I. Class Participation and Quizzes (10 points)

Class Participation:

1. •You are expected to carefully read each chapter assigned in the text and be prepared to discuss the “Questions, Topics and Activities for Critical Thinking” at the end of each chapter.  You will be asked your answers to these questions and be ready to defend them. Points deleted if not prepared to answer.
   

Reading Quizzes:

1. •There will be short unannounced quizzes which may happen at the beginning of any class on the reading material or the material discussed in the last class.
   

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2. II. Development of a Written Philosophy (10 points)
   

DUE DATE: February 15

PURPOSE

The purpose of this assignment is for you to begin to define the goals you have for your future students. This philosophy draft will become the basis for curriculum, content, and daily teaching strategies for both this course, and hopefully for your entire teaching career. This draft should continually be seen as a “work in progress” and not as a “finished work”. However, you can expect to turn in finished work for this class, and you will be assigned a grade.

DEVELOPING A PHILOSOPHY

Answer the following questions in order and state your reason for each answer:

1. 1. 1.What experiences do you want your students to have? (2 points)
      

   2. 2.What skills and techniques do you want your students to develop? (2 points)
      

   3. 3.What knowledge do you want your students to gain? (2 points)
      

   4. 4.What appreciations do you want to nurture and encourage? (2 points)
      

   5. 5.What attitudes towards music and music-making do you want to foster? (2 points)
      

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ASSIGNMENT

Answer all five questions and provide arguments for each one, using direct quotes from your text. Submissions should be typed and double spaced. Length is irrelevant; content is not. Spelling and grammar always count.

SCORING

1. 1. •0 to 2 points given for answering each of the questions above.
      

   1. •2 points-Reasons are clearly stated and backed by direct quotations from your readings
      

   2. •1 point-Reasons are stated but logic is inconsistent
      

   3. •0 points-Reasons not stated or question not answered
      

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III. Lesson Plan (10 points)

DUE DATE: March 1

PURPOSE

Each student will have an opportunity to practice novice lesson planning and to begin teaching concepts in the context of performance.

PROCEDURE

1. 1. 1.Design a lesson in which you teach a musical concept using a song of your choice.  The concept may be pitch, rhythm, dynamics, timbre, texture, harmony, or form.
      

   2. 2.Design a lesson plan according to the outline discussed in class. You should account for every level of either inference or discrimination learning in this lesson and give opportunity for the students to be creative.  While you will not actually do this in a classroom lesson, the purpose here is to demonstrate your theoretical and practical understanding of this material.
      

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GRADING

Points will be given to each of the following based on quality:

1. 1. 1.Correct identification of learners and what is known about the learners. (1 point)
      

   2. 2.Content (concept/topic) is clearly identified with appropriate description or qualifiers. (2 points)
      

   3. 3.Clearly stated objectives (outcomes) in terms of student learning, action, content, and criterion. (4 points)
      

   4. 4.Correct identification of needed materials (1 point)
      

   5. 5.Procedure contains proper order of levels with an opportunity for creativity. (2 points)
      

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IV. Teaching a Song, Mini-Lesson (10 points)

DUE DATE: 5 people each 4 minutes during the last 6 weeks of the course

1. 1. PURPOSE
      

2. Each student will gain ability to plan and teach a song to a quasi-4th grade class gaining competency in use of singing voice, teaching solfege, curwen hand signals, teaching rhythm syllables, using a keyboard to accompany and doing this emphasizing rapid pacing.
   

This is a role-playing exercise so try to react as a (good) 4th grade class to the teaching.

1. 1. PROCEDURE
      

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2. You can gain points by incorporating more ways of teaching into your 3 1/2 minute presentation.  The song (or part of a song which you teach) only needs to be 15 to 30 seconds long.  Teaching must emphasize teaching by rote and ear, rather than reading music. 
   

1. 1)Select your song. An ideal song would be one that is not well-known and has a good 15 to 30 second segment which you can teach to a fourth grade class.
   

2. 2)Plan your approach.  Decide on the best way to teach concepts though singing the song in 3 1/2 minutes using any or all of the following: rote teaching with lyrics, teaching solfege, using Curwen hand signs, teaching rhythm syllables, incorporating movement, incorporating accompaniment.
   

3. 3)Practice your lesson.  Ideally, get some friends together and teach and time your lesson.  Remember pacing is extremely important.  Teach what you are doing well but do not talk too much...using non-verbal gestures will often speed up your lesson.  You may use the board if you are able to write your information on the board before the class begins.
   

4. 4)Peer-teach your lesson to our role-playing class. 
   

5. 5)Review the video of your teaching online, answer the questions below and hand it in at the beginning of the next class period.  The unlisted YouTube URL will be sent to you.
   

1. a.What did the students learn because of my teaching?
   

2. b.What didn’t go well?
   

3. c.What was my pacing like? (rapid, boring, etc)
   

4. d.How can I improve this type of presentation in the future?
   

