THE UNIVERSITY OF TEXAS AT ARLINGTON MUSI 2112 – 001 Introduction to Music Pedagogy Spring 2011
Name: Janice Kemp Office Number: FA311A Office Telephone Number: 817.272.0389 Email Address: [email protected] Office Hours: Monday / Wednesday 9:30 – 10:00 / 12:00 – 12:30
Course Number, Section Number, and Course Title: MUSI 2112.001 – Introduction to Music Pedagogy
Time and Place of Class Meetings: FA 311 – M / W 10:00 – 10:50 a.m.
Description of Course Content: Comprehensive survey of instrumental, choral and elementary music through lecture and research pertaining to professional responsibilities and career opportunities.
Student Learning Outcomes: Upon successful completion of MUSI 2112 the student will be able to:
1. Identify critical attributes of a successful music teacher.
2. Define his / her personal strengths and weaknesses as a potential music educator.
3. Write a reverse lesson plan.
4. Develop a time management organizational system.
5. Discuss methods of incorporating classroom management.
6. Develop teaching strategies for how to motivate students in a music classroom.
7. Discover his / her learning style and how to teach to the different learning modalities in a music classroom.
8. Describe the development of music education in the public schools.
9. Articulate justifications for music education in the public schools.
10. Write a reflective essay regarding important philosophical ideas regarding music education.
Required Textbooks:
Title: Prelude to Music Education Author: Joanne Erwin, Kay Edwards, Jody Kerchner, John Knight Publisher: Prentice Hall ISBN: 0-13-030414-X Copyright: 2003
Description of required assignments, observations and examinations with due dates:
1. READINGS: All reading assignments are to be completed as indicated on the class schedule. You are expected to participate actively in discussions on assigned readings.
2. ORAL PRESENTATION “My Most Influential Teacher” ASSIGNMENT: Write a two-minute oral speech to present to the class. Due January 31st, February 2nd, or February 7th.
3. OBSERVATIONS (4)
Four observations are required. Observe two elementary general music classes and two secondary performance classes.
You must complete a Criminal History Form from the school district(s) in which you plan to observe (see information below).
Contact the music teacher (via e-mail or phone) you plan to observe to arrange a time and date. Ask the teacher to notify his / her school office that you will be visiting on that day.
Professional dress is required.
Punctuality, professionalism in conduct is required.
Sign in at the front office of the school and obtain a visitor’s pass before going to the music classroom.
Arrive shortly before the class / rehearsal begins, so that your entry is not disruptive to the teacher or to the students.
Sit where you can observe both the teacher and the students.
Stay for the duration of the class / rehearsal.
Thank the teacher for allowing you to observe their class.
Follow up with a thank you note; in this case e-mail is appropriate.
Observation Forms 1 and 2 are due February 28th.
Observation Forms 3 and 4 are due April 4th. 4. OBSERVATION SITES
Arlington ISD requires that you fill out a Criminal History form for university students. See Dr. Lange for the form. Do not fill out the Criminal History form online. The new policy in AISD is that you attach a copy of your driver’s license or they will not process your form.
Fort Worth ISD requires that you fill out a Criminal History form for university students. See Dr. Lange for that form.
Dallas ISD has a website where you can fill out the Criminal Background form. The following is the process that you will need to complete for permission to observe:
o http://www.dallasisd.org/partners/volreg_form.cfm
o Or
. Go to www.dallasisd.org
. Go to Volunteering
. Go to Online Application
. Click Online Application and fill out Criminal Background check
. Please note that students will need to fill out the application and PRINT a COPY with the information completed before selecting “SUBMIT.”
. Submit the application.
. After submitting the application, students will need to PRINT the RESULTS (for example: Congratulations, …).
. Students will not be able to go back to retrieve and print the results later.
Mansfield ISD requires that you bring our drivers license to the school each time you want to observe. When you check in at the office, they will swipe your license and then give you a name tag with your photograph and name. When you are finished with the observation you must check out at the office and return your name tag.
If you observe in other school districts you must follow that district’s guidelines and policies for observations. Contact Dr. Lange if you have any questions. 5. TIME MANAGEMENT ACTIVITY LOG: During one week, record ALL of your activities; e.g. time attending class, studying, working, commuting, watching TV, communicating with friends, sleeping, etc. Due February 28th.
