For week by week description of requirements, assignments, and exams, refer to the Course Outline at the following link:
Music 5343 is a graduate course exploring multiple pedagogies in elementary music.
At the end of the course, students will be able to:
basic premises of established systems of elementary music pedagogy
in the United States
distinguish the principles of multiple pedagogies
assessment strategies for an elementary music classroom
a scholarly style of written communication on topics of Elementary
valuable feedback to colleagues in discussions on topics of
Elementary Music Education
synthesize their own ideas about elementary music teaching practices
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
Choksy, L. (1999). The Kodaly Method I: Comprehensive Music Education. New Jersey, Prentice-Hall, Inc.
Choksy, L., R. M. Abramson, et al. (2001). Teaching Music in the Twenty-first Century. New Jersey, Prentice-Hall, Inc.
Regelski, T. A. (2004). Teaching General Music in Grades 4-8. New York, Oxford University Press.
Warner, B. (1991). Orff-Schulwerk. New Jersey, Prentice-Hall.
Weekly assignments based upon the lecture and reading material
Weekly discussion postings
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.
Grades will be based on the following:
30% Discussion posts
20% Final project
Cheating, plagiarism (submitting another person's materials or ideas as one's own), or doing work for another person who will receive academic credit are all 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;
turning in a paper or project previously used in another course; or the presentation of unacknowledged material as if it were the student's own work. Any student caught cheating will receive a grade of "F" for the class. Further disciplinary action may be taken beyond the Department of Fine Arts. Cheating is serious business and the penalties for engaging in this sort of activity will be severe. Consult the following link for further information on academic conduct as specified in your student handbook:
SUCCESS STATEMENT - ADA
It is the policy of Tarleton State University to
comply with the Americans with Disabilities Act (www.ada.gov) and other applicable laws.
If you are a student with a disability seeking accommodations for this
course, please contact the Center for Access and Academic Testing at
254.968.9400 or firstname.lastname@example.org.
Student Disability Services is located in Math 201. More information can be found at www.tarleton.edu/caat
or in the University Catalog.
All segments done as assigned
Length, proofreading, formatting, etc. checked
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
Presence in discussion within time assigned
Absent or late
Appropriate forethought given to comments where required
Application of readings
Same as above for coursework
Comments advance understanding
Comments have minimal substance or merit
Academic Affairs Core Value Statements
Academic Integrity Statement
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 Statement
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 Statement
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
Academic Affairs Service Statement
Tarleton faculty, staff, and students are expected to model
responsible citizenship through service activities that promote personal
and academic growth while enhancing the university, local, regional,
national, and global communities. These activities will foster a
culture of academic/public engagement that contributes to the
achievement of the university's mission and core values.
Students are responsible for knowing and abiding by the policies and
information contained in the Tarleton Student Handbook. [See Student