GRADING (10 pts maximum)

1 pt    Teacher teaches the class to sing the song or part of the song using solfege

1 pt    Teacher teaches the class to sing the song or part of the song using rhythm syllables

1 pt    Teacher teaches the class to sing the song or part of the song using Curwen hand signs

1 pt    Teacher accompanies the class on piano or guitar

1 pt    Teacher teaches the class to incorporate movements while singing the song

5 pts  Teacher sings the song on pitch with good tone and gets the class to sing it correctly

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0 to 3 pts deducted if the self-evaluation form is not completed on time or completed without careful thought

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2. V. Classroom Observations Report/MMC Session Report (10 points)
   

DUE DATES: March 22

PURPOSE

As part of your teacher education, it is crucial that you observe other teachers in action. This process serves two distinct goals: (1) to experience other ways of doing, (2) to practice your observation skills. Please note we are practicing our OBSERVATION SKILLS not our EVALUATION SKILLS. So, we are not making a judgment but just gathering data.

You are to either a) visit two music classes on your own time (at least one must be elementary general music) OR b) visit one music class and make a detailed report about one Michigan Music Conference session which you attended.

PROCEDURE AND GRADING FOR OBSERVATIONS

The observation for each must include the following in this order to obtain the listed number of points:

1. 1.Content
   

1. •Identify rehearsal, conductor and ensemble observed. Describe room.  (1 point)
   

2. •Describe rehearsal
   

1. •How was rehearsal begun? (1 point)
   

2. •What fundamental performance issues or techniques were addressed and how were they addressed? (1 point)
   

3. •What musical concepts taught and how were they taught?  (1 point)
   

4. •Which national standards were taught in rehearsal? How were they taught? (1 point)
   

5. •What classroom management techniques does the teacher employ? (1 point)
   

2. 2.Synthesis and Style
   

1. •How did what you observe apply to our readings and discussions? (2 points)
   

2. •Grammar, mechanics & format (12 point font, 1 inch margins) (2 point)
   

3. •HAND IN HARD COPY WITH YOUR NAME ON IT.
   

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VI.  Journal Article Reports (10 points)

DUE DATE: April 5

PURPOSE

Professional knowledge is a fundamental requirement of successful instruction. While formal study can be an important part of gaining this knowledge, independent, thoughtful and critical reading must be an important part of your professional development. This assignment is a step in this process.

PROCEDURE AND GRADING

Typed, double-spaced. First-person writing may only be appropriate in some sections of your essay. Submit your writing as a hard copy in class. Length of least two pages.

You will review two articles.

1. 1. 1.One from Music Educators Journal (available in the library)
      

   2. 2.One from one of the following: Update: Applications of Research in Music Education (available for the MENC website for free to members, The Instrumentalist (at the library), General Music Today (available from the MENC website for free to members), The Choral Journal (at the library)
      

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Find articles that interest you about a broad subject of music teaching and learning use articles published in the last FIVE years. You may not use an article that is assigned reading for this class.

Write a review for each article that includes the following:

1. 1.The title and author of the article and month and year of the journal. (1 point)
   

2. 2.Paragraph 1 (2 point)
   

1. •Introduce the subject matter and provide reasons why this particular article holds interest for you.
   

3. 3.Paragraph 2 (3 points possible)
   

1. •Summarize the article. If you were to relate it verbally, it would be a 2-minute conversation.
   

4. 4.Final Paragraphs (4 points possible)
   

1. •Provide closure to your review by providing your personal critique. Well-done? Thought-provoking? Educational? Well-documented? Did you learn anything that you could incorporate into your own teaching? Does this relate to class discussions or your readings in any way?
   

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1. VII. Video Observation Report (10 points)
   

DUE DATE: April 19

PURPOSE

Through watching the video of an outstanding music teacher who has years of experience teaching both handicapped students and in an urban school, you will expand your understanding of teaching exceptional students and teaching in urban settings.

PROCEDURE

You are to review the video of Karen Ambs lecture and write a 2 page paper answering the following questions: 1) Based on Karen Ambs’ lecture and on my experience, if I were teaching music in an urban school, what would be the most important things i would need to remember.  2) Based on my experience and on Karen Ambs’ lecture, if I were teaching severely handicapped students (physically, emotionally, or cognitively) what would be the most important things I would need to remember.

GRADING

Each question has 5 points possible.

1. 1. •5 points for several observations which demonstrate careful listening to the video and incorporating personal experience
      

   2. •4 points for fewer observations with incorporation of personal experience
      

   3. •3 points for demonstration that the video was listened to but evidence of incorporating personal experience
      

   4. •2 points for evidence that the video was not completely viewed
      

   5. •1 point for only incorporating personal experience
      

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VIII. Final Exam (30 points)

DATE: April 23, 2 pm

1. 1. PURPOSE
      

2. Formal knowledge that you can recall in an instant, without references, is a crucial part of successful instruction. This knowledge sharing opportunity is designed so that you can demonstrate your ability to respond to 15 or more short answer questions that address fundamental issues for all music educators. Exam content will be available approximately one week before the exam.
   

Instructor: Henry Duitman  Office: 1217 PAC, 331-2581

Email: duitmanh@gvsu.edu  or heduitman@gmail.com  Office Hours: 10-noon M, W, F or TBA