Kutztown University of Pennsylvania
Department of Music
MUU 222
Secondary Music Methods
Approved by Department: November 4, 2003
Course Description
This course will prepare the prospective music educator to be able to create, develop, and teach
successful classroom music programs for individuals from grade 6-12. Appropriate music course offerings
will be outlined for both middle and high school settings based on the social, psychological, intellectual,
and physical changes experienced by students of this age group. Practical, hands-on teaching experience
will be achieved by having students prepare and present lessons. Performance opportunities and concerns
will be discussed. Students will also examine a variety of resources, including the music of various
cultures, as well as the resources available in their own community.
Prerequisites:
None
3 Clock hours, 3 Semester Credit hours
Course Rationale
The music teacher who becomes involved with music on the secondary level must be able to work
with a variety of types of classes and performance settings. Because music speaks to the deep human need
for expression and creativity, it will be valuable for the teacher to be able to guide the students through the
adolescent years with a strong foundation in music and music activities. For the same reasons, it will be
beneficial for the music teacher to develop community outlets for musical activities addressed to the lifelong learner.
Course Objectives
The student will be able to:
1. Prepare lessons and units for middle school general music classes.
2. Practice teaching lessons appropriate for middle school and high school.
3. Demonstrate an understanding of the adolescent personality.
4. Demonstrate an awareness of the variety of culturally diverse music available.
5. Utilize a variety of appropriate teaching strategies and evaluation techniques.
6. Demonstrate an understanding of the variety of opportunities for active involvement in music
available to people from middle school through high school.
Course Outline
A. Philosophy
1. The place of music in middle school/high school (organizational
concerns)
2. Purposes for including music in education (advocacy concerns)
3. Development of an individual philosophy
B. Psychology
1. Early adolescence
2. Late adolescence
C. Music Course Concerns
1. Middle School (grade 6-8)
a. Age-appropriate methods
b. Materials
1) Text books
2) Online materials
3) Alternative resources
c. Music making in class--opportunities and challenges
2. High School (grade 9-12)
a. Course offerings
1) Appreciation/history courses
2) Humanities/interdisciplinary courses
3) Theory/aural skills classes
4) Other courses
b. Opportunities for non-traditional music making
1) Instrumental music (some examples)
a) Steel drum ensembles
b) World percussion ensembles
c) Recorder ensembles
d) Beginning H.S. students on traditional instruments
2) Choral music (some examples)
a) Non-traditional populations for ensembles, such
as Varsity glee clubs, etc.
b) Outreach groups to go to nursery schools or
Senior centers
D. General Concerns
1. Resources for finding music of various cultures
2. Resources for buying/renting music
3. Sources for instruments
4. Opportunities for professional growth
5. Scheduling--opportunities and conflicts
6. Developing a balanced music program for the school and district
E. Performance concerns
1. Concerts, musicals
2. Festivals
3. Competitions
4. Community outreach
5. Copyright issues
Assessment
Assessment of each student's level of accomplishment with reference to the course objectives
will be based upon the following:
1.
2.
Written evaluations and oral critiques of prepared lesson plans and units for middle school
general music classes.
Active participation in and classroom demonstrations and evaluations of practice teaching
lessons appropriate for middle school and high school.
3.
4.
5.
6.
7.
Student discussions, oral critiques, and written evaluations of individual teaching, both inclass and through field experiences.
Guided exercises in practice teaching, rehearsal technique, and instrumental and vocal
methods and procedures.
Traditional written assignments, quizzes and examinations.
Practical demonstrations of a variety of appropriate teaching strategies and evaluation
techniques.
Successful participation in the field experience. This requires a satisfactory recommendation
from field experience cooperating teachers and the university coordinator.
Instructional Resources
Althouse, Jay. Copyright: The Complete Guide for Music Educators, 2nd ed. Reston, VA: Music
Educators National Conference, 1997.
Anderson, William and Campbell, Patricia. Multicultural Perspectives in Music Education, 2nd ed.
Reston, VA: Music Educators National Conference, 1996.
Anderson, William and Moore, Marvelene. Making Connections: Multicultural Music and the National
Standards (book and cd). Reston, VA: Music Educators National Conference, 1997.
Barrett, Janet et al. Sound Ways of Knowing: Music in the Interdisciplinary Curriculum. New York:
Schirmer Books, 1997.
Boardman, Eunice. Dimensions of Musical Learning and Teaching: A Different Kind of Classroom.
Reston,VA: MENC, 2002.
Brandt, Ronald. Assessing Student Learning: New Rules, New Realities. Reston, VA: MENC, 1998.
Campbell, Patricia Shehan. Lessons from the World: A Cross-Cultural Guide to Music Teaching and
Learning. New York: Schirmer Books, 1991.
Gardner, Howard. Frames of Mind: A Theory of Multiple Intelligences. New York: Basic Books, 1983.
Hilley, Martha and Tommie Pardue. Strategies for Teaching Middle-Level and High School Keyboard.
Reston,VA: MENC, 1996.
Hinckley, June. Music at the Middle Level: Building Strong Programs. Reston, VA: MENC, 1994.
Hinckley, June and Suzanne Shull. Strategies for Teaching Middle -Level General Music. Reston, VA:
MENC 1996.
Kantorski, Vincent. A Bibliography of Source Readings in Music Education. Warren, Mich.: Harmonie
Park Press, 1997.
Lehman, Paul, ed. Teaching Examples: Ideas for Music Educators. Reston, VA: MENC, 1994.
MENC Committee on Standards. Guidelines for Performances of School Music Groups. Reston, VA:
MENC, 1986.
MENC and Bose Corp. The In Harmony with Education (sm) Program. Reston, VA: MENC, 2003.
Music Educators Journal. Reston, VA: MENC.
National Standards for Arts Education. Reston, VA: MENC, 1994.
Purse, William et al. Strategies for Teaching Middle-Level and High School Guitar. Reston, VA: MENC,
1998.
Reimer, Bennett, ed. World Musics and Music Education: Facing the Issues. Reston, VA: MENC, 2002.
Sobol, Elise. An Attitude and Approach for Teaching Music to Special Learners. New York: Pentland
Press, 2001.
Taylor, Jack et al. Music and Students at Risk: Creative Solutions for a National Dilemma. Reston, VA:
MENC, 1997.
Thompson, Keith and Gloria Kiester. Strategies for Teaching High School General Music. Reston, VA:
MENC, 1997.