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Music Content Area Literacy
MUSI
3351 |
Instructor: Dr. Vicky V.
Johnson
Office: Fine Arts
Center 105B
Phone:
Ext. 9245
Email:
vjohnson@tarleton.edu
Fall 2024
Assign each student to choose a
smartclassroommanagement.com to teach the remainder of the
class. Limit to 10 minutes.
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COURSE
OUTLINE
Skip to
current Week #
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Blooms
Canvas Discussion
Rubric
Flashcards Grade
Calculator How
to Study
Partner List
Syllabus
Textbook Vocabulary
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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. |
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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. |
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Week 1
Jan 12-13
Friday
Syllabus
Course Trifecta:
| 1. Demonstrate
understanding of literacy |
Lectures, textbook |
| 2. Demonstrate
musical literacy |
Mometrix,
flashcards |
| 3. Demonstrate the
ability to teach literacies |
2-minute
applications |
Course assignments:
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Reading
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Flashcards
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Discussions
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2 minute
applications
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Teaching project
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TExES reviews (dates will be posted)
Bring your
textbooks to class!!
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Already thinking about Classroom Management?
https://smartclassroommanagement.com/
Read every one of these - one article sent to you each week
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Week 2
Jan 16-20
No class on Monday - MLK Day
Wednesday
Lecture: Introduction
Friday
How to Study
TExES Review Sessions
Date
Date
Date
Date
These sessions are required and
count 10% of your grade.
Each one will count 25% of that 10%
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Assignments due:
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Mon |
No class today | |
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Wed |
Report on textbook acquisition |
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Fri |
Reading: Chapter 1
The Threads of the Literacy
Fabric
Best
Sentence Canvas Discussion (deadline Thurs. midnight)
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Best Sentence
Assignments:
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Week 3
Jan 23-27
Monday
Mometrix sample
(get out pencil and paper and write down answers; put a
check mark by the ones you got correct)
Praxis
II (5113) Music Practice Questions
Praxis
II Music: Content and Instruction Practice Questions
TExES
Music #C-12 Practice Test
Musical Periods Listening Test
Instruments of the Orchestra Test
Vocabulary Quiz
English Proficiency Test
Wednesday
Music Content Area
Literacy
PowerPoint Presentation
Friday
Guest lecture
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Assignments due:
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Mon |
Flashcards: minimum 2 from each
domain
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Wed |
Reading: Chapter 2
Learning Language Through
Musical Play
Best
Sentence Canvas Discussion (deadline Tues. midnight)
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Fri |
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2
minute applications
Video #1 due next Friday
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Week 4
Jan 30-Feb 3
Monday
Lecture: Language
2
minute applications overview
Wednesday
Lecture: Music Content
Friday
2
minute applications in the classroom
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Assignments due:
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Mon |
Flashcards: minimum 2 from each
domain
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Wed |
Reading: Chapter 3
Music in the Reading
Environment: Decoding
Best
Sentence Canvas Discussion (deadline Tues. midnight) |
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Fri |
Video #1: 2
minute applications
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Week 5
Feb 6-10
Evolution of clefs
FREE Virtual workshops hosted by Kodaly Educators of Texas
No class on Friday because of TMEA
Note: All assignments are still due. Do these early before
you leave!
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Assignments due:
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Mon |
Flashcards: minimum 2 from each
domain
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Wed |
Reading: Chapter 4
Reading in the Music
Environment: Decoding
Best
Sentence Canvas Discussion (deadline Tues. midnight)
Can you
find the typo in Chapter 4?
Note:
Beginning with this week's assignment, grading will be more
rigorous. If you just write something off the top of your
head upon first encountering the sentence, that will be an
"Acceptable" rating. "Good" or "Excellent" will require a
more in-depth treatment including support based on the
entire chapter.
