| Tarleton State University has a completely online Master of Music in Music Education degree Contact Dr. Vicky V. Johnson vjohnson@tarleton.edu for more information
DME COURSE OUTLINE
MUSI 3315
"Music is a category of social meaning" -- Kingsbury | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Recorder Karate Accompaniments
Note: This is an organic document! It will change. You are responsible for what is on this page, not a copy you made at the beginning of the semester.
The dates given in the right column are the due dates, not the day we will work on assignments in class.
If there is ever a problem with an assignment (technology problem, don't understand it, can't find it, etc.) do not wait until the due date (or time) to explain your problem.
72% of all non-elementary music educators have taught elementary; 63% of non-choral music educators have taught choir; 85% of choral music educators have taught elementary. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Mini-Lessons What Should a Teacher Be Like?
| Aug 25-29
Why cover all of the National Standards? I like some so much better than others. “Recipes for Success” With the recipe analogy, you can add twice as much sugar or eggs or milk to a cake because you like that ingredient better. The finished product must be a result of a plan that is tested (using national standards or TEKS, for example) to have a good product.
|
The music teacher you wish you had http://blog.ted.com/2012/08/13/the-music-teacher-you-wish-you-had/ Mission of Music Education "to help children develop musical capabilities and independence, a hunger for musical experiences, and a sense of confidence to accomplish whatever they want to accomplish in music." - Katherine Strand Then Libby Larson (composer) says the mission "allows us to consider how we teach and what we teach in light of the question: 'Is it relevant to the mission?'"
This is why I teach music . . . Save this as a poster for your class Assignment:
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Sep 1-5
| Assignments:
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| Sep 8-12
| Assignment:
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Sep 15-19
Instrument BINGO
We think of musical learning as encouraging cooperation and self-discipline. Libby Larson (composer) said: "What you are describing about cooperation and self-discipline is training for line workers in a factory. Those are all goals for factory workers, reflective of the industrial model. To teach a child to think in music is the way to teach that child creativity. The new model for American music education should be based on teaching for creativity. Creativity is authentic thought. The way to teach creativity in music is to train the mind to think musically. | Assignment:
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Sep 22-26
Follow-up Discussion 3 Improvisation Dress Code MiniLesson Difference between improvisation and exploration Mode loops Video Punchinella (improvisational movement) | Assignment:
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Sep 29-Oct 3
| Assignment:
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Oct 6-10 Methodology discussion follow-up Song parody composition assignment Movement Video Great Big House in New Orleans | Assignment:
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Oct 13-17
According to Scott Shuler: Independent music literacy can be defined as the ability to carry out the three artistic processes in music. These three, Shuler says, are:
(1) composing and improvising—the two standards least addressed in music education because so few music educators have ever been engaged in them themselves; (2) performing existing (and practically always notated) music with interpretation (the kind of music we overwhelmingly favor); and (3) responding to music with understanding, as an informed consumer or audience member.
| Assignment:
Music Advocacy:
Why is music important in our society? Why is it important to teach music in our schools? | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Oct 20-24
Listening BINGO Firebird and Twinkle Variations DME - Listening - FlashFiles Cloudburst Powerpoint (Grofe) Peter and the Wolf Powerpoint (Prokofiev) More Peter and the Wolf Motivation and Management http://www.youtube.com/watch?v=8eCfnrGu5xo Room Arrangement Mini-Lesson Videos (dance movement efficiency) | Assignment:
Words are so often unnecessary: Bobby Ferrin
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Oct 27-31
Curriculum Mini-Lesson Review music books & teacher's editions Pedagogy on Elementary Links page Pumpkin carols! Pumpkin Carols | Assignment:
Extra credit for wearing a costume on Halloween!! | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Nov 3-7
| Assignment:
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Nov 10-14
Star Spangled Banner Mussorgsky: Lesson in Integration Movement and steady beat The only accurate response of young children to a musical listening experience is movement. (See Musical Development below) Videos | Assignment:
Note: if the one of the persons below did not turn in a game, skip to the next one to make sure you assess 4 games. For those who did not follow instructions in naming their files :-( , I have included the file name of their game in parentheses).
Game assessment assignment link to Dropbox: https://www.dropbox.com/sh/dozhet793bqo34e/AADPTorNlIUTKtZdxXtFms1Sa?dl=0
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Nov 17-21
Cross-curricular composition (due next Monday) Be sure to double-check the Cross-curricular Composition Page before submitting the assignment for formatting requirements. Bring a hard copy for each person in the class America the Beautiful PowerPoint
| Assignment:
http://www.musictechteacher.com/musicquizzes.htm
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Nov 24-28
| Assignment:
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Dec 1-3
Final Exam: Thursday, December 11, 3:00-5:30
1. Cody MT and rote song 2. Sam repeat MT introduction 3. Exam in piano lab
| Assignment:
10 Things No One Tells You About Becoming a Teacher
I'm a music teacher. What's your super power?
