music Fundamentals, Methods, and Materials for the Elementary Classroom Teacher. 4th Edition. New York: Addison Wesley Longman, Inc.

Page, Nick. 2001. Sing and Shine On! An Innovative Guide to Leading Multicultural Song. Danbury: World Music Press.

Course Materials Packet; Packet of materials for Music 320 and 322 available at the bookstore.

Aulos Soprano Recorder, baroque fingering

COURSE OUTCOMES

This course fulfills the requirements for the Fine and Performing Arts category of the University Studies Program by including learning activities that promote students' abilities to: a. explore the language, skills, and materials of an artistic discipline; b. use the methods of an arts practitioner to actively engage in creative processes or interpretive performances; c. understand the cultural and gender contexts of artistic expression; and d. engage in reflective analysis of their own art work or interpretive performance. (USP letters in parentheses refer to University Studies Program Outcomes for Fine and Performing Arts listed above.)

 Understand basic music concepts through performing, creating, describing and listening to music. (USP Outcome a, b, & d)  Relating musical concepts to other disciplinary areas and understanding how music may be integrated into the rest of the elementary curriculum. (USP Outcome a & c)  Understand and relate methods of teaching the discipline of music to theories of multiple intelligences, learning styles, and other theories related to learning in the classroom.  Understand the role music plays in culture, the rich variety of different musical cultures found in the school population, and the multiple perspectives a diverse student population brings to the classroom regarding music. (USP Outcome c)  Develop and expand skills in singing, playing recorder, and interpreting music notation. (USP Outcome b)  Choose and design appropriate strategies for teaching music to elementary school students. (USP Outcome b)  Develop skills in creatively choosing and adapting music materials to fit varying contexts, needs, cultural perspectives, and developmental levels. (USP Outcome c)  Be aware of the variety of ways music may effectively be used in the elementary classroom to contribute to classroom management, building community, motivation, and establishing a positive classroom environment.  Become familiar with the foundations of several current approaches to music education curriculum.  Become familiar with the National and Minnesota content standards in music.  Understand and appreciate the value of music education in the elementary school.

ATTENDANCE AND SUCCESS

Attendance is required in this course. Active participation in class activities may not be replicated in notes and represents an important part of the learning experience. Students are expected to come on time and remain for the entire class period. Work for other classes will not be considered an excused absence. Class presence will be factored in to the final grade. If there are unusual circumstances creating the need for more than two absences in the semester, the student should make an appointment with the instructor to come up with a plan to compensate for the absence. Success in this class will depend upon:  willingness to accept responsibility for learning--active, respectful and willing participation in class-- thorough, thoughtful and timely preparation of assignments and readings  punctuality in completing assignments

ASSIGNMENTS

 textbook and other assigned readings with occasional written responses  written responses to Page book, Sing and Shine On  music autobiography and circles graph  music advocacy assignment  picture book assignment  peer-teach one poem in class  group creative projects  integrated lesson/song analysis project  practice on voice, recorder and other classroom instruments  participation in class projects and activities

ASSIGNMENT GENERAL REQUIREMENTS

1. All assignments turned in are to be typed and are due at the beginning of the class period on the due date. All assignments must be handed in on time. If you think you will be unable to turn an assignment in on time, please arrange a conference with me to make other arrangements. Late assignments will drop 1 grade for every Class DAY they are late unless you have made other arrangments with me, in advance, and in writing. 2. Make and keep a copy of all assignments submitted. 3. All ideas taken from books and articles, even when put in your own words, must be acknowledged in footnotes or endnotes. This is true for lesson plans, song analyses, or any other types of written work as much as it is for research papers. When you use someone else's words you must use quotation marks. Failure to do so constitutes plagiarism, which may result in a failing grade for the assignment and possible disciplinary action 4. Include a bibliography of sources cited at the end of your project or song analysis. You are welcome to consult a music textbook and other sources when writing your assignments, but please give proper credit to the authors of the textbook if you use ideas from the text or from any other source. Footnote or endnote ideas in your projects and assignments just as you would a research paper or any other type of writing assignment. Please consult a style manual (available in libraries and bookstores) for proper form. 5. Do not take complete lessons from a text or another source to fulfill your assignment. Each assignment should reflect your creative ability to integrate and synthesize your own ideas along with ideas from other sources. Please copy all music and teacher's edition text corresponding to your plan or project that you use.

NOTE: Changes to requirements and evaluation processes may be necessary due to the particular needs of this group of students or unforeseen events. Any changes made will not increase requirements and will be done with input and consideration of the full class.

EVALUATION Quizzes ( 2, 25 pts each) 50 Midterm 100 Final 100 Skill assessment 10 Music autobiography & "circles" assignment 20 Music advocacy assignment 20 Picture book assignment 20 Poetry peer-teaching, song writing activity 30 Group creative projects (5, 10 pts each) 50 Written responses to Page book (4, 10 each) 40 Skill checks (2, 25 each) 50 Integrated lesson/song analysis project 30 Occasional extra credit points

GRADING SCALE Based on a percentage of Total Points 90% and above = A 80% - 89% = B 70% - 79% = C 60% - 69% = D 59% and below = F Note: Even though you might receive 70% of the total points, no student will receive a passing grade (C) in this course without successfully completing ALL assignments and exams.

FINAL EXAM Tuesday, May 5 2009 3:30-5:30pm

ACADEMIC INTEGRITY STATEMENT Academic integrity at Winona State University is based on honesty. The university community requires that work produced by students represents their personal efforts and requires that they properly acknowledge the intellectual contributions of others. An overview of the university’s Academic Integrity Policy can be found at http://www.winona.edu/studentaffairs/integrity_policy.htm. Cases of academic dishonesty will be referred to the appropriate administrative office.

ACCOMMODATION STATEMENT It is the policy of Winona State University to accommodate students with disabilities, pursuant to federal and state law. If you have a documented disability and wish to discuss academic accommodations, please contact Disability Services at [email protected], or call 507-457-5878. Disability Services is located in Maxwell Hall, Room 314.

SYLLABUS ACKNOWLEDGEMENT FORM

Please sign the Syllabus Acknowledgment Form. Turn it in within the first two weeks of the semester for 5 extra credit points!