Research in Music Education I

MUSI 5341

 

Tarleton State University

Instructor:  Dr. Vicky V. Johnson  vjohnson@tarleton.edu   254/968-9238 (Office)

  Course Outline

 

Syllabus     Tech Help    Assignments    Discussions    Course Readings   

    Turnitin   Writing     APA     TSU Writing Center

 

Week #

Week Dates

All are Mon-Sun

Topic for Study

Discussion

Due

@ Midnight

Assignments

Due

@ Midnight

1Mar 19 - 25

Introduction to Research

Writing

Discussion 1

Post: Fri Mar 23

Resp.: Sun Mar 25

Assignment 1

Sun Mar 25
2Mar 26 - Apr 1

APA Style and Formatting

How to Find Stuff

Discussion 2

Completion grade only

Post: Fri Mar 30

Resp.: Sun Apr 1

Assignment 2

Sun Apr 1
3Apr 2 - 8

Research Topic

Types of Research

Discussion 3

Post: Fri Apr 6

Resp.: Sun Apr 8

Assignment 3

Sun Apr 8
4Apr 9 - 15

Parts of a Research Paper

Discussion 4

Post: Fri Apr 13

Resp.: Sun Apr 15

Assignment 4

Sun Apr 15
5Apr 16 - 22

Research Proposal Draft

Discussion 5

Post: Fri Apr 20

Resp.: Sun Apr 22

Assignment 5

To be submitted, not graded

Sun Apr 22
6Apr 23 - 29

Revise Research Proposal

Discussion 6

Post: Fri Apr 27

Resp.: Sun Apr 29

Assignment 6

Not to be submitted or graded

Sun Apr 29
7Apr 30 - May 6

Final Research Proposal

Discussion 7

Post: Fri May 4

Resp.: Sun May 6

Assignment 7

Fri May 4
8May 7 - 10

Glossary

Writing Checklist

Discussion 8

Completion grade only

Post: Thu May 10

Resp.: Thu May 10

Assignment 8

Thu May 10

 

Introduction to the Course

 

 

Greetings online students!  

 

Welcome to Research in Music Education I 

 

Please follow the link to review the Syllabus which contains grading and policy information.  Let me know if you have any questions.  Unless they refer to personal matters or grading issues, a good place to ask questions is the "Ask Dr. J" section in the Discussion forum in Blackboard. 

 

Please read these instructions about the Discussions

 

On this Course Outline page, you will find links to the lectures for each week, as well as any general announcements to the class.   The animated bullets to the right will designate "action" items, so be sure you accomplish these each week.  There is an overview calendar at the top of this page for quick reference. 

 

Be aware that this is an organic document.  It WILL change.  You are responsible for what is on this page, not a hard copy that you printed off in the first week of the course.

 

 

If you come across mistakes in the web pages in this course or dead links, I would appreciate it if you would let me know!

 

 

 

 

 

Now, continue on to Week 1 content below and let's get started!

Blackboard/Computer configuration

 

In order to bring a little bit of "face-to-face" into our class experience, please attach a photo of yourself inside Blackboard:

  • Click on your name on the top right of the page

  • Click Settings, Personal Information, Personalize My Settings, Use custom avatar image

  • Browse your computer to choose a photo and attach the file.  (Although it may express your personality to choose a cartoon character or a picture of your dog, please choose a photo of yourself.  OK, the dog can be in the photo, too.)

Disregard these instructions if you are in the Witness Protection Program.

 

Please consider getting the Blackboard app for your mobile device (phone or tablet).  This is a handy way to keep up with the course, including notifications of new content or messages.

 

If you haven't joined the TSU Master of Music in Music Education Facebook group, please do so.  Faculty will be posting announcements there and it's a great opportunity to join a community of those who are dealing with the same challenges that you may face.  Follow the link below and request to be in the group:

https://www.facebook.com/groups/1704246456469043/

If you have any questions, remember to use the 'Ask Dr. J' forum under 'Discussions.'  Others probably have the same questions you do. 

