Advanced Elementary Music Pedagogy

 

 

 

 

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Alias MUSI 5343

 

Tarleton State University

Instructor:  Dr. Vicky V. Johnson

vjohnson@tarleton.edu

Office phone: 254-968-9278

 

 

SYLLABUS

 

COMMUNICATION EXPECTATIONS

Preferred communication is through email: vjohnson@tarleton.edu

You can expect a response within 24 hours; 48 hours on weekends or holidays

   

 

COURSE DESCRIPTION

 Music 5343 is a graduate course exploring multiple pedagogies in elementary music

 

 

COURSE REQUIREMENTS

For week by week description of requirements, assignments, and exams, refer to the Course Outline at the following link:

AEMPCourseOutline

 

 

COURSE LEARNING OUTCOMES

Students who complete this course successfully will be able to:

 

Knowledge Outcomes:

  1. Describe the basic premises of established systems of elementary music pedagogy in the United States

  2. Identify and distinguish the principles of multiple pedagogies

  3. Identify assessment strategies for an elementary music classroom

Skill Outcomes:

  1. Demonstrate a scholarly style of written communication on topics of Elementary Music Education

  2. Provide valuable feedback to colleagues in discussions on topics of Elementary Music Education

  3. Develop and synthesize their own ideas about elementary music teaching practices

  4. Compose an original song with cross-curricular lyrics that teaches a musical concept using notation software that would be appropriate to use in an elementary music classroom

 

ATTENDANCE POLICY

 

This is an online class. Students are expected to check in online regularly for announcements and to keep up with discussions.

Assignments and discussions will have weekly deadlines. Recommendation is to login to Canvas every day.

 

 

REQUIRED TEXTS

          

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Music in Childhood: From Preschool through the Elementary Grades by Patricia Shehan Campbell, Carol Scott-Kassner, 4th edition.

ISBN-13: 978-1337560825

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Publication Manual of the American Psychological Association, 7th edition, 2020. 

 

 

SUGGESTED READING

 

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Choksy, L. (1999). The Kodaly Method I: Comprehensive Music Education. New Jersey, Prentice-Hall, Inc.

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Choksy, L., R. M. Abramson, et al. (2001). Teaching Music in the Twenty-first Century. New Jersey, Prentice-Hall, Inc.

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Regelski, T. A. (2004). Teaching General Music in Grades 4-8. New York, Oxford University Press.

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Warner, B. (1991). Orff-Schulwerk. New Jersey, Prentice-Hall.

 

 

COURSE WORK

 

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 Weekly assignments based upon the lecture and reading material

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Weekly discussion postings

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Final project

 

 

GRADING POLICY 

 

Grades will be based on the following:

 

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50% Assignments

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30% Discussion posts

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20% Final project

 

LATE/MAKE-UP WORK POLICY

Assignments must be turned in on time. Failure to meet deadlines will result in a penalty of 10 points per calendar day.

Please communicate regarding excused "absences," such as illness. Being busy or out of town on vacation are not reasons to miss deadlines.

 

 

TECHNOLOGY SUPPORT

 

One of the biggest frustrations in an online course can be the technology required to be successful. Don't hesitate to contact the technology resource personnel at Tarleton. They are there to help you.

 

Academic Technology resources can be accessed from this link: https://www.tarleton.edu/oiss/

 

 

ACADEMIC CONDUCT

Please see the Academic Integrity Statement and Policy under University Policies below. Specific to this course, any student caught cheating will receive a grade of "F" for the class.

Further disciplinary action may be taken beyond the Department of Performing Arts. Cheating is serious business and the penalties for engaging in this sort of activity will be severe. 

 

 

COURSEWORK CRITERIA

 

 

Strong

Weak

Promptness

On time

Late

Completeness

All segments done as assigned

Some missing

Presentation

Length, proofreading, formatting, etc. checked

Unchecked

Clarity

Expression is succinct and clear

Expression is vague and imprecise

Application of readings

Terms and concepts understood and used appropriately

Terms and concepts misused or no usage

 

 

DISCUSSION PARTICIPATION CRITERIA

 

 

Strong

Weak

Attendance

Presence in discussion within time assigned

Absent or late

Preparation

Appropriate forethought given to comments where required

 

Application of readings

Same as above for coursework

 

Constructiveness

Comments advance understanding

Comments have minimal substance or merit

 

 

 

 

UNIVERSITY POLICIES



Academic Integrity Statement and Policy


Cheating, plagiarism, or doing work for another person who will receive academic credit is impermissible. This includes the use of unauthorized books, notebooks, or other sources in order to secure or give help during an examination, the unauthorized copying of examinations, assignments, reports, or term papers, or the presentation of unacknowledged material as if it were the own work. Disciplinary action may be taken beyond the academic discipline administered by the faculty member who teaches the course in which the cheating took place. Consult the following links for further information on academic conduct.

Student Judicial Affairs: https://www.tarleton.edu/judicial/academicconduct.html

Student Handbook: https://www.tarleton.edu/studentrules/code-of-student-conduct.html


Americans with Disabilities Act (ADA) - Student Success

Tarleton State University is committed to complying with the Americans with Disabilities Act (www.ada.gov) and other applicable laws. If you are a student with a disability seeking accommodation for this course, please contact the Office of Disability Resources at 254.968.9400, disability@tarleton.edu, or visit https://www.tarleton.edu/drt/.


Academic Affairs Core Values in the Classroom


     Academic Integrity

Tarleton State University's core values are integrity, leadership, tradition, civility, excellence, and service. Central to these values is integrity, which is maintaining a high standard of personal and scholarly conduct. Academic integrity represents the choice to uphold ethical responsibility for one’s learning within the academic community, regardless of audience or situation.


     Academic Civility

Students are expected to interact with professors and peers in a respectful manner that enhances the learning environment. Professors may require a student who deviates from this expectation to leave the face-to-face (or virtual) classroom learning environment for that particular class session (and potentially subsequent class sessions) for a specific amount of time. In addition, the professor might consider the university disciplinary process (for Academic Affairs/Student Life) for egregious or continued disruptive behavior.


     Academic Excellence

Tarleton holds high expectations for students to assume responsibility for their own individual learning. Students are also expected to achieve academic excellence by:

  • honoring Tarleton's core values

  • upholding high standards of habit and behavior

  • maintaining excellence through class attendance and punctuality

  • preparing for active participation in all learning experiences

  • putting forth their best individual effort

  • continually improving as independent learners

  • engaging in extracurricular opportunities that encourage personal and academic growth

  • reflecting critically upon feedback and applying these lessons to meet future challenges


     Student Rules


Students are responsible for knowing and abiding by the policies and information contained in the Tarleton Student Rules - https://www.tarleton.edu/studentrules.


 

 

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Created and maintained by Vicky V. Johnson

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