Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL: _MUSIC & DANCE________________________COLLEGE:
ARTS & SCIENCES
CONTACT PERSON: _____HEATHER SHOULDICE/DIANE WINDER_____________________________________________________________
CONTACT PHONE:
734-693-6067 / 7-0244
CONTACT EMAIL: HSHOULDI@EMICH.EDU/DWINDER@EMICH.EDU
REQUESTED START DATE: TERM____FALL ____YEAR___2016____
A. Rationale/Justification for the Course
EMU’s Dance, Art Education, and Music Therapy degree programs all require an introductory level professional
course to be taken early in the degree program. Similarly, other institutions such as Central Michigan University,
Michigan State University, Oakland University, Grand Valley State University, and the University of Michigan-Flint
require an introductory music education course to be taken early in their music education degree programs. However,
music education students at EMU currently do not complete any “professional studies” courses in music education (i.e.,
music education methods courses) until the junior or senior year, and these courses focus on teaching within a specific
setting (choral, instrumental, or general music) and level (elementary or secondary).
The proposed course would be taken during the freshman year and would serve as an initial overview of the music
education field. The main purpose of this course would be to develop students’ basic knowledge and understanding of
music teaching and learning across all settings and levels. It would also provide students with an early opportunity to
explore the profession in order to determine whether it is indeed an appropriate career choice for them and to begin
developing their identities as music educators.
B. Course Information
1. Subject Code and Course Number:
MUSC 180 (tentative)
2. Course Title: Introduction to Music Education
3. Credit Hours:
2
4. Repeatable for Credit? Yes_______
No___X__
If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
An orientation to the field of music education that will provide an overview of principles, philosophies, and practices
fundamental to music teaching and learning. Historical foundations, current trends, and teaching responsibilities in
music education at all curricular levels will be explored. Occasional observation in school settings is required.
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab) X
On Campus
b. Fully Online
c. Hybrid/ Web Enhanced
Miller, New Course
Sept. 09
X
Off Campus
New Course Form
7. Grading Mode:
Normal (A-E)
X
Credit/No Credit
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
None
9. Concurrent Prerequisites:
Code, Number and Title.)
Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
None
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by Subject Code, Number and
Title.)
None
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title)
None
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes
No
X
College of Education
Yes
No
X
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
X
No
If “Yes”, list the majors/programs
MEDV
MEDI
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
Graduate
All undergraduates___X___
All graduate students____
Freshperson
Certificate
Sophomore
Masters
Junior
Specialist
Senior
Doctoral
Second Bachelor____X____
UG Degree Pending_____
Post-Bac. Tchr. Cert.__X___
Low GPA Admit_______
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
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New Course Form
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
d. Restriction by Permission. Will Departmental Permission be required?
Yes
No
(Note: Department permission requires the department to enter authorization for every student registering.)
13. Will the course be offered as part of the General Education Program?
Yes
No
X
X
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered? Yes
No
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes X
No
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
**Please see attached Program Revision proposal documents for MEDI and MEDV.
Program
MEDI, MEDV
Program
15. Will this course replace an existing course? Yes
No
Required
X Restricted Elective
Required
Restricted Elective
X
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes
No
X
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
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No
Page 3 of 13
New Course Form
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of
support, if available.
D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
**Please see Sample Course Syllabus below.
a. Course goals, objectives and/or student learning outcomes
b. Outline of the content to be covered
c. Student assignments including presentations, research papers, exams, etc.
d. Method of evaluation
e. Grading scale (if a graduate course, include graduate grading scale)
f. Special requirements
g. Bibliography, supplemental reading list
h. Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for the
sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/School and College
1. Department/School
Vote of faculty: For __________
Against __________
Abstentions __________
(Enter the number of votes cast in each category.)
Department Head/School Director Signature
Date
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Miller, New Course
Sept. 09
Date
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New Course Form
G. Approval
Associate Vice-President for Academic Programming Signature
Miller, New Course
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Date
Page 5 of 13
Request for New Course
MUSC 178—SPECIAL TOPICS: INTRODUCTION TO MUSIC EDUCATION
Winter 2015 — M/W 4:00-4:50 p.m. — 213 Alexander — CRN: 27763 (2 cr.)