 

 

However, if you don't receive a response within 24 hours, or if you need a quicker answer, feel free to email me directly at vjohnson@tarleton.edu

 

 

Week 1

 

Lecture:  Introduction to Music Research

 

 

Keep in mind these memorable quotes from your reading:

  • "One of the most basic rules of writing is that an author never make statements he or she is not prepared to defend" (p. 4).

  • "Readers have a right to believe that what they are reading is based on more than the author's opinion, even when it is clearly an opinion piece" (p. 17).

  • "Those authors "who merely vent unfounded opinions and gut feelings (in essence, running off at the pen) are wasting the reader's time" (p. 17).

  • "never make the reader doubt your ability" (p. 18).

  • "Make it concise, make it elegant, make it compelling" (p. 20).

After reading your assigned material for this week, please go back to Lecture 1 and review the introductory material on Research.  Has your perception  of research changed since you read it the first time?

 

 

Lecture:  Writing

Those who have already taken a course with me will find this familiar. 

Read it again anyway!!!
 

 

 

 

Assignment Grading and Feedback

Note:  When you view your papers that I have graded, make sure that you can see my comments written in the margins of your papers in Blackboard. 

 

 

 

How do I write everything I need to say in such a short paper??

 

  1. Write as if there is no limit.  Don't try so hard to limit at first.  When you have all of your content included,
  2. Take out filler phrases and unnecessary words. For example, "As was previously discussed, . . . " is not necessary in a short paper.
  3. Reword sentences to be more direct.  For example, instead of "It was decided that . . ." use "Smith decided . . ."
     

 

 

Reading

See the Syllabus for information about the textbook and other required materials.

 

Bellman, Chapter 6, “Research in Music,” pp. 92-115.

Bellman, Chapter 1, "Writing about Music," pp. 1-20.

 

 

Assignment 1: 

 

A.  Scholarly writing:  Choose any topic related to music education and write one page (seriously, ONLY one page) in what you consider to be a scholarly writing style.  Apply all content from the Writing page to your paper.  You will have to be direct and concise in order to address your topic in one page.  Identify your topic immediately and don't waste space using long phrases and flowery language. Sometimes it is difficult to be concise.  You must leave out all unnecessary words and filler phrases.

 

Woodrow Wilson was once asked how long it took him to prepare his speeches.  He said: "It depends. If I am to speak ten minutes, I need a week for preparation; if fifteen minutes, three days; if half an hour, two days; if an hour, I am ready now."

 

Use one inch margins, 12-point Times New Roman font, and double spaced.  Other than that, I will not be particularly picky about formatting. 

That begins next week!!

Submit your paper in Word document form.  Name the file Assignment1_YourName and submit by the deadline on Sunday at midnight.

 

 

B.  Begin compiling a Glossary of Research Terminology - this will be an ongoing project throughout the course to be turned in as Assignment 8 at the end of Week 8.  You will be graded on the thoroughness and usability of your document.  Format it for ease and usability.  As you read each lecture and reading assignment, keep a running list of research terms.  These should be the terms that you encounter that are less familiar.  With your handy glossary, you can easily review and learn the terms that you need to understand and write effective research.

 

C.  For your sake (and mine ;-):  Each time you receive feedback from me or your peers on an assignment or a discussion post, keep a running list of your writing errors to use as a checklist on the next submission.  It's just silly to keep making the same errors over and over.  This Writing Checklist will serve as a reminder to check the specific errors that you have made in the past. Here is a template for you to use.  This is not a suggestion.  You will also turn this in later in Week 8.

 

 

These two assignments (B & C) will be combined as Assignment 8 and turned in during that week.  Do not wait until Week 8 to begin these.  The purpose of compiling them as you go is to help you with your writing and understanding of research terms.

 

Discussion 1: 

 

After reading Lecture 1, relate an example for each of Roger Bacon's "4 Chief Obstacles to the Truth."  I have provided one example for each in the lecture notes.  Try to be as specific as possible, with a personal example or one you have observed.  (Note:  don't use the examples I have given you in the lecture; use your own.  Also, try to use a different example than those that have already been posted). Your original discussion post should completely answer the question; provide 4 examples.  For your responses, analyze your peers' examples for accurate categorization and offer additional comments.