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Supplemental Discussion Topic: Helen Larson was a music specialist in a prestigious prep school. She had built the program up from a “singing time” to a comprehensive music curriculum. In addition to her regular classes, she had organized two choirs, had an after school hand chime group and had beginning and advanced Orff ensembles. She produced a school musical each year and had brought in a Suzuki violin teacher to begin string instruction in the lower grades. A new headmaster was hired whose focus was fund-raising and development. He was delighted with Helen’s work, but encouraged her to spend less time on “music literacy activities” (reading music, analyzing, appreciating) and more on performance. He communicated his assurance that the parents and community were of the same mindset and that the children would benefit as well. Although Helen recognized the value of musical performance, she preferred a program that had more of a balance, with more emphasis on the development of musical skills. Many of us have wonderful memories of school performances, and maybe not so many from classroom activities. With whose philosophy would you most closely align yourself – Helen’s or the Headmaster’s, and why?
Topic: The following is from an actual music teacher. This situation is not to convey that all or even most situations are like this, although they certainly do exist. “The biggest challenge I face is figuring out how to actually teach in an atmosphere in which I am increasingly viewed as a babysitter, hired only to provide conference time to the "real" teachers. In my nine years teaching, I have seen my per-student contact time decrease by half while my class sizes have doubled. "Real" teachers would never be asked to succeed under those conditions. The implicit statement, clearly understood by all the "real" teachers, is that what I do doesn't matter. All that matters is what I can do for them.” Topic: The following is from an actual music teacher. What advice would you give? “I need advice on what I can do with my after school choir. This is my first year to have a choir and I have 13 students. 6 are mentally challenged, 3 don't want to be there, 2 want to be there but can't sing on pitch, then I have my 2 who can sing anything I put in front of them. So...here's the question. What in the world do I do for a concert? I've tried 2 part to no avail. They can't even sing unison very well. I have no idea what to do for a Christmas program, or even in general. Any suggestions?” Topic: Read Chapter 16 in your textbook and the article "Preparing to Teach Special Needs Children" and be prepared to answer the following questions:
Topic: Based upon your reading in Chapter 15 in your textbook, answer the following questions in your discussion post: 1. Based on the reading in your text, what will be your philosophy and general practice regarding cultural diversity in your classroom? 2. In Ms. Johnson’s scenario (p. 392), what would you have done differently along the way?
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Discussion Rubric Grades for discussion questions will be based on the following rubric
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Children can most accurately reproduce a rhythm by chanting. The most natural forms of rhythm are speech and movement. The only accurate response of young children to a musical listening experience is movement. The first stage of the creative process is experimentation and discovery.
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Created and maintained by Vicky V. Johnson
|
1abu006.gif |
| Tarleton State University has a completely online Master of Music in Music Education degree Contact Dr. Vicky V. Johnson vjohnson@tarleton.edu for more information
DME COURSE OUTLINE
MUSI 3315
"Music is a category of social meaning" -- Kingsbury | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Recorder Karate Accompaniments
Note: This is an organic document! It will change. You are responsible for what is on this page, not a copy you made at the beginning of the semester.
The dates given in the right column are the due dates, not the day we will work on assignments in class.
If there is ever a problem with an assignment (technology problem, don't understand it, can't find it, etc.) do not wait until the due date (or time) to explain your problem.
72% of all non-elementary music educators have taught elementary; 63% of non-choral music educators have taught choir; 85% of choral music educators have taught elementary. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Mini-Lessons What Should a Teacher Be Like?
| Aug 25-29
Why cover all of the National Standards? I like some so much better than others. “Recipes for Success” With the recipe analogy, you can add twice as much sugar or eggs or milk to a cake because you like that ingredient better. The finished product must be a result of a plan that is tested (using national standards or TEKS, for example) to have a good product.
|
The music teacher you wish you had http://blog.ted.com/2012/08/13/the-music-teacher-you-wish-you-had/ Mission of Music Education "to help children develop musical capabilities and independence, a hunger for musical experiences, and a sense of confidence to accomplish whatever they want to accomplish in music." - Katherine Strand Then Libby Larson (composer) says the mission "allows us to consider how we teach and what we teach in light of the question: 'Is it relevant to the mission?'"
This is why I teach music . . . Save this as a poster for your class Assignment:
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Sep 1-5
| Assignments:
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| Sep 8-12
| Assignment:
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Sep 15-19
Instrument BINGO
We think of musical learning as encouraging cooperation and self-discipline. Libby Larson (composer) said: "What you are describing about cooperation and self-discipline is training for line workers in a factory. Those are all goals for factory workers, reflective of the industrial model. To teach a child to think in music is the way to teach that child creativity. The new model for American music education should be based on teaching for creativity. Creativity is authentic thought. The way to teach creativity in music is to train the mind to think musically. | Assignment:
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Sep 22-26
Follow-up Discussion 3 Improvisation Dress Code MiniLesson Difference between improvisation and exploration Mode loops Video Punchinella (improvisational movement) | Assignment:
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Sep 29-Oct 3
| Assignment:
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Oct 6-10 Methodology discussion follow-up Song parody composition assignment Movement Video Great Big House in New Orleans | Assignment:
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Oct 13-17
According to Scott Shuler: Independent music literacy can be defined as the ability to carry out the three artistic processes in music. These three, Shuler says, are:
(1) composing and improvising—the two standards least addressed in music education because so few music educators have ever been engaged in them themselves; (2) performing existing (and practically always notated) music with interpretation (the kind of music we overwhelmingly favor); and (3) responding to music with understanding, as an informed consumer or audience member.