Instructor: Dr. Heather Nelson Shouldice
Office: 311 Alexander • Telephone: 734-487-6935 • Email: hshouldi@emich.edu
Office Hours: M/W 1:00-3:45pm or by appointment
COURSE DESCRIPTION:
An orientation to the field of music education that will provide an overview of
principles, philosophies, and practices fundamental to music teaching and learning.
Historical foundations, current trends, and teaching responsibilities in music
education at all curricular levels and in a variety of content areas will be explored.
Occasional guided observation in school settings is required.
COURSE GOALS:
-­‐ To build a foundation of knowledge, understanding, and awareness of the skill-set
necessary for music educators.
-­‐ To begin developing skills for teaching basic musicianship.
-­‐ To appreciate the responsibility of music educators to provide a high-quality,
supportive learning environment for students of all backgrounds.
-­‐ To explore teaching identities, foundational topics, and issues in music education.
-­‐ To challenge our own positions and experiences as well as the dominant narratives
affecting our assumptions and beliefs about music teaching and learning.
-­‐ To grow as individuals and as a community of learners, educators, and musicians.
REQUIRED MATERIALS:
-­‐ Developing Musicianship Through Improvisation: Book 1 (any key/clef) by Azzara and
Grunow. Chicago: GIA Publications (**Abbreviated “DMTI” in syllabus)
-­‐ Additional readings and information will be posted on EMU-Online
(emuonline.edu). Please download all readings early in the semester to avoid any
last-minute issues with EMU-Online.
-­‐ Optional: Field Experience in Music Education (FEME) logsheet—ONLY if you are
on track to student teach during or before Winter 2018!
COURSE ACTIVITIES AND EVALUATION:
1) Class Discussion/Participation:
This course relies heavily on class discussion of assigned readings and other
materials. All students are expected to contribute respectfully to classroom
discussion, which includes completing all readings and coming prepared to discuss
assigned topics, participating consistently and thoughtfully without dominating the
conversation, and actively listening to the input of other students. Additionally, the
use of electronic devices in class should support course objectives.
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MUSC 178—Winter ’15
7
2) Basic Musicianship:
In class we will be practicing basic musicianship skills (singing tunes, basslines,
patterns, solfege/syllables, movement, etc.). These are valuable skills to have in
your “teacher toolbox” because they can be adapted for any age or setting. You will
occasionally be asked to practice these skills outside of class (e.g., DMTI
assignments); while these assignments will not be tested/graded, they will
contribute to the development of your musicianship skills and will help prepare you
for your Musicianship Peer-Teaching.
3) Musicianship Peer-Teaching:
Each student will peer-teach a rote song, bassline, and pattern instruction using the
procedures discussed in class. This teaching will take place on February 16 and will
be assessed using the rubric posted on EMU-Online.
4) Written Narratives:
The development of writing skill is an important attribute for a successful teacher,
responsible for communicating effectively with administrators, students, families,
and colleagues. Narrative assignments will be evaluated on the basis of content and
writing quality (see rubrics on EMU-Online).
Personal Narrative: Uncovering Past Experience (due January 21)
Write a 2- to 3-page narrative describing your personal background in music
education. Using rich description, tell the story of your experiences with
music teachers and describe your journey to becoming a musician. Your
narrative should also explore your personal strengths and weaknesses as they
relate to adopting the role of music educator. This should include personality
characteristics, prior preparation as a musician and/or teacher, and any other
factors you feel might impact your ability to lead others.
An “Other’s” Narrative: One Student’s Story (due March 16)
Arrange to interview a young student (K-8) that you know (e.g., a relative or
family friend) who is currently enrolled in a school music course. Interviews
should focus on what the young student values in her/his music education
and why. Questions during the interview might include: “Why do we have
music in school?”, “What do you learn in your music classes?”, “What would
you like to learn in your music classes?”, “What makes a good musical
performance?”, “How do you know if you’re good at music?”, etc. Write a
summary of your interview experience including a description of your
interviewee (using a made-up name) and her/his musical background, a
description of the music class(es) in which the interviewee is currently
enrolled, and the important topics and responses from the interview (while
not required, using direct quotes from your interviewee will strengthen your
paper). The paper should conclude with a brief statement about what music
educators should consider in light of the interviewee’s statements. Paper
length will vary for this assignment.