 

Note:  Please recopy each of the 4 Chief Obstacles prior to your answers for clarity (and it helps all of us to review them ;-)  Also, be sure that your examples specify the "truth" that is being thwarted.  In other words, your answers are examples of obstacles.  What is the truth that is being obstructed?

 

See the rubric in the Discussion section for point values.  Normally, the sooner you post your original answer, the more points you get.  However, since this is a short week, I will give everyone the maximum points who post their original answer by Friday.  The deadline for all responses is Sunday at midnight.

 

Please review all instructions about the Discussions before posting.

 

 

Week 2

 

 Lecture:  APA Style and Formatting

 

My Word!

 

 

Lecture:  How to Find Stuff

 

Music Research Journals

 

 

APA Assessments (Assignment 2)

These assessments are in the APA Style section of your Blackboard menu.  

When you click on one of the assessments, you may get an error message that says:

Popup Blocked

You can just click the button that says "Launch Course" and all will be well!

Answer the questions in each assessment (there aren't many).  If you miss some, you can take the quiz as many times as you want in order to get a good grade.  These grades will show up in the gradebook in Blackboard just like the rest and will be averaged together for one major grade.

Find the answers for these quizzes in the Tutorials, Quick Guides, and in your APA Manual.

My hope is that these APA resources and quizzes will help you to avoid writing and formatting errors in all of your future papers and assignments.

For next week, be thinking about choosing a research topic.

 

Reading

Bellman, Chapter 8, “Style,” pp. 135-160
APA Manual, pp. 87-114

 

Assignment 2: APA Style

 

We now have some valuable tools (thanks to the library) to build APA formatting/writing skills.  The first step is for you to get an overview.  This may be a review for some of you who have been in the program for a while; to others, it is new territory.

1. In the menu to your left in Blackboard, choose APA Style

2. Tutorials

3. Getting Started with APA Style

 

Go through the tutorial and make some notes as you will be responsible for all of this information from this point forward.  There are lots of tutorials and also some Quick Guides under APA Style.

 

Follow the instructions on the left side of this page and complete the APA Assessments by Sunday at midnight. 

Note:  If you have any problems completing the assessments, or if they won't properly load or show as completed, try a different browser.

 

Discussion 2: 

 

Everyone is pretty tech-savvy these days.  I'm sure you have bookmarked some great resources on the internet that would be of interest to your fellow classmates.  List 5 web pages or sites that could be useful in a research endeavor.  They might include sources of data, instructions or how-tos regarding research, link lists, information on music education topics, or any page that would be a worthy bookmark for this course.   For each link, give the URL, a brief description of the site/page, and why it would be useful in carrying on music education research.

Note:  Please do not include those sites that are useful, but do not relate to music education research such as vendors' sites, blogs, forums, how-to sites, etc.

 

Post your list in the Discussion tab.  This discussion will be graded for completion only. 

 

Week 3

In all your writing, be sure to format everything in APA Style. 

 

Refer to your APA Style manual for all of those devilish details!

 

Note:  If you have trouble finding any of the course readings, post your question in the Ask Dr. J forum.  For these questions, I'm going to ask your classmates to give you some assistance, so if you can offer some help, please do so.  Don't post a direct URL link to help others, but offer directions on how to find the source (or where you found it) if others need assistance.

 

 

Lecture:  Research Topic

 

.

For examples on focused topics, go to the TSU Library page:  www.tarleton.edu/library

In the Discovery @ Tarleton blank, type in a search word that is of interest to you.

Look through the list of articles that have been written about that topic. 

 

Notice how specific the titles are!

 

 

Lecture:  Types of research

 

Which type of research would your project be?

 

 

 

Note:  Now is the time to begin searching for sources on your research topics (research that has already been done on the subject).  Review How to Find Stuff for assistance.  This is the best way to be informed and to be able to focus your research question.  Also, your assignment next week will be a literature review, so be sure to begin an Annotated Bibliography for your own use.

