MUSIC CURRICULUM COURSE REVIEW
1.
Course Titles/Numbers: 06-126 Woodwinds
2.
Number of Credits: one credit
3.
Curriculum Program Title:
Music Education
4.
Curriculum/Course is:
( ) Required
5.
List Prerequisites: None
6.
List Courses Being Replaced: None
7.
List Courses Being Deleted: None
8.
Needs Statement (Give brief statement explaining the need for the new course or for
combining courses. Does this course adjustment alter the nature of the curriculum
program or the degree to be awarded?)
( ) New
( XX ) Revised
( ) Elective
The following course name and description clarification is proposed for 06-126 Woodwinds:
Existing Course Name & Catalog
Description
06-126 Woodwinds Clarinet, saxophone, flute.
Beginning class instruction in accepted
methods of tone production, embouchure
building, fingerings, techniques, and attention
to problems confronting the beginning
woodwind player. Oboe, bassoon. Beginning
class instruction in breath control, embouchure
formation, and intonation problems, making
and adjusting double reeds. Credit, one hour.
Lab Fee.
Proposed Course Name & Description
Clarification
06-126 Woodwind Techniques & Methods
Intended for music education majors, this
course is designed to impart basic woodwind
instrument performance and pedagogical
techniques and skills required for students
intending to teach instrumental music at the
elementary, middle, and high school levels.
Credit, one hour. Lab fee. Open only to music
education majors.
Rationale:
This course addresses instrumental techniques and teaching methods that have been part of the
music education curriculum for many years. However, the course name and description are
vague and needlessly complicated and confusing. The name and description clarifications are
intended to reflect more accurately actual course content, and avoid confusion with existing
applied brass, woodwind, string, and percussion courses, which are private lessons.
9.
Catalogue Description of the Course:
See old and new course names/descriptions above.
10.
List Objectives of the Course:



Students will learn basic performance techniques on the instruments indicated in the
course title, improving their problem-solving skills and competency as professional
music educators.
Students will learn pedagogical techniques on the instruments identified in the course
title, improving their problem-solving skills and competency as professional music
educators.
Students will learn how to apply these techniques in elementary, middle, and high school
instrumental teaching environments, improving their problem-solving skills and
competency as professional music educators.
11. Course Outline (Attach Typical Course Outline)
See attached sample syllabus.
12. Show how the proposed course fits into the curriculum or course sequence. Attach
course descriptions and list course numbers.
This revised course name and description does not change the existing curriculum or course
sequencing in any way.
13. Are there comparable courses in other departments? If so, list all comparable courses
here. (Attach course descriptions for all comparable courses.)
No
14. How will students be affected by this course change? Will this course improve
students’ professional competence, employability, and ability to pass professional
examinations? Does this course increase the number of credit hours required for
graduation? Do the course prerequisites increase the total number of semester hours
in this curriculum program?
Students will not be impacted by this course name and description revision in any way, but
registration confusion with existing applied instrumental courses will be eliminated. This
revision also does not change total credit hours in the curriculum, or credit hours required for
graduation.
15. What effect will this new course have on University resources?
require new or additional resources and/or staffing?
None
Will this course
16. How will this new course benefit the University?
This is not a new course.
17. How will the change affect the program?
The name and description revision for this course more accurately reflect its
content and purpose, thus eliminating existing confusion for students, advisers, and outside
accrediting agencies, especially with other similarly named applied music courses.
Submitted by:____Dr. John Graulty_________
Date: __3/14/2008____
Approved by the Faculty of Department (Date) _______3/13/2008_____________
The curriculum committees of the Music Department and the College of Arts, Humanities, and
Social Sciences have endorsed these clarifications, as has the Council for Professional
Education (CPE).
SAMPLE SYLLABUS
DELAWARE STATE UNIVERSITY
MUSIC DEPARTMENT
I.
COURSE TERM:
COURSE TITLE:
COURSE NUMBER:
COURSE SCHEDULE:
COURSE LOCATION:
INSTRUCTOR:
E-MAIL ADDRESS:
OFFICE:
OFFICE HOURS:
REQUIRED TEXT:
II.
COURSE DESCRIPTION
2008 Fall Semester
Woodwind Techniques & Methods
06-126-00
TR 1:30-2:20 p.m.
EH 149
Dr. LaPointe M. Davis
ladavis@desu.edu; lapointedavis@comcast.net
EH Building 297
As indicated on office door
Westphal, F.W. (1990) A guide to teaching
woodwinds (5th ed.), Wm. C. Brown: Iowa
Intended for music education majors, this course is designed to impart basic woodwind
instrument performance and pedagogical techniques and skills required for students
intending to teach instrumental music at the elementary, middle, and high school levels.
Students are engaged in identifying basic performance problems and their solutions.
Additionally, peer teaching experiences are provided so that students can have
opportunities to develop knowledge and skill in teaching woodwind instruments to their
classmates.
Credit, one hour. Lab fee. Open only to music education majors.
III.
RATIONALE/JUSTIFICATION
This course is important to the development of music education majors as they prepare to
teach prepare to instrumental music in the public and private schools. Instrumental music
teachers are expected to model instruction on beginning woodwind instruments and
should have adequate teaching knowledge of these instruments. During the progression
of this class, students are to develop their critical thinking and listening skills for their
continued improvement and self- evaluation. At various times, students will function as
decision makers, planners, evaluators, and reflective thinkers during instrumental
performance and instruction.
