MUSE 447

MUSE 447
Methods and Practicum for Intermediate Music

1. Catalog Entry

MUSE 447
Methods and Practicum for Intermediate Music

Credit hours (3)

Two hours lecture, one hour laboratory

Prerequisites: Declared Music Education Major/MUSC 161:MUSC 162, MUSE 353, MUSE 446
Co-requisite: MUSE 400

Study of children’s musical mental, physical, behavioral, emotional, and social growth characteristics from age 9 to age 13 and development of appropriate curriculum, methods, and materials for teaching Grade 3–Grade 8 general music.   Hours of observation/participation in public school general music classes are required.

 

Content

 

1. Lecture
   
   1. Philosophical, historical, psychological, and sociological foundations for general music education
   2. Human growth and development (Ages 9 –adolescence)
      
      1. Physical growth and development
      2. Vocal development
      3. Stages of cognitive development
      4. Behavioral, emotional, and social development
   3. Types of learning (domains)
      
      1. Psychomotor (making music)
      2. Cognitive (understanding music)
      3. Affective (valuing music)
   4. Learning Theories Applied to Music
   5. Approaches in General Music Instruction
      
      1. Gordon
      2. Orff-Schulwerk
      3. Kodaly
      4. Dalcroze
      5. Suzuki
      6. Weikart
   6. Activities for Teaching General Music
      
      1. Listening
      2. Movement/Folk Dance
      3. Singing/Chanting
      4. Tonal Pattern and Rhythm Pattern Instruction
      5. Improvising/Composing
      6. Playing instruments
      7. Reading/Writing Music Notation
   7. Materials for Intermediate General Music
      
      1. Graded Music Texts
      2. Resource books
      3. Recordings
      4. Instructional Hardware and Software
   8. Instructional Planning
      
      1. Professional Standards
         1. National Music Standards
         2. Virginia Music Standards of Learning
         3. Virginia Standards of Learning, Non-music
         4. School District Curriculum Guides
      2. Curricular Goals
      3. Sequential Objectives
      4. Daily Lesson Plans
   9. Assessment
      1. Teacher
      2. Peers
      3. Self
   10. Special Topics
       
       1. Classroom Management
       2. Technology
       3. Multicultural Music
       4. Individual differences among children
       5. Diversity, equity,  access, inclusion, and belonging in music classes
   11. Economic, social, racial, ethnic, religious, physical, and mental
       
       1. Inter-curricular connections
       2. Public Relations
       3. Legal and Ethical Issues (including copyright law- print, sound, technology)
2. Laboratory
   
   1. hours of observation/participation in public school general music classes
   2. Peer teaching exercises (microteaching)
   3. Collegiate NAfME membership and participation
   4. Minimum Four hours of professional development workshops

 

Detailed Description of Conduct of Course

In this course students will focus on curriculum, instruction, and assessment for teaching intermediate classroom music (Grades 3-8). Students will continue to learn about children’s musical thinking from developmental points of view. Students will learn and practice teaching strategies and technologies for supporting student learning as defined by local, state and national standards for music education. Strategies for adapting instruction to students with specific types of exceptionalities will be explored. A combination of readings, media, lectures, guest speakers, discussions, model teaching, laboratory practice, observations, journaling, and mini-projects will be employed to aid student learning.

 

Goals and Objectives of the Course

In this course, students will develop and demonstrate:

1. background knowledge of children’s, mental, physical, behavioral, emotional, social, and musical growth characteristics from ages eight to thirteen.
2. knowledge and awareness of a research-based approach to teaching elementary music with an understanding of how children sequentially perceive and conceptualize music in accordance with their individual music aptitudes and achievement.
3. conceptual, ethical, and legal knowledge and practical skills necessary for presenting appropriate activities in the general music classroom; 
4. awareness and reflection on processes that promote diversity, equity, access, inclusion, and belonging
5. awareness of current general music approaches (Gordon, Orff, Kodály, Dalcroze), “best practices,” and other knowledge and skills necessary for successful general music teaching. 
6. musicianship skills by:
   1. Singing a repertoire of appropriate songs in a variety of tonalities and meters
   2. Performing and improvising a vocabulary of patterns in various tonalities and meters
   3. Demonstrating a movement repertoire using Laban effort elements: flow, weight, space, time
   4. Modeling appropriate classroom instrument performance technique when delivering activities.
7. planning skills and strategies—including long-term, curricular learning goals, sequential learning objectives, daily lesson plans—and assessment strategies that will support student learning in music as defined by local, state, and national standards.  
8. appropriate classroom management strategies. 
9. foundations of professional teaching habits, attitudes, and dispositions, including: 
   1. completing assigned written work competently* and on time.
   2. preparing thoroughly for teaching demonstrations, both in class and in the field 
   3. preparing for and actively participating in discussions in and out of class                               
   4. keeping accurate records of fieldwork/observation hours and reflecting thoughtfully on the activities and experiences that occurred while you were at the school. 
10. critical self-assessment and reflective capacities through ongoing reflective assignments, recording observations, experiences, and thoughts regarding new or changing perspectives about music education and oneself as an emerging music teacher.

 

Assessment Measures

1. Core Repertoire Proficiency (Goal 6)
2. Quizzes & Written Assignments (Goals 1-5, 9)
3. Weekly Reflective Journals (Goals 9, 10)
4. Activity Planning (Goal 1-5, 7, 9)
5. Lesson Delivery (Goals 1-8)
6. Final: Teaching a Lesson (Goals 1-3, 8)
7. Impact on Learning Project (Goals 1-5, 7, 9, 10)

 

Other Course Information

None

 

Review and Approval

June, 2021

January, 2022