Reading:

From the list under Course Reading, choose 5 articles, use the library databases to locate them, and read them.

 

 

Assignment 3: 

From the course readings below (at the bottom of this page), choose 2 articles that interest you.  Read them carefully and write one page on each one that addresses these questions:

  1. What was the research question for each article?

  2. What was the rationale for each article?

  3. What type of research was used in each study?

  4. What test was used to answer the research question?

  5. What were the basic findings of each study?

Use this Assignment Template to get you started.  This is formatted in APA style, but without an abstract or other sections that will not be necessary until later. Give your paper a title like "A Review of Two Articles" so that your running head can be the same throughout.  Use in-text citations when you refer to your two articles and include the two articles in your reference section at the end of your paper.  You can use headings to separate the two sections.  Don't forget a brief conclusion.

 

I challenge you in this assignment NOT to use the words 'I' or 'my' in your writing.  Try to be as objective as possible in your assessment of each article.

 

In addition to the lecture this week, review the Writing lecture from Week 1 for guidelines on academic writing.

 

Submit your paper in Word document form.  Name the file Assignment3_YourName and submit by the deadline on Sunday at midnight.  Do not submit as two separate documents, but as one Word document.  It is not necessary to have two separate cover sheets, etc. Excluding your cover sheet and a reference page at the end, you should have only 2 pages of text. I will not grade an assignment that exceeds that amount, even if only by a line or two.  Make it fit!

 

Discussion 3: 

 

After reading the lecture for this week, come up with two research topics that you are interested in exploring. For each research topic, devise a research question and explain your rationale. What test will you use to answer the question?  Follow the guidelines included in this week's lecture.  Post this information in the discussion forum.

 

You should respond to your classmates by helping them refine their research questions and to choose which one would work best in a research project.  Also be sure that they have answered the bold questions above in their posts.

 

Remember, a rationale is not why you are interested in a topic or why you want to know, but why the study is important to the discipline and justification as to why it should be done.

 

Remember that your topic should be very specific, so narrow your focus.  Your research question should also be one that can be measured and/or tested.  Go back and re-read the lecture on Research Topic to test your ideas before submitting them.

 

See the rubric in the Discussion section for point values.  The sooner you post your original answer, the more points you get.  The deadline for all responses is Sunday at midnight.

 

Week 4
 

Reread "The Author's Opinion:  Clarity and Restraint" beginning on p. 17 of your text

 

 

Lecture:  Parts of a Research Paper

 
Why a Twitter assignment?

I'm not a Twitter fan, but just like our assignment to write ONLY one page, brevity requires clarity. 

You have to really understand your topic to answer these questions in 140 characters each.

Remember that spaces and punctuation also count as characters. 

Use "Word Count" under the Review tab in Word to get an exact count.

Can't wait to see what you come up with!

 

Notes on Assignment 4

Having graded many of these in the past, here are some writing/formatting errors that students make that cause their grade to plummet (that are easy to avoid):

  • Using direct quotes when paraphrase or synthesis is possible.  This is a biggie!

  • Capitalizing every word in the titles in their reference list.  Check out your APA manual, p. 50 for examples.

  • Stating your opinions or making editorial comments in the Literature Review section

  • Leaving out words, typos in sentences (PROOF-READ!!)

  • Not using a title on the first page

  • Not right-justifying the page numbers (all the way to the right 1-inch margin)

  • Using contractions

  • Using personal pronouns

 

Reading:

APA Manual: Chapter 3 (pp. 61-86)

Phillips:  Chapter 3 "Reading Research" (pp. 30-45)

 

Assignment 4

 

Write an introduction to your paper and a literature review of at least 6 articles based on your research topic (2000 words).  Do not use the articles from last week unless they are integral to your topic.  Six is the minimum, but you should use all that inform your topic.  Use the "Discovery @ Tarleton" search box from the Tarleton library page (www.tarleton.edu/library), using key words for a good place to begin.  Refer to the "Literature Review" section of this weeks' lecture for additional information on how to write a literature review.