8
MUSC 178—Winter ’15
5) Classroom Observations:
Students will complete two observations in local music classrooms. Students are
expected to dress professionally (e.g., no jeans, sweats, t-shirts) and arrive at least ten
minutes in advance of class. They should check in at the school’s main office
(prepared to show photo identification) and be sure to introduce themselves to the
teacher they will be observing and thank her/him for allowing them to observe.
Students will complete one written reflection (2-3 pages) after each observation.
Specific criteria for what to observe and reflect on will be discussed in advance. See
rubric on EMU-Online for grading criteria.
1) Observation Reflection #1- Due Monday, February 9
2) Observation Reflection #2- Due: Monday, April 6
**If you are on track to student teach during or before Winter 2018, you may also
count these observations toward your pre-student teaching field experience clock
hours, documented on the Field Experience in Music Education (FEME) logsheet.
More details will be discussed in class.
6) Capstone Project: Critical Reflection & Internal Inquiry
This is a written assignment (5-7 pages) exploring your experience in this course and
the ways in which it has been shaped by your past experiences, personal reactions,
and feelings. Guiding questions are as follows: How did your past experiences
affect the way you approached this course? How will past experiences and those
from this class impact your future experiences in music and/or music education?
What did you learn about yourself this semester that surprised you? What did you
learn about music teaching and/or learning that surprised you? How have your
beliefs about what it means to be a music teacher changed and why? What areas of
personal growth do you feel are necessary for your development toward becoming a
music educator? This is due on Wednesday, April 22 at 5:30pm.
Grading Policy:
Participation
Personal Narratives
Observation Reflections
Musicianship Peer-Teaching
Capstone Project
Grading Scale:
93-100% = A
90-92% = A87-89% = B+
83-86% = B
80-82% = B77-79% = C+
30%
20% (10% each)
20% (10% each)
10%
20%
73-76% = C
70-72% = C67-69% = D+
63-66% = D
60-62% = D<60% = F
MUSC 178—Winter ’15
9
WEEKLY OVERVIEW, READINGS, AND ASSIGNMENTS:
(All are tentative and subject to change if needed!)
—UNIT 1: EXPLORING TEACHING—
M 1/5
Introductions, Course Overview
W 1/7
“We Teach Who We Are”: Music Teacher Identity
* Reading: “The Courage to Teach” (Palmer, pp. 1-16)
* Prepare and bring “Self-Evaluation as a Music Teacher”
* Prepare to share 2-3 min. about an important teacher in your past.
* Bring your schedule information.
M 1/12
Characteristics of Effective Teachers
* Reading: “A Musician’s Life in Teaching” (Campbell, pp. 1-15)
W 1/14
Teachers as Leaders
* Reading: “Teaching Music: The Leadership Component” (Battisti)
—UNIT 2: EXPLORING MUSICAL DEVELOPMENT—
M 1/19
NO CLASS (MLK Day)
W 1/21
Musical Ability: What is it, Who has it, and Where does it come from?
* Reading: “‘Talent’ Beliefs in Music Education: A Self-Fulfilling
Prophecy?” (Shouldice)
** DUE TODAY: PERSONAL NARRATIVE
M 1/26
Audiation and Music/Language Learning Parallels
* Reading: “All About Audiation and Music Aptitudes" (Gordon)
* DMTI for today: Learn “Long, Long Ago” and bassline BY EAR from CD
(tracks 1-4). Echo patterns for LLA (tracks 6-7, 11-12). Listen to tracks 6 &
11 again but try improvising back DIFFERENT patterns.
W 1/28
Exploring Elementary General Music Education
* In place of a reading, write a brief reflection on your own experience in
music class as an elementary student. What do you remember?
* DMTI: Review “Long, Long Ago,” bassline, and patterns (tracks 1-4, 6-7,
11-12). Review improvising back DIFFERENT patterns (tracks 6 & 11).
Echo pattern sequences (tracks 9-10, 14-15). Try echoing patterns on
tracks 6 & 11 but also adding solfege/syllables to them.
MUSC 178—Winter ’15
10
M 2/2
Ethnomusicology & Observation Skills
* Reading: “Ethnomusicology and Musical Collecting Techniques”
(Largey) AND “Music Teachers in Action” (Campbell, pp. 282-293)
* DMTI: Learn “Joshua” and bassline BY EAR from CD (tracks 49-51).
