Dr. Daniel Burwasser
Room 635 HN
Email: dbur@nyc.rr.com
Department Office: Room 416N
Department Phone: (212) 772-5020
MUS ED 677- Methods of Teaching Instrumental Music
PRE-REQUISITE: Permission of the Graduate Advisor
COURSE OBJECTIVES: To prepare prospective K-12 instrumental music teachers by developing basic
skills in:
1. Communication
2. Classroom management
3. Teaching piano/theory classes
4. Lesson planning/rehearsal techniques
5. Selection of repertoire, method books and other materials
6. Basic instrument maintenance
7. Musical arranging
8. Advocacy
REQUIRED TEXTS:
 Teaching Band and Orchestra: Methods and Material: Lynn G. Cooper, GIA Publications, Inc.,
2004.
 The School Music Program: A New Vision: Music Educators National Conference, 1994.
 Any TWO current band or string methods books from the attached list. You may choose any
instrument part books.
RECOMMENDED MATERIALS:
 NYSSMA Manual Edition 29 (XXIX): The NYSSMA Manual is a 600+ page reference book
copyrighted by the New York State School Music Association (NYSSMA). It is updated every
three years. Edition XXIX (effective July 2009) is the current edition and will be in effect through
the 2012 Spring Festival season. The Manual contains an extensive list of instrumental and vocal
music for solo and ensemble performance. Every section is broken down into six levels of
difficulty.
Ordering information: http://nyssma.org/committees.cfm?subpage=1
 Reference book containing instrument fingerings, ranges and transpositions
Some examples are: FJH Classic Music Dictionary: McClean, FJH Music Co.
Handy Manual Fingering Charts: Hendrickson, Carl Fischer
Complete Instrument Reference Guide: Williams/King, Kjos
ADDITIONAL RECOMMENDED MATERIALS: conductor’s baton, mouthpieces for clarinet, trumpet,
alto saxophone
CURRENT BAND METHODS BOOKS (Choose any two)
1. Accent on Achievement, Book 1: O’Reilly and Williams: Alfred.
2. Band Expressions, Book 1: Smith, Smith, Story, Markham: Alfred.
3. Belwin 21st Century Band Method, Book 1: Bullock and Maiello: Alfred.
4. Best in Class, Book 1: Bruce Pearson: Kjos.
5. Ed Sueta Band Method, Book 1: Ed Sueta: Ed Sueta Music Pub.
6. Essential Elements 2000, Book 1: Lautzenheiser, Higgins, et al: Hal Leonard.
7. Standard of Excellence, Book 1: Bruce Pearson, Kjos.
8. Yamaha Band Student, Book 1: Feldstein and O’Reilly, Alfred.
CURRENT STRING METHODS BOOKS
1. Strictly Strings, Book 1, Dillon, Kjelland, and O’Reilly: Alfred.
2. Suzuki School Volume 1. Shinichi Suzuki: Warner Bros.
3. Belwin Course for Strings. String Builder Volume 1. Applebaum: Alfred.
4. Essential Elements for Strings Book 1. Allen, Gillespie, and Hayes: Hal Leonard.
5. Muller-Rusch String Method Book 1. Muller and Rusch: Kjos.
6. Wohlfahrt Foundation Studies Book 1. Wohlfahrt: Carl Fischer.
7. All For Strings Book 1. Anderson and Frost: Kjos.
COURSE PLAN

WEEK 1 Introduction to methods class: Group work, Instrumental music as part of the school
curriculum, discussion of guidelines for fieldwork experience and explanation of placement process,
overview of the syllabus, distribution of forms and questionnaire. Introduction to National Standards in
music.
Class Handouts: New York State Standards, MENC brochure: Why teach? , fieldwork
forms (3 pgs), questionnaire
Read: The School Music Program: A New Vision Pages 1-26 for next class.
Read: Cooper, Handling Business Issues, pp. 288-297. Optional, pp. 63-75 for next class.