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Fri | |
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Week 6
Feb 13-17
Monday
Lecture: Information
Literacy
Wednesday
Friday
2 minute applications
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Assignments due:
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Mon |
Flashcards: minimum 2 from each
domain
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Wed |
Reading: Chapter 5
Music in the Reading
Environment: Comprehension
Best
Sentence Canvas Discussion (deadline Tues. midnight)
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Fri |
Video #2: 2
minute applications
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Week 7
Feb 20-24
Monday
Wednesday
Friday
Lecture: Reading
Erie
Canal
Erie
Canal alternate melody
Erie Canal sheet music
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Assignments due:
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Mon |
Flashcards: minimum 2 from each
domain
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Wed |
Reading: Chapter 6
Reading in the Music
Environment: Comprehension
Best
Sentence Canvas Discussion (deadline Tues. midnight) |
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Fri |
Video #3:
2 minute applications
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Week 8
Feb 27-Mar 3
Monday
Wednesday
Friday
Lecture: Dyslexia
Mid-term Exam
Vocabulary: 25 questions, 3 points each
Lists: 5 questions, 1 point each
4 National Standards, Blooms Revised Taxonomy
(in order)
Essay: 1 question, 20 points
Note: This
week's lecture material (Dyslexia) will not be included in
the mid-term vocabulary
Your score on the MidTerm will not be
complete until I grade the essay, so don't panic!
How to Study
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“A” Essay |
“B” Essay |
“C” Essay |
“D” Essay |
“F” Essay |
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Requirements of the prompt |
Goes beyond the requirements of the prompt |
Meets the requirements of the prompt fully |
Meets the general requirements of the prompt |
Generates text without much connection to the prompt |
Does not meet the general requirements of the prompt |
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Organization |
Exhibits an original and insightful perspective;
Includes rich and vivid details that do not feel
extraneous or overbearing |
Follows a clear organizational plan that does not
feel rigid or confining; Focuses on a specific and
clear thesis or controlling purpose |
Follows a clear organizational plan; Centers on a
thesis or controlling purpose |
Shows some problems in organization; Follows
tangents and irrelevant points |
Does not display a clear plan for organization or
make a point |
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Supporting information |
Flows freely and never causes the reader to stumble
or pause; Explains ideas completely, yet succinctly |
Uses concrete and specific details so that almost
all reader questions are addressed; Provides a
range of supporting information |
Uses concrete and specific details; Provides
supporting reasons and information |
Uses few details or only keeps things abstract;
Provides few reasons for support |
Uses little or no detail; Provides little or no
supporting information |
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Writing |
Follows rules of grammar while also using a variety
of sentence styles and structures |
Displays strong sentence styles and structures |
Exhibits a basic sense of structure and displays few
grammatical and stylistic errors that do not impede
meaning |
Exhibits a disregard for sentence structure and
grammar that impedes meaning |
Exhibits a clear and obvious disregard for sentence
structure and style that impedes meaning |
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Assignments due:
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Mon |
Flashcards: minimum 2 from each
domain
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Wed |
Reading: Chapter 7
Considerations, Adaptations,
Enhancements
Best
Sentence Canvas Discussion (deadline Tues. midnight)
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Fri | Mid-term exam |
Essay Questions
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If you were asked by your
principal to describe how music curriculum could support early
literacy goals in your school, what would you say?
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Write the
lyrics to a song that you would teach in middle school choir.
Identify all strategies you could use to teach literacy using that song.
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Write a
letter to the school board summarizing how experiences in a
music classroom support language and reading learning as well as
standards for music education.
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Discuss how
achieving fluency in language and music literacy leads to independent, self-regulated
musicianship.
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Select a
piece of music (vocal or instrumental) that would be appropriate for deeper historical,
cultural, and musical investigation. Identify activities that
link the context of the music to literacy goals and objectives.
Want to break into the "Excellent" rating
in the Discussion assignments? Write more than a
short answer. Try to really discuss your point. Show that
you read the entire chapter. Proof-read
Give examples Write like a scholar (not informally)
Avoid generalities; be specific Use correct punctuation |
Week 9
Mar 6-10
Monday
Lecture: Speaking
Wednesday
Friday
Devon
Nick
Sadie
Jersey
Brendan
Keaton
Robby
Gabby
Kase
Marco
Mateo
Joslyn
Zach
Hunter
Kristal
Happy Spring Break!
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Assignments due:
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Mon |
Flashcards: minimum 2 from each
domain
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Wed |
Reading: Chapter 8
Common Connections: Skills and
Concepts for Lifelong Learning
Best
Sentence Canvas Discussion (deadline Tues. midnight)
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Fri |
Video #4:
2 minute applications
Video #4
Discussion
Post your 2 minute application
video in the Video #4 Discussion assignment for your
original post. Then post 3 critiques - one to each person in
RED from the list below.