Echo patterns for Joshua (tracks 57-58). Listen to track 57 again but try
improvising back DIFFERENT patterns.
W 2/4
Exploring Early Childhood Music
* Reading: Introduction to Music Development ("Music Play" pp. 3-11)
* DMTI: Review “Joshua,” bassline, and patterns (tracks 49-51, 57-58).
Review improvising back DIFFERENT patterns (track 57). Echo pattern
sequences (tracks 59-60). Try echoing patterns on track 57 but also adding
solfege to them.
—UNIT 3: THE “WHAT” OF MUSIC EDUCATION: EXPLORING CONTENT—
M 2/9
National Standards for Music Education—1994 and 2014
* Reading: “The Content of Music Classes” (Hoffer, pp. 113-128)
* Browse/skim: http://www.nationalartsstandards.org
** DUE TODAY: OBSERVATION REFLECTION #1
W 2/11
Teaching Basic Musicianship: Rote Songs, Basslines, Pattern Instruction
* Reading: “Audiation for Beginning Instrumentalists: Listen, Speak, Read,
Write” (Liperote)
* DMTI: Learn “Mary Ann” and bassline BY EAR from CD (tracks 25-27).
Echo patterns for Mary Ann (tracks 29-36). Listen to these tracks again
but try improvising DIFFERENT patterns (tracks 29-36).
M 2/16
MUSICIANSHIP PEER-TEACHING
* For today: Prepare to teach a tune, bassline, and pattern instruction
using the procedures discussed in class.
W 2/18
Music Literacy
* Reading: “Helping Students Develop Musical Literacy” (Shouldice)
M 2/23
W 2/25
NO CLASS—WINTER BREAK
NO CLASS—WINTER BREAK
M 3/2
Creativity & Critical Thinking in the Music Classroom
* Reading: “Revised Bloom’s Taxonomy Action Verbs”
* DMTI: Review “Mary Ann,” bassline, and patterns (tracks 25-27, 29-36).
Review improvising DIFFERENT patterns (tracks 29-36). Listen to
improvising phrases (track 37), and try improvising your own (track 38).
MUSC 178—Winter ’15
11
W 3/4
Improvisation and Composition
* Reading: “An Aural Approach to Improvisation” (Azzara)
* Option: Watch Azzara’s TEDxTalk on Improvisation
(http://tedxtalks.ted.com/video/TEDxRochester-ChristopherAzzar;search:azzara)
* DMTI: -Review "Mary Ann” and bassline (tracks 25-28). Listen to
improvised rhythms on bassline (track 39), and try improvising your own
rhythms on bassline (track 48). Review chord tone parts (see p. 26), and
try each with track 48. Try adding rhythms to each part. Listen to
improvising tonal patterns on macrobeats (track 40), and try it yourself
(track 48). Listen to improvising tonal AND rhythm patterns (track 41),
and try it yourself (track 48). Listen to decorated/embellished
improvisation (track 42), and try it yourself (track 48)
M 3/9
Beyond the Norm: Nontraditional Repertoire and Learning Activities
* Reading: “Popular Music in School: Remixing the Issues” (Woody)
W 3/11
The Culture of Competition
* Reading: “Lindy’s Story: One Student’s Experience in Middle School
Band” (Scheib)
—UNIT 4: THE “WHO” OF MUSIC EDUCATION: REACHING ALL LEARNERS—
M 3/16
Social Justice and Music Education
* Reading: “Social Justice and Music Education” (Allsup & Shieh)
** DUE TODAY: AN “OTHER’S” NARRATIVE
W 3/18
Students with Exceptionalities
* Reading: Hammel & Hourigan, pp. 3-5 & 159-162 AND “Inclusion
Strategies that Work” (Hammel)
M 3/23
Religion & Music Education
* Reading: “Rethinking Religion in Music Education” (Hoffman)
W 3/25
Race & Music Education
* Reading: “Missing Faces from the Orchestra: An Issue of Social Justice?”