WEEK 2 Discussion of National, State and Local music standards based on the reading for today.
Discussion of requirements for the portfolio project. Building an instrumental program, vendors and
instrument purchasing. Discuss band versus orchestra. Follow-up on fieldwork assignments.
Class Handouts: Portfolio guidelines and rubrics (2 pgs), sample musical equipment lists,
beginning band proposal
Assignment No. 1 due for next week (budget plan). Bring two methods books for next class.
Read: Cooper, Motivation and Discipline, pp. 157-163.

WEEK 3 Budget plans due. Group work: first day scenarios. Discuss and reinforce portfolio
requirements. Discussion of classroom management, hypothetical situations, rehearsal techniques,
lesson planning, using methods books.
Class Handouts: Questioning techniques, hypothetical situations, lesson plan models
Article: “The Four Cs of Classroom Management” (optional)
Article: “Why Classroom Management is So Critical for Bands” (optional)
Read: Cooper, Lessons and Planning, pp. Cooper, pp. 41-55 and Rehearsals, pp. 117-129.
Assignment No. 2 due for next week (Methods book critique).

WEEK 4 Methods book review due. Discussion and demo on instrument care and maintenance, basic
repairs, toolkit essentials (handout). Share-out of fieldwork observations. Continued discussion on
rehearsal techniques/score study/lesson planning. Group work: methods book lesson planning.
Class Handouts: Basic instrument repair essentials list, score excerpts, score analysis handout

WEEK 5 Discuss NYSSMA manual. Guest speaker TBA.
Class Handouts: NYSSMA adjudication forms
Read: Cooper, Selecting Literature, pp. 87- 99, Programs and Ushers, pp. 143-154, Music
Library, 99-110 (optional reading).

WEEK 6 Discussion on designing an appropriate concert program for various levels of competence
using NYSSMA Manual and various other sheet music vendors such as jwpepper.com and
musictime.com. Discussion of appropriate repertoire. Distribute examples of concert programs.
Class Handouts: Model concert programs
Assignment No. 3 due next week (Concert Programs). Bring instrument reference books to
class next week if you have them.
Reread: Cooper, Jazz Ensemble, pp.70-73.

WEEK 7 Concert program due. Discussion on strategies for teaching music theory using
recommended textbook Alfred’s Essential of Music Theory (grades 5-12) among others. Group work
on given theory topic. Share–out of group work. Share-out of fieldwork observations. Discussion of
Jazz Ensemble repertoire.
Class Handouts: pages from Alfred’s Theory text, jazz ensemble score excerpts, score
analysis handout. REMINDER: Fieldwork hours should be completed by next week!
Read: Cooper, Instrumentation, pp. 15-16.

WEEK 8 Fieldwork is now completed. Discussion on basic arranging for band. Instrument
substitution. Sample scores will be given out to be examined and discussed. Share-out of fieldwork
observations.
Class Handouts: sample score excerpts
Read: “Promoting the Profession” and “Preparing Music students for the Demands of
College” for next class
WEEK 9 Discussion on advocacy for music education and training students for music or teaching
careers. Resources for music teachers: All-City groups, MENC, NYSSMA, MEANYC. Guest
speaker, TBA.
Class Handouts: Resource website information, refresh, Cooper, pp. 117-127. MENC
Article: “Twelve Ideas for Professional Excellence”
MIDTERM: Journals and Reflections Assignment No. 4 due next week.

WEEK 10 Midterm projects due today. Guest speaker on techniques and strategies for teaching
strings, Guest speaker TBA. Discussion on techniques and strategies for teaching piano classes. Group
work: planning piano lesson units of study. Further discussion on rehearsal techniques and lesson
planning. String score analysis, group work.
Class Handouts: string scores, score analysis handout, piano book materials, MENC
Article: “Student-Centered Instruction: Involving Students in their Own Education”.
Read: Cooper, Student Helpers, pp. 233-235 and Performances and Programming, pp. 135143.