6. TIME MANAGEMENT TABLE ASSIGNMENT: Organize your semester into a table that is easy to access and view. Include all of your classes, rehearsals, assignments with due dates, concerts, and other important details pertaining to your life. Due March 9th.
7. MULTIPLE INTELLIGENCE QUESTIONNAIRE ASSIGNMENT: Go to http://www.vark- learn.com/english/index.asp and click on Questionnaire. Complete the questionnaire; print and bring to class March 23rd. Be prepared to discuss the following in class: 1.) what you learned, or confirmed, about your own learning; 2.) what learning styles might mean to you as a teacher and to your students. Due March 23rd.
8. INTERVIEW OF A MUSIC EDUCATOR
Contact a music educator (K – grade 12) you would like to interview for the assignment. Introduce yourself and explain the assignment to the potential interviewee and ask if he / she would be willing to participate and would be available for a ten-to-fifteen minute interview. Make arrangements for a convenient time to conduct the interview.
Make a list of questions ahead of time, including some open-ended questions; e.g. “Tell me about … Below are some suggestions. Feel free to adapt any questions as needed or add your own ideas.
1. How long have your been teaching? At this age level? In this setting? Did you begin your career in your current position?
2. What aspect of teaching do you find most rewarding? Most inspiring? Most challenging? Most frustrating?
3. How do you organize and prepare for teaching? What strategies do systems do you find helpful?
4. Tell me about the support for your program. Is there community involvement? Parental involvement? Student involvement? Is it well supported by colleagues? Administrators? Tell me about the value of music education expressed by the principal and others.
5. How do you know that you “make a difference?” 6. What one piece of advice would you give to a student to assist in preparing for a music teaching career?
Thank your interviewee for his / her time. Follow up with a hand-written thank you note! (E-mail is not appropriate for this note.)
Write a one page, type-written (12 pt. font, double-spaced) report of your interview. Add your own reflection to the interview in the final paragraph. (Perhaps one or more of the following: What did you find interesting? What did you find surprising? Did the person appear to value and enjoy his / her work? How did the interview impact your understanding of music education as a career?) Your report should be word-processed and double-spaced. Due April 11th.
9. MUSIC EDUCATION PHILOSOPHY ASSIGNMENT: In Chapter 12 of Prelude to Music Education, the authors discuss the “ingredients” necessary to develop a comprehensive, personal philosophy of music education, including these foundational questions: What personal values and assumptions do you bring to define such a philosophy? Why do you hold these values? Who should receive music education? What should be taught or experienced? Where should music education occur? When should music be taught? How should music be taught?
The authors emphasize that such a philosophy is developed over time and with cumulative experience. Your initial reflections will be a beginning.
Your assignment is to carefully read Chapter 12, reflecting on the personal questions it raises, and then select one topic from the list below and write a one page (12 pt. font, double-spaced), concise essay responding to the selected topic -- one topic, one thoughtful and concise essay. There are important references listed on pp. 190-191 to use as resources. Due May 4th. No late assignments will be accepted.
Select one topic from the following list: How have your personal experiences with music influenced your views of the value of music education? When (at what age) should music education begin? And why? Discuss the community benefits of music education and performance. You might include social organizations, religious life or other venues involving group singing, dancing, instrumental performance, marching, etc. Discuss the value of musical performance as a part of music education. Discuss the value of academic musical knowledge and understanding as a part of performance. Who should bear the expense of music education? And why? Reflect on the broad range of opportunities for musical expression in song, dance, and instrumental music, individually and in groups in contemporary culture. Are there preferred venues? How should music education be incorporated into the broader educational curriculum necessary to assure educational excellence? Discuss the importance of active listening as it relates to the attendance of live performances of concert music. How does active listening relate to your knowledge and understanding of music and to the continuance of funding of symphony orchestras in the United States?
10. CLASS RESOURCE NOTEBOOK:
You will logically organize a notebook in a 3-ring binder with a table of contents and dividers.
The notebook should include the course syllabus, your class notes and handouts, assigned readings, and your graded assignments.
Your notebook should be organized in a logical way that will be useful to you in teaching.
Due May 4th. Late notebooks will not be accepted.
EXAMINATIONS:
You will have two written examinations; both will be open book.