 

Use this Research Proposal Template.  This is the template for you to use for your final research proposal, but for this assignment, you can just delete any unnecessary portions.  However, don't use "Literature Review" as your running head or title.  Use the title of your paper.  Include the resources you have chosen in the References list at the end of your paper.  Notice that this assignment will be graded with a different rubric (the same one that will be used for your final proposal (Assignment 7).

 

Before submitting this assignment, I will also be asking you to submit your papers through Turnitin.  Although I believe all of you to be persons of integrity, checking your writing this way helps you to know what text you may be using that should be cited. 

 

Turnitin Instructions

 

Your Class ID is 17779307

The Enrollment Key is TSUMM

After reviewing the Turnitin report, submit your paper in Word document form.  Name the file Assignment4YourName and submit by the deadline on Sunday at midnight.

 

Discussion 4: 

 

For your original post, choose one of your two research topics from last week.  Give your research project a title. 

 

Create a Twitter post (don't post it on Twitter) consisting of 140 characters for each of the four parts listed below.  You do not restate the parts, but they are to be evident when stated:

 

The four parts:

1. An Introduction/Background statement that clearly communicates the need for this study

2. Thesis Statement, Question, or Objective - clear, crisp, and unambiguously stated

3. What is the method, test, or tool that you will use to prove or disprove your thesis statement, question, or objective?

4. State the expectation that the results of the method, test, or tool will support or refute the thesis statement, question, or objective

 

Feel free to include hashtags for our benefit, understanding, or amusement.

 

For your responses, critique others' posts.  Make suggestions regarding clarity, "do-ability" (is this project possible/reasonable/valuable?)  Is the plan as outlined complete? Do you detect possible problems?  Remember you are not just trying to find fault, but are offering assistance.  Read this information about Critiques before posting.  Remember that only useful responses will receive credit.  "That's a great topic . . . " posts, although encouraging, will not be counted towards your grade.

 

See the rubric in the Discussion section for point values.  The sooner you post your original answer, the more points you get.  The deadline for all responses is Sunday at midnight.

 

Week 5


 

No lecture this week.

 

Depending upon your specific research type,

refer to your Phillips text for guidelines in constructing your research proposal.

 

As you read, continue constructing your Glossary of Research Terminology.

After receiving feedback (from instructor or peers), keep adding to your Writing Checklist

You will turn in both of these in a single document next week as Assignment 8.

Reading:

Phillips, Chapter 2, “The Research Study,” (pp. 16-29)

 

Assignment 5

 

Research proposal first draft (3000 words)

Use this Research Proposal Template.

 

Note:  'First draft' does not imply that it should be incomplete or lack proper formatting. It just means that you will have one more opportunity to revise before receiving a final grade.  Don't forget to write your abstract!  Be aware that you may need to add more references to your literature review if you did the minimum required for Assignment #4.  I will not provide additional feedback to what you turned in last week (Introduction and Literature Review), but just to the new material.

 

Before submitting this assignment, please submit your papers through Turnitin once more. 

 

Turnitin Instructions

 

If your report shows in the yellow range or above, revise your paper before submitting (you may have too many direct quotes or used others' content inappropriately).  After reviewing the Turnitin report, submit your paper by the deadline on Sunday at midnight.  I will read through your papers and give some general feedback.  However, I will not give you a grade on your proposal until you submit the revised version at the end of Week 7.

 

Discussion 5: 

 

Post your literature review in the discussion forum.  Your original post grade this week will be based upon your Critiques of your classmates' lit reviews.  Choose at least three (this is the minimum for your grade, but more feedback is welcome and appreciated) to critique.  The best suggestions  are those that actually cause your classmates to change something!  Please do not just find one or two small edits and call it a day!  If you do, you will receive a low score on the discussion rubric.  Pretend you are me and do a thorough critique!  I will more strictly apply the "responses too brief or add little information" on this discussion assignment.  If you read a critique point that you are not sure is correct (it happens every year), please verify it yourself! Please do not attached Word documents to posts.