WEEK 11 Discuss article. Discussion on student concert attendance requirements and student critical
review and reflection writing. Concert logistics and protocol. Hypothetical and “real” situations.
Class Handouts: , Read: Cooper:
Assessment and Grades, pp. 157-167, Student Assessment, pp. 55-57.

WEEK 12 Discuss article. Discussion of assessment and grading policies (sample class contracts),
(NYSSMA) rubrics, sample written tests and rubrics given out in class. Midterms will be returned.
Class Handouts: sample class contracts, test rubrics, sample tests

WEEK 13 Continuation of discussion on assessment and grading policies. Create your own grading
rubrics
Class Handouts: MENC Article: “Doing Great Things”
Assignment No. 5 Presentations/lessons due next week. Bring instruments for next class.
Assignment No. 6 PORTFOLIO PROJECTS DUE NEXT WEEK.

WEEK 14 Portfolio projects due today. Presentations/lessons.
Class Handouts: MENC Article: “Powerful Performances”

WEEK 15 Last Class. Presentations/lessons continued. Review of course content.
PROJECTS/ASSIGNMENTS
1. Budget plan: You are given $5,000.00 from your school administration to spend on musical instruments
and supplies for about 25 music students. What will you buy with it? Make a list showing vendor name and
brands. Include actual prices and quantities of each instrument you will purchase.
2. Write a review (overview and critique) comparing/ contrasting two current band method books from the
list on syllabus. A minimum of two pages should be a sufficient length.
3. Design a brief concert program ("holiday" if you choose) of about 15 minutes long for beginning band.
You can search on jwpepper.com and/or Musictime.com for appropriate selections. Be sure to include a
breakdown of the timing, level, and performing forces (band, orchestra, string ensemble, etc.) for each
selection you choose for your program.
4. MIDTERM PROJECT: Journals and Reflections. See handout for guidelines.
5. PRESENTATION/LESSON
You may choose one of the following:
a. Teach an instrumental lesson to the class, who will serve as the lab ensemble. Students may
bring in music or use the pieces provided. A written lesson plan should be discussed with me at least one
week prior to teaching. The lesson should last 10-15 minutes and have one or two clear objectives, a warmup, and clear procedures.
b. In lieu of teaching a lesson students may present on a topic of their choice in instrumental music
education. Topics must be approved in advance. Sample topics include an overview of music vendors in
NYC, a literature review on a research topic in music education, or a comparison of music standards in
different states. Presentations should also be roughly 10-15 minutes in length.
6. PORTFOLIO PROJECT.
COURSE ASSESSMENT
Grading Policy Percentages
Budget plan: 5
Methods book critique: 10
Concert Program: 5
(Midterm) Journal and Reflections: 15
Portfolio: 30
Presentation/Lesson: 20
Attendance and participation: 15
Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and
falsification of records and official documents) as serious offenses against the values of intellectual honesty. The college is committed
to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College
Academic Integrity Procedures.
All students are expected to be present for the final examination a scheduled by the Office of the Registrar. No exceptions.
In the Music Department, the grade of incomplete is granted only in cases of serious, documented emergencies, and then only when
permission has been obtained in writing from the Department Chair, no later than one week before the final class meeting.
Students who wish to withdraw from a class with a grade of W may do so by submitting a withdrawal form with the required
signatures to Oasis by the announced deadline (around the 8th week of class). Withdrawal after the deadline is allowed only in cases
of serious emergency and must be approved by Student Services. Students who stop attending a class without withdrawing officially
receive grades of WU, which count the same as F. The Music Department does not support requests to have grades of WU changed
retroactively to W.
Reminder regarding grades in courses for the music major: (1) All music courses require a minimum grade of C in all prerequisite
courses and (2) a course may not be taken more than twice without departmental permission, which is granted only in exceptional
circumstances (similar to those that justify the IN).