Exam 1 – March 9th
Final Exam – May 9th – 8:00 – 10:30
TENTATIVE COURSE SCHEDULE
January 19 Introduction / Syllabus – Course Overview
January 24 Dr. Lange
Reading Assignment: Chapter 1 (p. 1 – 6) and Chapter 12 (p. 173 – 190) in Prelude to Music Education
January 26 Becoming a Teacher – Qualities of a “Good” Teacher Assignment: Write a two-minute Oral Presentation – “My Most Influential Teacher” Due January 31 / February 2 / February 7
January 31 In-class oral presentations – “My Most Influential Teacher”
February 2 In-class oral presentations – “My Most Influential Teacher”
February 7 In-class oral presentations – “My Most Influential Teacher”
February 9 Developing Tools for Teaching – Observing / Journaling / Interviewing
Reading Assignment: Chapter 2 (p. 7 – 22) in Prelude to Music Education
February 14 Developing Tools for Teaching – Lesson Planning / Writing a Reverse Lesson Plan
February 16 Time Management and the Successful Student / Teacher
Assignment: During one week, record ALL of your activities on the Activity Log (provided); e.g., time attending class, studying, working, commuting, watching TV, communicating with friends, sleeping, etc. Due February 28th.
Reading Assignment: Chapter 3 (p. 23 – 38) in Prelude to Music Education
February 21 No class – Observation Day Answer the questions for Observation Form # 1. (Follow the guidelines carefully.) Due February 28th.
February 23 No class – Observation Day Write a reverse lesson plan using Observation Form # 2. (Follow the guidelines carefully.) Due February 28th.
Reading Assignment: Chapter 4 (p. 39 – 56) in Prelude to Music Education
February 28 Time Management (continued)
Observation Forms # 1 and # 2 Due – Late assignments will not be accepted. Time Management Activity Log Due – Late assignments will not be accepted.
Assignment: Organize the rest of your semester into a table that is easy to access and view. Include all of your classes, rehearsals, assignments with due dates, concerts, and other important details pertaining to your life. Due March 9th.
March 2 Classroom Management – Developing Rules, Consequences and Expectations in your classroom; the relevance of seating charts for music classes and ensembles
Reading Assignment: Chapter 11 (p. 163 – 167, only) in Prelude to Music Education
March 7 Motivation March 9 Exam # 1 – This will be an open-book examination over your lecture notes and readings in Prelude to Music Education (Chapters 1 – 4; Chapter 11, p. 163 – 167, only; and Chapter 12).
Time Management Table Due – Late assignments will not be accepted.
March 14 – 18 Spring Break – Enjoy!
March 21 Howard Gardner and the Theory of Multiple Intelligences
Assignment: Go to http://www.vark-learn.com/english/index.asp and click on Questionnaire. Complete the questionnaire; print and bring to the following class. Be prepared to discuss the following in class: 1. what you learned, or confirmed, about your own learning; 2. what learning styles might mean to you as a teacher and to your students. Due March 23rd.
March 23 Multiple Intelligences (continued)
Bring your complete questionnaire to class. You will receive a grade for printing this assignment and bringing it to class.
March 28 No class – Observation Day Answer the questions for Observation Form # 3. (Follow the guidelines carefully.) Due April 4th.
Reading Assignment: Chapter 6 and 7 (p. 75 – 104) in Prelude to Music Education
March 30 No class – Observation Day Write a Reverse Lesson Plan using Observation Form # 4. (Follow the guidelines carefully.) Due April 4th.
Reading Assignment: Chapter 8 (p. 107 – 124) in Prelude to Music Education
April 4 In-class Oral Observation Presentations
Observation Forms # 3 and # 4 Due – Late assignments will not be accepted.
April 6 In-class Oral Observation Presentations
April 11 In-class Oral Observation Presentations
Interview of a Music Educator Assignment Due. Late assignments will not be accepted.
April 13 Music Education Content Standards / Reasons of the Inclusion of Music in the School Curriculum (Content Standards are listed in the Introduction, p. ix, in Prelude to Music Education
April 18 Multicultural Music Education / Special Learners Reading Assignment: Chapter 9 and 10 (p. 127 – 161) in Prelude to Music Education
April 20 History of Music Education
April 25 Important Influences in Music Education in the Twentieth Century
April 27 Developing a Philosophy of Music Education
Reading Assignment: Re-read Chapter 12 (p. 173 – 190) in Prelude to Music Education
Assignment: Choose one of the topics listed under assignment # 9 and write a reflective essay. See # 9 for specific details and requirements. Due May 4
May 2 No class – Work on philosophy essay
May 4 Student Evaluations (Bring # 2 pencil)
Music Education Philosophy essay due – Late assignments will not be accepted. Resource Notebook due – Late assignments will not be accepted.
