Music 120

MUSC 120

Catalog Entry

MUSC120. Introduction to Music Education
Two hours lecture-laboratory (1).

Introduces the profession of music education to prospective school music teachers, including historical, philosophical and sociological foundations and legal issues affecting students and teachers. Students engage in critical thinking about the music teaching profession and examine themselves as potential music teachers.


Detailed Description of Content of Course

This course focuses on the following:

I. Lecture

A. Philosophical foundations of music teaching

        1. Musical reasons for music education
        2. Nonmusical reasons for music education
        3. Why have music in the schools?
        4. Writing a personal philosophy of music education

B. The qualities and competencies of music teachers

        1. Personal qualities
        2. Professional qualities
        3. Musical qualities
        4. How teachers are assessed

C. Preparation for teaching music

        1. General or specific preparation?
        2. Knowledge and skills needed
        3. Continued growth and development throughout a career
        4. Praxis exams and other professional assessment tools

D. The nature of the music education profession

        1. Characteristics of a profession
        2. Music Educators National Conference

F. The historical development of education and music education in the United States

        1. Colonial and Revolutionary War Periods (1600 - 1800)
        2. The National Period (1800 - 1880)
        3. The Progressive Period (1880 - 1950)
        4. The Space and Technology Period (1950 - present)

G. Sociological foundations of education and music education

        1. economic factors
        2. racial and ethnic factors
        3. religious factors
        4. other social factors

H. The music curriculum: an overview

        1. Goals of the music program

            a. National Standards for Music Education
            b. Virginia Standards of Learning for Music
            c. Other

        2. Pre-school music programs
        3. Elementary music programs
        4. Secondary music programs

I. Pedagogical models

        1. Dalcroze and Eurhythmics
        2. Orff and the Schulwerk
        3. Kodaly and Solfege
        4. Suzuki and Talent Education
        5. Gordon and Music Learning Theory

J. Challenges and trends in music education

        1. The influence of technology
        2. Teaching students with exceptionalities
        3. Education versus entertainment
        4. Multiculturalism, ethnocentrism and diversity
        5. Computers in the classroom
        6. Virginia Standards of Learning (non-music)

K.    Collegaite MENC membership and participation.

II. Laboratory

A. Group observation of music classes in a variety of PreK-12 school settings (8 hours)
B. Collegiate MENC membership and participation


Detailed Description of Conduct of Course

The course includes reading assignments, discussion, class presentations, lectures, papers, school observations, and exams.


Goals and Objectives of the Course

At the conclusion of the course, the student will:

1. describe the importance and nature of music teaching, including written evidence of basic research and bibliographic skills.
2. describe the qualities and competencies necessary to be an effective music teacher.
3. discuss the relationships that exist among various individuals in the music education profession.
4. list and discuss appropriate and necessary content of music classes, especially as outlined in the National Standards for Music and the Virginia Standards of Learning for Music.
5. describe in general terms the history of music education in the United States.
6. describe the nature of music programs, Pre-K through grade12.
7. discuss selected pedagogical models in music education.
8. demonstrate an ability to utilize technology for data collection, communication and presentation, in accordance with U.S. copyright laws.
9. list and discuss some of the challenges of teaching music, including the teaching of students with special needs, block scheduling issues and teacher burn-out.
10. demonstrate a commitment to professional growth and to the music education profession through active participation in the RU MENC chapter.
11. have a broad understanding of the music education profession, stemming from observation in a variety of school music settings.


Assessment Measures

Assessment will include written tests, field experience logs, homework, written reflections posted on the course web page, participation in the RU MENC chapter, and a written final examination.


Other Course Information


Approval and Subsequent Reviews

February 2006 Reviewed E. Fellin, Chairman