 

See the rubric in the Discussion section for point values.  The sooner you post your original answer, the more points you get.  The deadline for all responses is Sunday at midnight.

 

Week 6

 

 

Revise your research proposal

 

Be sure to revisit this link:

 

Final Draft Checklist and Where I Spend Most of My Red Ink

 

 

Note:   The final proposal is due on Friday of next week, not Sunday.

 

 

Reading

Phillips, Chapter 16, “Integrating Research and Teaching,” (pp. 332-342)

 

Assignment 6: 

A.  Revise your research proposal

Based upon your classmates' critiques in the discussion forum this week, make revisions to your research proposal.  Do not try to submit this.  You will not turn in the revised version until next week. 

 

Discussion 6: 

 

Post your research proposal to the discussion forum.  Your discussion grade this week will be based upon your Critiques of your classmates' proposals.  Choose at least three (this is the minimum for your grade, but more feedback is welcome and appreciated) to critique.  Choose different classmates to critique than in Discussion 5 if you can.  Provide extensive suggestions to your classmates that will help them improve their proposals.   I will more strictly apply the "responses too brief or add little information" on this discussion assignment.  If you read a critique point that you are not sure is correct (it happens every year), please verify it yourself!  Please do not attached Word documents to posts.

 

See the rubric in the Discussion section for point values.  The sooner you post your original answer, the more points you get.  The deadline for all responses is Sunday at midnight.

 

Week 7

No lecture or reading this week.

However . . . .,

 

Please take the time to review the lecture below

to ensure that you have

met the requirements for your final paper.

 

Research Proposal

 

 

Final project due Friday, May 4 at midnight

 

Assignment 7:

Turn in your final research proposal  

 

Apply all feedback that you have received from me and from your classmates.  Then re-read aloud your entire proposal.  Make final edits and corrections.  Submit your paper in Word document form.  Name the file ResearchProposal_YourName and submit by the deadline on Friday at midnight.

 

Discussion 7:

 

Based upon your reading last week ("Integrating Research and Teaching"), identify three studies that you could do associated with your own unique teaching situation.  Try not to duplicate others' ideas.  Everyone's situation is different, so be very specific.  Give each of your three studies a title and a brief explanation of your rationale.  Remember that rationale explains why the study is important to the discipline of music education and why it should be done.

 

Post your list in the Discussion tab.  This discussion will be graded for completion only.

 

Week 8

 

Challenge:  How much did you learn in this course?

Research I Crossword Puzzle

 

Let me know if any of you are able to finish it

 

 

Assignment 8:

 

Turn in your Glossary of Research Terminology and your Writing Checklist (see Week 2).  Combine your glossary and checklist into one Word document (you can just copy and paste your checklist to the bottom of the glossary.  Name the file Assignment8_YourName and submit by the deadline on Thursday at midnight.

 

Discussion 8: 

 

Please take this opportunity to share with me and your classmates your reflections regarding this semesters' coursework, the master's program in general, and anything we can do to improve your learning experience as you continue in the program.

 

This discussion will not be graded, but your participation will be of value to the faculty to continue to improve our program.  Thank you for your feedback!

 

It has been a privilege to have each of you in this course.  Enjoy a well-deserved break!

Note to VVJ: Pull WEAVE data

 

Blackboard/Computer Configuration

 

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For tech problems and questions, go to  Tech Help  or call 254/968-1960.  Toll free number is 1-866-744-8900 (Option 3).

Your student fees pay for this service, so CALL THEM!  Post the number by your computer and utilize these experts.  They can remote into your  computer if need be.  Don't be frustrated.  Call them.

 

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Assignment Submission

 

Submit assignments as  specified in the Course Outline.  Sometimes assignments will be requested as Word documents (to be uploaded as attachments) and other times to be submitted directly into the submission blank.  Do not try to submit any document without saving it first.  Be sure and save it to a folder where you can retrieve it later.  Sometimes resubmissions are necessary.

