Advanced Elementary Music Pedagogy

 

 

 

 

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Alias MUSI 5343

 

Tarleton State University

Instructor:  Dr. Vicky V. Johnson

vjohnson@tarleton.edu

 

 

SYLLABUS

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

http://www.vickyjohnson.altervista.org/AEMPCourseOutline.htm

 

 

COURSE DESCRIPTION

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

COURSE OBJECTIVES

At the end of the course, students 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

 

 

 

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

 

 

 

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.

 

 

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

 

 

ACADEMIC CONDUCT

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:  http://www.tarleton.edu/catalog/academic-information/academic-honesty.html

STUDENT 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 caat@tarleton.edu. Student Disability Services is located in Math 201. More information can be found at www.tarleton.edu/caat or in the University Catalog.

 

 

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

 

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.

 

University Policy

Students are responsible for knowing and abiding by the policies and information contained in the Tarleton Student Handbook. [See Student Handbook]

 

 

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Created and maintained by Vicky V. Johnson

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