IV.
COURSE PERFORMANCE OBJECTIVE/OUTCOMES
Conceptual Framework Components (PEU)
D=Diversity
I=Interpersonal Communications
R=Reflection
E=Effective Teaching and Assessment Strategies
C=Content
T=Technology
Delaware Teaching Standards (DTS)
1 Content
2 Human Development & Learning
3 Diverse Learners
4 Communication
5 Learning Environment
6 Planning
7 Instructional Strategies
8 Assessment
9 Professional Growth
10 Professional Relationships
11 Educational technology
12 Professional Conduct
*National Association of State Directors of Teacher Education Certification
Standard *NASDTEC General Standards For Music (3.5.23)
I
The program shall require demonstrated competence in the knowledge of the
common elements of music-rhythm, melody, harmony, timbre, texture,
dynamics, form, and their interaction-and the ability to analyze music both
aurally and visually in relation to these elements.
II
The program shall require demonstrated competence in conducting, score
reading, and rehearsal techniques.
III
The program shall require demonstrated competence at an advanced level in one
applied musical area to assure accurate and musically expressive performances.
IV
The program shall require demonstrated competence in a variety of large and
small ensembles.
V
The program shall require demonstrated competence in the knowledge of music
history and literature and the relationship of music to the other arts with
emphasis on historical and stylistic perspectives.
VI
The program shall require demonstrated competence in evaluating musical
works and performances.
The Objectives of this Course are to:
1. develop students’ woodwind performance skills (DIRECT – DTS – 1-8, NASDTEC III,
IV)
2. develop student’s knowledge and understanding of the fundamentals of woodwind
performance – tone production, articulation, playing position, etc. (DIRECT, NASDTEC,
III & VI)
3. develop students’ woodwind teaching skills. (DIRECT - DTS 1-8, 12, NASDTEC, II,
III, VI)
4. develop students’ knowledge of appropriate woodwind method books for beginning and
intermediate students (DIRECT – DTS 1-9, NASDTEC VI)
5. develop students’ knowledge of basic woodwind instrument transposition (DIRECT –
DTS 1, 6, 8, DTS III)
V.
TOPICAL OUTLINE
Week I:
Week II-V:
Week VI-IX:
Weeks X-XII:
Weeks XIII-XV:
VI.
The Purpose and Importance of the Course
A Philosophy of Instrumental Music Education
The Flute
Tone Production
Playing Position
Hand and Finger Positions
Articulation
Performance Experiences
Peer Teaching
Common Problems and Solutions
The Clarinet
Tone Production
Playing Position
Hand and Finger Positions
Articulation
Performance Experiences
Peer Teaching
Common Problems and Solutions
The Alto Saxophone
Tone Production
Playing Position
Hand and Finger Positions
Articulation
Performance Experiences
Peer Teaching
Common Problems and Solutions
The Oboe and Bassoon
Tone Production
Playing Position
Hand and Finger Positions
Articulation
Performance Experiences
Peer Teaching
Common Problems and Solutions
INSTRUCTIONAL METHODS/BEST PRACTICES
A.
B.
C.
D.
E.
Lecture
Teacher-Guided
Discovery
Cooperative Learning (group work)
Teacher-Modeling
VII.
LEARNING ACTIVITIES/PROJECTS
A.
B.
C.
D.
Class Lectures
Students’ In-Class Performances
Course Evaluations: Practical and Written Tests, Final Examination
Peer Teaching Experience
VIII. EVALUATION
Grading Scale: The scale indicated below will be used to compute grades for all
assignments, tests, examinations and the final grade.
93-100=A
85-92=B
77-84=C
70-76=D
Below 70=F
Final grades will be calculated in the following manner:
1. Written assignments, written tests, 60% of the average of scores
performance tests, and peer teaching evaluations
2. On Time Class Attendance
20% of the total number of classes
attended on time
3. Final Examination
20% of the score
POLICIES AND PROCEDURES
Course Requirements
All students are required to:
A.
Attend punctually all class meetings. This class will start promptly at the
scheduled hour. The University’s attendance policy indicated below will be
strictly enforced: No student may attend class unless officially registered.
1.
All students are expected to attend punctually every scheduled class
meeting except in the case of serious illness or some other
emergency. Students who arrive after the roll is taken will be marked
absent.
2.
Absence from class for any reason does not excuse the student from
his/her responsibility for completing all assigned work and/or tests.
B.
Purchase a text for the course.
C.
Submit and/or complete all assignments on the dates designated. Late
assignments will not be accepted except in the case of an excused absence.
D.
Take examinations on the date scheduled except in the case of illness or
emergency. Students who do not have an excused absence and are not
present on the designated day of the test or examination will receive a grade
of “F”.
E.
It is the student’s responsibility to inform the instructor in advance (or as
soon as reasonably possible) of any emergency or circumstance preventing
the aforementioned to occur. No consideration will be given to make-up
work if the student’s responsibility has not been fulfilled.
GLOBAL PERSPECTIVE
The examination of the major musical style periods, composers and their compositions
brings a global perspective to the course as many diverse cultures are explored.
BIBLIOGRAPHY/REFERENCES
Pearson, B. (1993) Standard of excellence band method. Neil A. Kjos: California