These critiques will be due on
Wednesday, March 22.
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Devon
Nick
Edith
Sadie
Jersey
Brendan
Keaton
Robby
Gabby
Kase
Marco
Mateo
Joslyn
Evan
Zach
Hunter
Regina
Kristal
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Nick, Edith, Sadie
Edith, Sadie, Jersey
Sadie, Jersey, Brendan
Jersey, Brendan, Keaton
Brendan, Keaton, Robby
Keaton, Robby, Gabby
Robby, Gabby, Kase
Gabby, Kase, Marco
Kase, Marco, Mateo
Marco, Mateo, Joslyn
Mateo, Joslyn, Evan
Joslyn, Evan, Zach
Evan, Zach, Hunter
Zach, Hunter, Regina
Hunter, Regina, Kristal
Regina, Kristal, Devon
Kristal, Devon, Nick
Devon, Nick, Edith
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Week 10
Mar 20-24
Catcerto
Cool Cat
Monday
Wednesday
Lecture: Writing
Friday
Devon
Nick
Edith
Sadie
Jersey
Brendan
Keaton
Robby
Gabby
Kase
Marco
Mateo
Joslyn
Evan
Zach
Hunter
Regina
Kristal
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Assignments due:
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Mon |
Flashcards: minimum 2 from each
domain
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Wed |
Reading: Chapter 9
Writing in the Music Classroom
Best
Sentence Canvas Discussion (deadline Tues. midnight)
Video #4
Discussion
Video #4 critiques (see above
list)
These critiques will be due on
Wednesday, March 22.
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Fri |
Video #5:
2
minute applications
Video #5 Discussion
Post your 2 minute application
video in the Video #5 Discussion assignment for your
original post. Then post 3 critiques - one to each person in
RED from the list below.
These critiques will be due on
Friday, March 31
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Devon
Nick
Edith
Sadie
Jersey
Brendan
Keaton
Robby
Gabby
Kase
Marco
Mateo
Joslyn
Evan
Zach
Hunter
Regina
Kristal
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Jersey, Brendan, Keaton
Brendan, Keaton, Robby
Keaton, Robby, Gabby
Robby, Gabby, Kase
Gabby, Kase, Marco
Kase, Marco, Mateo
Marco, Mateo, Joslyn
Mateo, Joslyn, Evan
Joslyn, Evan, Zach
Evan, Zach, Hunter
Zach, Hunter, Regina
Hunter, Regina, Kristal
Regina, Kristal, Devon
Kristal, Devon, Nick
Devon, Nick, Edith
Nick, Edith, Sadie
Edith, Sadie, Jersey
Sadie, Jersey, Brendan
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Week 11
Mar 27-31
Monday
Lecture: Music Theory Pedagogy
Wednesday
Friday
TExES Review
Sample questions
Preparation Manual
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Assignments due:
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Mon |
Flashcards: minimum 2 from each
domain
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Wed |
Reading: Chapter 10
Literacy Connections for
Secondary Students
Best
Sentence Canvas Discussion (deadline Tues. midnight)
Class discussion:
Which of the strategies in Table 10.1 would
you use?
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Fri | |
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Week 12
Apr 3-7
Monday
Flashcard Share
Lesson Plan feedback
Wednesday
Flashcard Competition
Make sure your name is on every card.
Choose 5 of your best cards:
can be answered in one word
are not totally obvious answers
will be helpful for everyone to know
are not all in the same domain
Cards will be randomly selected.
Students will answer in order.
If the student answers incorrectly, the
owner of the card will have a chance to answer.
Best score wins.
Friday
No class on Friday
TExES Review
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Assignments due:
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Mon |
Deadline to
submit Lesson Plan for Teaching Project
Print out your lesson plan and
bring to class for review
Flashcards: minimum 2 from each
domain
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Wed |
Reading: Chapter 11
A Summary of Research
Supporting the Benefits of Music Training
Best
Sentence Canvas Discussion (deadline Tues. midnight)
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Fri | No class |
All Teaching Project Videos and
Revised Lesson Plans due in Canvas
Wednesday, April 12 at 9:00AM
penalty for late submission: 10 points per calendar day |
Week 13
Apr 10-14
Monday
No class on Monday
Wednesday
Teaching Projects
We will watch the videos of those in
blue
and those in
red will give the first
critique.