 

Save the document as Assignment1_YourName.doc (substituting the correct week and correct assignment number and using your own name :-)

 

Follow instructions on the Course Outline.  Make sure that each assignment has your name on it.  Follow the instructions on the Course Outline.  If a cover sheet is required, your name will go there.  If not, put your name on the first line of the Assignment.

 

Occasionally your assignments may be returned to you for a redo or for revisions.  Make your corrections and resubmit through the Assignment section as before.

 

 Here's the step-by-step process to submit a Word document assignment:
  1. Click on the ‘Assignments’ tab in the menu to your left.
  2. Click on ‘Assignment 1’
  3. Under ‘Submission,’ click on ‘Add attachments’
  4. Click on ‘Computer’ (it may take a minute to load so that you can see it)
  5. Navigate to wherever you have your file saved and click on that
  6. Click on ‘Open’
  7. It will then be attached and will take you back to the Assignment page. You should see the name of your file just above the ‘Add Attachments’ button.
  8. You can add a comment if you like, but it isn’t required.
  9. Click on ‘Submit’ and you are done.
  
 

Research Proposal Rubric

 



Criterion

4
A-level qualities
(90–100)

3
B-level qualities
(80–89)

2
C-level qualities
(70–79)

1
F-level qualities
(below 70)

Development

Builds very effectively on assignments completed during the modules of the course; makes good use of mentor and classmate feedback for an improved product

Builds adequately on assignments completed during the modules of the course; generally makes good use of mentor and classmate comments

Does not build adequately on assignments completed during the modules of the course; these is little evidence that mentor or classmate comments were heeded

Does not build on assignments completed in the course; product digresses or is generally confusing

Application of concepts/Strength of analysis

Applies course concepts extremely effectively, creating a full and informed research proposal; analysis of the problem is sophisticated, accurate, and thorough; discussion is exceptionally skilled

Applies course concepts throughout, creating an effective research proposal; analysis of the problem is insightful and essentially accurate; discussion is skilled

Misapplies course concepts or applies them infrequently; analysis is basic or general; discussion is haphazard or cursory

Fails to apply course concepts; proposal is very poorly executed or completely inadequate; analysis is missing.

Format and Content

Develops proposal as assigned and includes all items in a highly effective manner; develops all items thoroughly

Develops proposal as assigned and includes all items (though some may be developed less effectively than others)

Does not fully develop proposal as assigned; several items are missing or sections include inappropriate information

Proposal is undeveloped or is missing many format items; proposal does not relate to the assignment

Organization

Arranges ideas clearly and logically to support the purpose or argument; ideas flow smoothly and are effectively linked; reader can follow the line of reasoning

Arranges ideas adequately to support the purpose or argument; links between ideas are generally clear; reader can follow the line of reasoning for the most part

Arranges ideas adequately, in general, although ideas sometimes fail to make sense together; reader remains fairly clear about what writer intends

Arranges ideas illogically; ideas frequently fail to make sense together; reader cannot identify a line of reasoning and becomes frustrated or loses interest

APA format

Documents sources using APA format accurately and consistently

Documents sources using APA format with minor violations

Reflects incomplete knowledge of APA format

Does not use APA format

Writing mechanics

Writing demonstrates a sophisticated clarity, conciseness, and correctness

Writing is accomplished in terms of clarity and conciseness and contains only a few errors

Writing lacks clarity or conciseness and contains numerous errors

Writing is unfocused, rambling, or contains serious errors

 

Course Readings

Abrahams, F. (2005). The application of critical pedagogy to music teaching and learning: A literature review. Update: Applications of Research in Music Education, 23(2), 12-22.