(DeLorenzo) OR “The Skin We Sing: Culturally Responsive Choral Music”
(Shaw)
M 3/30
Gender & Music Education
* Reading: "Why Does Gender Matter? Counteracting Stereotypes With
Young Children” (Aina & Cameron)
MUSC 178—Winter ’15
W 4/1
Sexual Orientation & Music Education
* Reading: “Sexual Orientation and Music Education: Continuing a
Tradition” (Bergonzi)
M 4/6
Bullying & Music Education—Jared Rawlings, guest speaker
* Reading: “Recognizing Bullying Behavior” (Rawlings) OR “A Safe
Education for All: Recognizing and Stemming Harassment in Music
Classes and Ensembles” (Carter)
** DUE TODAY: OBSERVATION REFLECTION #2
12
—UNIT 5: THE “WHY” OF MUSIC EDUCATION: EXPLORING PHILOSOPHY—
W 4/8
Exploring the Purpose and Value of Music Education
* In place of a reading, write a brief reflection on the value of music. Why
is music valuable to human beings? What purpose(s) does music serve in
our lives?
M 4/13
A Journey through Time: A Brief History of Music Education and
Overview of Existing Music Education Philosophies
* Reading: “Considering the ‘Movers and Shakers’” (Erwin et al., pp. 179186)
W 4/15
Teacher Beliefs/Developing a Personal Philosophy of Music Education
* Reading: “Developing a Personal Philosophy of Music Education”
(Erwin et al., pp. 173-179, 186-191)
M 4/20
Course Wrap-Up!
W 4/22
Capstone Project due at 5:30pm via EMU-Online.
OTHER POLICIES AND INFORMATION:
Professional Expectations:
I expect that students view themselves as professionals and act as such. Attending class
regularly and arriving on time will not only maximize learning but will also begin
building your professional disposition. Two absences are permitted during the
semester; more than two will result in the lowering of your final grade by 2% for each
absence over two. There is no difference between excused or unexcused absences, so
save your absences for when you need them (illness, family emergency, etc.).
Additionally, two tardies will count as one absence.
Late Assignments:
All written assignments should be turned in before the start of class on the day they are
due. If you do not turn in an assignment by the beginning of class on the day it is due, it
is considered late, even if you are absent from class that day. The assignment may be
MUSC 178—Winter ’15
13
turned in late, but the grade will automatically be lowered by 10%. Assignments will not
be accepted more than one week late.
Weather/Instructor Absence:
If class is canceled due to bad weather or instructor absence, students are still
responsible for all the readings and assignments listed on the syllabus. The EMU
weather policy may be found here:
http://www.emich.edu/univcomm/weatherpolicy.php
Students with Disabilities:
Appropriate accommodations will be made for students with documented disabilities.
Please arrange a meeting with me as soon as possible and provide proper
documentation (Disability Resource Center: 240 Student Center, 734-487-2470,
swd_office@emich.edu).
Religious Holidays:
It is university policy to recognize the rights of students to observe religious holidays
without penalty. You will need to provide advance notice of your absence and are
expected to complete any missed assignments.
Writing Assistance:
The University Writing Center (115 Halle Library; 487-0694) offers one-to-one writing
consulting for both undergraduate and graduate students. Students can make
appointments or drop in between the hours of 10 a.m. and 6 p.m. Mondays through
Thursdays and from 11 a.m. to 4 p.m. on Fridays. The UWC also has several satellite
locations across campus (in Owen, Marshall, Pray-Harrold, Sill, and Mark Jefferson),
and the Academic Projects Center (116 Halle Library) also offers one-to-one writing
consulting for students. See the UWC website for more information
(http://www.emich.edu/uwc). Students seeking writing support should bring a draft
of what they are working on and their assignment sheet.
Academic Dishonesty:
Academic dishonesty, including all forms of cheating and/or plagiarism, is not tolerated
and will result in appropriate consequences. Please check the Student Conduct Code for
what constitutes academic dishonesty.
Student Conduct:
Students are expected to abide by the Student Conduct Code and assist in creating an
environment that is conducive to learning and protects the rights of all members of the
University community.
FERPA:
The Family Educational Rights and Privacy Act (FERPA) is a federal law designed to
protect the privacy of student education records and is enforced by the U.S. Department
of Education. In essence, the act states that 1) students must be permitted to inspect
their own “education records” and 2) “school officials” may not disclose personally
identifiable information about a student without written permission from the student.
For further information on FERPA, contact the Ombudsman.
Information on these and other EMU policies are available in the EMU Student Handbook
posted on the Ombuds website (www.emich.edu/studenthandbook/)