Friday
Teaching Projects |
Assignments due:
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Mon |
No class
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Wed |
Teaching Projects
Due in Canvas by 9:00am. Upload your revised Lesson
Plan in the Teaching Project submission blank. Post your
YouTube link under Comments in the same submission.
We will begin viewing the teaching projects.
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Fri |
Teaching Projects |
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Week 14
Apr 17-21
Monday
Teaching Projects Wednesday Teaching Projects
Friday
Ashley Hogan, guest Q&A
Teaching Projects if time remains
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Assignments due:
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Mon |
Teaching Projects
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Wed |
Teaching Projects
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Fri |
Teaching Projects
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Flashcard Count next week! |
Week 15
Apr 24-28
Monday
Teaching Projects Wednesday Teaching Projects
Flashcard Count
We will trade stacks and count flashcards for the Flashcard
grade
Friday
Final Review
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Assignments due:
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Mon |
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Wed |
Teaching Projects
Submit Word document under
Assignment "Flashcards" containing all flashcard information intended for grade
Number them and format as
1. Question (Domain):
Answer:
2. Question (Domain):
Answer:
etc. |
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Fri |
Discussion 8: Course
question Please answer
the questions below: |
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What are
your suggestions for improving the course for future students
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What was
the best learning experience in the course?
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I wish
we had more _________________.
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I wish
we had less _________________.
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As a
future teacher, I need to learn more about ________________.
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Please
comment on our music education program.
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Please
comment on the teacher education program.
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Week 16
May 1-2 (last class day)
Monday
Final exam: Monday, May 8 at
8:00am
Final Exam
Due by 8:00am on
Monday, May 8
Submit in Canvas. You do not need to come to the final exam
time.
Grade
calculator |
Assignments due:
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Mon |
Final exam Vocabulary test
portion
Meet in the Mac Lab
See the vocabulary
textbook list below; spelling counts
There will be 50
questions, 2 points each. |
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Chapter Sentence
Discussion Rubric
Video Critique Rubric
Textbook Vocabulary List
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active vocabulary |
The words one regularly uses (Lecture: Language) |
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adaptation |
A teaching strategy to meet student needs (Lecture:
Reading) |
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alliteration |
Using two or more words that have the same beginning
sound |
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aphasia |
Total loss of language (Lecture: Dyslexia) |
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articulation |
Speaking clearly and distinctly to be understood
(Lecture: Speaking) |
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assessment |
Tools to evaluate, measure, and document readiness,
progress, skill, or needs (Lecture: Music Content) |
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automaticity |
Fast, effortless word recognition (Lecture: Reading)
(Lecture: Dyslexia) |
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Blooms Revised Taxonomy |
A classification system used to define and
distinguish different levels of human cognition
(Lecture: Introduction) |
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confirmation bias |
The seeking or interpreting of evidence in ways that
are partial to existing beliefs or expectations
(Lecture: Information Literacy) (Lecture: Writing) |
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consideration |
Something taken into account when deciding or
judging (Lecture: Reading) |
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content area literacy |
What we do to learn (find meaning) and share
(communicate meaning) in a specific subject area
(Lecture: Introduction) |
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correlated |
Describing two things that are connected or have a
mutual relationship (Lecture: Information Literacy) |
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cueing |
Gathering meaning from context (Lecture: Reading) |
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decode |
Take something out of coded form; find meaning
(Lecture: Introduction) |
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dogmatism |
Expressing an opinion or belief as it if were a fact
(Lecture: Information Literacy) |
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domain |
A specified sphere of activity or knowledge
(Lecture: Introduction) |
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dysgraphia |
Inability to write coherently (Lecture: Writing) |
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dyslexia |
A neurobiological disorder that involves difficult
learning to read or interpret words, letters, and
other symbols (Lecture: Dyslexia) |
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dysphasia |
Partial loss of language (Lecture: Dyslexia) |
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dyspraxia |
Brain-based motor disorder (Lecture: Dyslexia) |
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encode |
Put something into coded form; communicate meaning.