| Assignment:
Music Advocacy:
Why is music important in our society? Why is it important to teach music in our schools? | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Oct 20-24
Listening BINGO Firebird and Twinkle Variations DME - Listening - FlashFiles Cloudburst Powerpoint (Grofe) Peter and the Wolf Powerpoint (Prokofiev) More Peter and the Wolf Motivation and Management http://www.youtube.com/watch?v=8eCfnrGu5xo Room Arrangement Mini-Lesson Videos (dance movement efficiency) | Assignment:
Words are so often unnecessary: Bobby Ferrin
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Oct 27-31
Curriculum Mini-Lesson Review music books & teacher's editions Pedagogy on Elementary Links page Pumpkin carols! Pumpkin Carols | Assignment:
Extra credit for wearing a costume on Halloween!! | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Nov 3-7
| Assignment:
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Nov 10-14
Star Spangled Banner Mussorgsky: Lesson in Integration The only accurate response of young children to a musical listening experience is movement. (See Musical Development below) Videos | Assignment:
Note: if the one of the persons below did not turn in a game, skip to the next one to make sure you assess 4 games. For those who did not follow instructions in naming their files :-( , I have included the file name of their game in parentheses).
Game assessment assignment link to Dropbox: https://www.dropbox.com/sh/dozhet793bqo34e/AADPTorNlIUTKtZdxXtFms1Sa?dl=0
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Nov 17-21
Cross-curricular composition (due next Monday) Be sure to double-check the Cross-curricular Composition Page before submitting the assignment for formatting requirements. Bring a hard copy for each person in the class America the Beautiful PowerPoint
| Assignment:
http://www.musictechteacher.com/musicquizzes.htm
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Nov 24-28
| Assignment:
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Dec 1-3
Final Exam: Thursday, December 11, 3:00-5:30
1. Cody MT and rote song 2. Sam repeat MT introduction 3. Exam in piano lab
| Assignment:
10 Things No One Tells You About Becoming a Teacher
I'm a music teacher. What's your super power?
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Supplemental Discussion Topic: Helen Larson was a music specialist in a prestigious prep school. She had built the program up from a “singing time” to a comprehensive music curriculum. In addition to her regular classes, she had organized two choirs, had an after school hand chime group and had beginning and advanced Orff ensembles. She produced a school musical each year and had brought in a Suzuki violin teacher to begin string instruction in the lower grades. A new headmaster was hired whose focus was fund-raising and development. He was delighted with Helen’s work, but encouraged her to spend less time on “music literacy activities” (reading music, analyzing, appreciating) and more on performance. He communicated his assurance that the parents and community were of the same mindset and that the children would benefit as well. Although Helen recognized the value of musical performance, she preferred a program that had more of a balance, with more emphasis on the development of musical skills. Many of us have wonderful memories of school performances, and maybe not so many from classroom activities. With whose philosophy would you most closely align yourself – Helen’s or the Headmaster’s, and why?
Topic: The following is from an actual music teacher. This situation is not to convey that all or even most situations are like this, although they certainly do exist. “The biggest challenge I face is figuring out how to actually teach in an atmosphere in which I am increasingly viewed as a babysitter, hired only to provide conference time to the "real" teachers. In my nine years teaching, I have seen my per-student contact time decrease by half while my class sizes have doubled. "Real" teachers would never be asked to succeed under those conditions. The implicit statement, clearly understood by all the "real" teachers, is that what I do doesn't matter. All that matters is what I can do for them.” Topic: The following is from an actual music teacher. What advice would you give? “I need advice on what I can do with my after school choir. This is my first year to have a choir and I have 13 students. 6 are mentally challenged, 3 don't want to be there, 2 want to be there but can't sing on pitch, then I have my 2 who can sing anything I put in front of them. So...here's the question. What in the world do I do for a concert? I've tried 2 part to no avail. They can't even sing unison very well. I have no idea what to do for a Christmas program, or even in general. Any suggestions?” Topic: Read Chapter 16 in your textbook and the article "Preparing to Teach Special Needs Children" and be prepared to answer the following questions:
Topic: Based upon your reading in Chapter 15 in your textbook, answer the following questions in your discussion post: 1. Based on the reading in your text, what will be your philosophy and general practice regarding cultural diversity in your classroom? 2. In Ms. Johnson’s scenario (p. 392), what would you have done differently along the way?
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Discussion Rubric Grades for discussion questions will be based on the following rubric
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Children can most accurately reproduce a rhythm by chanting. The most natural forms of rhythm are speech and movement. The only accurate response of young children to a musical listening experience is movement. The first stage of the creative process is experimentation and discovery.
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Created and maintained by Vicky V. Johnson
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