Abril, C. R., & Gault, B. M. (2008). The state of music in secondary schools: The principal's perspective. Journal of Research in Music Education, 56(1), 68-81. doi: 10.1177/0022429408317516

Creech, A., & Hallam, S. (2009). Interaction in instrumental learning: The influence of interpersonal dynamics on parents. International Journal of Music Education, 27(2), 94-106. doi: 10.1177/0255761409102318

de Vries, P. (2011). An 8-year-old’s engagement with preferred music: A case study. Research Studies in Music Education. doi: 10.1177/1321103x11424195

Ester, D. P. (2004). Raising the standards music teacher education in a performance-based world. Journal of Music Teacher Education, 14(1), 34-38. doi: 10.1177/10570837040140010107

Fredrickson, W. E., & Hackworth, R. S. (2005). Analysis of first-year music teachers' advice to music education students. Update: Applications of Research in Music Education, 23(2), 4-11.

Hanna, W. (2007). The new Bloom's taxonomy: Implications for music education. Arts Education Policy Review, 108(4), 7-16.

Harris, E. L. (2006). Teaching music theory in the traditional wind band rehearsal: A rationale, survey of materials, and recommendations. (Doctoral dissertation). Retrieved from ProQuest Dissertations and These database. (UMI No. 1379527961)

Jellison, J. A. (2005). It's about time. Arts Education Policy Review, 106(5), 29-36. 

Jones, P. M. (2006). Returning music education to the mainstream: Reconnecting with the community. Visions of Research in Music Education, 7(January 2006).

Juchniewicz, J. (2010). The influence of social intelligence on effective music teaching. Journal of Research in Music Education, 58(3), 276-293. doi: 10.1177/0022429410378368

Kindall-Smith, M., McKoy, C. L., & Mills, S. W. (2011). Challenging exclusionary paradigms in the traditional musical canon: Implications for music education practice. International Journal of Music Education, 29(4), 374-386. doi: 10.1177/0255761411421075

Liljeström, S., Juslin, P. N., & Västfjäll, D. (2012). Experimental evidence of the roles of music choice, social context, and listener personality in emotional reactions to music. Psychology of Music. doi: 10.1177/0305735612440615

Miksza, P., Roeder, M., & Biggs, D. (2010). Surveying Colorado band directors’ opinions of skills and characteristics important to successful music teaching. Journal of Research in Music Education, 57(4), 364-381. doi: 10.1177/0022429409351655

Miranda, M. L. (2002). The seasons of kindergarten: Developmentally appropriate practice in the kindergarten music classroom. D.M.A., Arizona State University, United States -- Arizona. Retrieved from http://proquest.umi.com/pqdweb?did=765002801&Fmt=7&clientId=98&RQT=309&VName=PQD

Napoles, J. (2006). The relationship between type of teacher talk and student attentiveness. Journal of Music Teacher Education, 16(1), 7-19. doi: 10.1177/10570837060160010103

Orman, E. K. (2002). Comparison of the national standards for music education and elementary music specialists' use of class time. Journal of Research in Music Education, 50(2), 155.

Regelski, T. (2002). On "methodolatry" and music teaching as critical and reflective praxis. Philosophy of Music Education Review, 10(2), 102-123.

Reifinger, J. L. (2012). The acquisition of sight-singing skills in second-grade general music. Journal of Research in Music Education, 60(1), 26-42. doi: 10.1177/0022429411435683

Ruddock, E. (2012). 'Sort of in your blood': Inherent musicality survives cultural judgment. Research Studies in Music Education. doi: 10.1177/1321103x12461747

Wang, C. C., & Sogin, D. W. (1997). Self-reported versus observed classroom activities in elementary general music. Journal of Research in Music Education, 45(3), 444-456.

Westervelt, T. G. (2001). An investigation of harmonic and improvisation readiness among upper elementary-age school children. Ph.D., Temple University, United States -- Pennsylvania. Retrieved from http://proquest.umi.com/pqdweb?did=726078971&Fmt=7&clientId=98&RQT=309&VName=PQD

Williamson, V. J., Jilka, S. R., Fry, J., Finkel, S., Müllensiefen, D., & Stewart, L. (2011). How do “earworms” start? Classifying the everyday circumstances of Involuntary Musical Imagery. Psychology of Music. doi: 10.1177/0305735611418553

 

 

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