May 9 Final Examination – This will be an open-book examination over your lecture notes and readings in Prelude to Music Education (Chapters 6 – 10 and Chapter 12).
Time 8:00 – 10:30 a.m., as scheduled. No make-ups. No exceptions.
Grading Policy: Preparation / Participation 10% Assignments 30% Observations / Interviews 30% Notebook 10% Exams 20%
Grading Scale: A = 90 - 100 B = 80 – 89 C = 70 – 79 D = 60 – 69 F = 0 – 59
Attendance Policy:
1. You will receive an educational bonus for Perfect Attendance = 3 additional points on the final grade. 2. You will be allowed a maximum of 2 days for illness. 3. Each additional absence after the 2 allowed for illness = 2 points deduction per absence from the final grade. 4. 3 Tardies = 1 absence If you are late to class, it is your responsibility to give me the following information on paper at the end of class: your name, your course and section number, and what time you arrived to class. If you fail to give me the above information, you will be marked absent rather than late. As a teacher, you are legally and morally responsible for your assigned students, and being late is unacceptable.
5. 15 minutes late = 1 absence
Assignments: All assignments must be typed, and are due at the beginning of class on the day indicated in the syllabus or on the day the instructor indicates in class. If you are ill, your assignment is still due by the beginning of class and you will need to make arrangements to have that assignment turned into the instructor. Late assignments will not be accepted.
Professional Expectations: I expect my students to view themselves as professionals and act as such. You would expect your students to attend class regularly and arrive on time. I expect the same of you. We will be learning from each other a great deal in this class. Therefore, your absence not only affects your own education, but also the education of your classmates.
Cell Phones, Pagers, and Laptops should be turned off and stowed during class.
No food or drink allowed, except water.
E-mail should be used for professional reasons and limited questions. No assignments will be accepted through email.
Drop Policy: Students may drop or swap (adding and dropping a class concurrently) classes through self-service in MyMav from the beginning of the registration period through the late registration period. After the late registration period, students must see their academic advisor to drop a class or withdraw. Undeclared students must see an advisor in the University Advising Center. Drops can continue through a point two-thirds of the way through the term or session. It is the student’s responsibility to officially withdraw if they do not plan to attend after registering. Students will not be automatically dropped for non-attendance. Repayment of certain types of financial aid administered through the University may be required as the result of dropping classes or withdrawing. Contact the Financial Aid Office for more information. April 1st is the last day to drop.
Americans with Disabilities Act: The University of Texas at Arlington is on record as being committed to both the spirit and letter of all federal equal opportunity legislation, including the Americans with Disabilities Act (ADA). All instructors at UT Arlington are required by law to provide “reasonable accommodations” to students with disabilities, so as not to discriminate on the basis of that disability. And student requiring an accommodation for this course must provide the instructor with official documentation in the form of a letter certified by the staff in the Office for Students with Disabilities, University Hall 102. Only those students who have officially documented a need for an accommodation will have their request honored. Information regarding diagnostic criteria and policies for obtaining disability-based academic accommodations can be found at www.uta.edu/disability or by calling the Office for Students with Disabilities at (817) 272- 3364.
Academic Integrity: It is the philosophy of The University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. According to the UT System Regents’ Rule 50101, Section 2.2, "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts."
Student Support Services Available: The University of Texas at Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. These resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For individualized referrals to resources for any reason, students may contact the Maverick Resource Hotline at 817-272-6107 or visit www.uta.edu/resources for more information.
Electronic Communication Policy: The University of Texas at Arlington has adopted the University “MavMail” address as the sole official means of communication with students. MavMail is used to remind students of important deadlines, advertise events and activities, and permit the University to conduct official transactions exclusively be electronic means. For example, important information concerning registration, financial aid, payment of bills, and graduation are now sent to students through the MavMail system. All students are assigned a MavMail account. Students are responsible for checking their MavMail regularly. Information about activating and using MavMail is available at https://www.uta.edu/oit/email/ . There is no additional charge to students for using this account, and it remains active even after they graduate from UT Arlington. To obtain your NetID or for logon assistance, visit https://webapps.uta.edu/oit/selfservice/ . If you are unable to resolve your issue from the Self-Service website, contact the Helpdesk at [email protected] .