(Lecture: Introduction) |
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enhancement |
An increase or improvement in quality, value, or
extent (Lecture: Reading) |
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etymology |
The study of the origin of words (Lecture: Language)
(Lecture: Reading) |
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fluency |
Effortless independent execution (Lecture: Language) |
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gestalt |
The whole is greater than the sum of its parts
(Lecture: Speaking) |
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grapheme |
A letter (Lecture: Dyslexia) |
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idiom |
Informal expression |
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implicit bias |
When we have attitudes towards people or associate
stereotypes with them without our conscious
knowledge (Lecture: Writing) |
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lemma |
Dictionary entry (Lecture: Language) |
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literacy |
To find and communicate meaning (Lecture:
Introduction) |
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morpheme |
The smallest unit of meaning in a language (Lecture:
Dyslexia) |
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morphology |
How morphemes are combined to form words (Lecture:
Dyslexia) |
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music content area literacy |
What we do to learn (find meaning) and share
(communicate meaning) music content (Lecture: Music
Content) |
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music education |
A field of practice in which educators are trained
for careers as music teachers (Lecture: Music
Content) |
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music literacy |
The reading, writing, and playing of music, as well
as an understanding of cultural practice and
historical and social contexts (Lecture:
Introduction) (Lecture: Music Content) |
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music theory |
The study of the fundamental elements of music
(Lecture: Music Theory Pedagogy) |
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music theory pedagogy |
How teachers teach the system used to explain how
music works (Lecture: Music Theory Pedagogy) |
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musicality |
Sensitivity to, knowledge of, or talent for music
(Lecture: Music Content) |
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musicology |
The scholarly analysis and research-based study of
music (Lecture: Music Content) |
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National Standards for the Arts |
A document the outlines the philosophy, goals,
processes, structures, and outcomes for art
education in Pre-K through high school (Lecture:
Music Content) |
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neuroplasticity |
The brain's ability to reorganize or restructure
itself by forming new neural connections throughout
life (Lecture: Dyslexia) |
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orthography |
The written spelling patterns and rules in a given
language (Lecture: Dyslexia) (Lecture: Writing) |
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pacing |
A rate of movement (Lecture: Speaking) |
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paltering |
Deceiving others with truthful statements; being
deliberately unclear (Lecture: Information Literacy) |
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passive vocabulary |
Words that a person recognizes or understands but
does not use (Lecture: Language) |
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pedagogue |
Teacher (Lecture: Music Theory Pedagogy) |
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pedagogy |
The method and practice of teaching (Lecture: Music
Theory Pedagogy) |
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phishing |
Pretending to be a trustworthy entity to obtain
information for the purpose of fraud (Lecture:
Information Literacy) |
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phoneme |
Distinct unit of sound in a language (Lecture:
Language) |
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phonemic awareness |
The ability to hear, identify, and manipulate
individual sounds (Lecture: Language) |
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phonetic |
Having a direct correspondence between symbols and
sounds (Lecture: Language) |
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phonological awareness |
The ability to identify and discriminate the
characteristics of sounds (Lecture: Language) |
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phishing |
Pretending to be a trustworthy entity to obtain
information for the purpose of fraud (Lecture:
Information Literacy) |
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prosody |
Patterns of rhythm, stress, and intonation in speech
(Lecture: Dyslexia) (Lecture: Speaking) |
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psychological safety |
A belief that one will not be punished or humiliated
for speaking up with ideas, questions, concerns, or
mistakes. (Lecture: Introduction) |
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reading comprehension |
Constructing meaning from text (Lecture: Reading) |
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redirect |
To change the focus or deflect a question (Lecture:
Information Literacy) |
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rote |
Learning by repetition; understanding or deeper
meaning is not required (Lecture: Reading) |
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self-regulation |
Controlling one's behavior, emotions, and thoughts
in the pursuit of long-term goals (Lecture:
Introduction) |
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semantics |
The study of meaning in language (Lecture: Reading) |
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syntax |
Rules for the arrangement of words in a language
(Lecture: Writing) (Lecture: Speaking) |
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taxonomy |
A scheme of classification (Lecture: Introduction) |
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TEKS |
Texas Essential Knowledge and Skills (Lecture: Music
Content) |
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theory |
A system of ideas intended to explain something
(Lecture: Music Theory Pedagogy) |
ALWAYS
Tell the music's story
Give students something to do while listening to
music
When teaching a new word, let students see it and
hear it
Remember: Never underestimate your students
STANDARDS
Creating - Performing - Responding - Connecting
Blooms
Created and maintained by Vicky V. Johnson
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