University of West Georgia
MUSC 6110: History and Philosophy of Music Education
Syllabus
Dr. Dawn Harmon McCord
Fall 2014
CourseDen email preferred
678-839-6266
dmccord@westga.edu
Class Access
This class is a fully online course with 3 synchronous classes scheduled based on
student survey. The class may be accessed at https://westga2.view.usg.edu using
UWG ID and password.
Once in the course, look for the module labeled “Start Here.”
Help with access and CourseDen tools:
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o Call 678-839-6248 or 1855-933-UWGO (8946)
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Course Description
Prerequisite: Graduate standing in Music and MUSC 6083 Research Methods and
Materials or permission of instructor. Philosophical and historical foundations of
music education with concentration on trends, influences, developments,
personalities, and materials in school music teaching in America.
Required Materials and Style Manual
American Psychological Association. (2010). Publication manual of the American
Psychological Association, 6th ed. Washington D. C.: American Psychological
Association.
Mark, M. & Gary, C. (2007). A history of American music education, 3rd ed. Lanham,
MD: Rowman & Littlefield Education.
Technology Requirements
Online students must have required access to technology in order to be successful in
course activities. These prerequisites are listed in the course “Start Here” module.
Bibliography of Sources
[The following sources are not required but rather provide valuable texts that inform
the learning outcomes for this course.]
Benedict, C., Schmidt, P. K., & National Society for the Study of Education. (2012). The
place of music in the 21st century: A global view. New York: Teachers College,
Columbia University.
Bowman, W. D. & Frega, A. L. (2012). The Oxford handbook of philosophy in music
education. New York: Oxford University Press.
Cowell, R. & Richardson, C., eds. (2002). New handbook on teaching and learning. New
York: Oxford University Press.
Elliott, D. J. (1995). Music matters. New York: Oxford University Press.
Elliott, D. J., (Ed.). (2005). Praxial music education: Reflections and dialogues. New
York: Oxford University Press.
Gould, E. & Countryman, J. (2009). Exploring social justice: How music education might
matter. Toronto: Canadian Music Educators’ Association.
Jorgensen, E. R. (2008). The art of teaching music. Bloomington: Indiana University
Press.
Jorgensen, E. R. (1993). Philosopher, teacher, musician: Perspectives on music education.
Chicago, IL: University of Illinois Press.
Jorgensen, E. R. (1997). In search of music education. Chicago: University of Illinois
Press.
Keene, J. A. (1988). A history of music education in the United States. University Press of
New England,
Mark, M. L. (1996). Contemporary music education, 3rd ed. New York: Schirmer Books.
Price, H. E., ed. (1998). Music education research: An anthology from the Journal of
Research in Music Education. Reston, VA: MENC—The National Association
for Music Education.
Regelski, T. A. & Gates, J. T., (Eds.). (2009). Music education for changing times:
Guiding visions for practice.
Reimer, B. (2002). A philosophy of music education: Advancing the Vision, 3rd ed.
Englewood Cliffs, NJ: Prentice Hall.
Reimer, B. (2009). Seeking the significance of music education: Essays and reflections.
New York: Rowen & Littlefield Education.
Scott, G. J. (2010). What’s so important about music education? New York: Routledge.
[ISBN-13: 978-0415800549]
Woodford, P. (2005). Democracy and music education liberalism, ethics, and the politics
of practice. Bloomington: Indiana University Press.
Course Objectives/Learning Outcomes
The student will:
1. Become familiar with historical and pivotal events in music education
2. Explore current philosophical and psychological trends in music education
3. Develop a plan for music advocacy
4. Identify music education curricula
5. Delineate materials and tools of music education including approaches and
assessment criteria
6. Survey research designs used in music education
Unit Objectives and Course Activities
Students will:
1. Read and critique topics associated with music education history and philosophy
2. Critique topics associated with music education history and philosophy by writing
and presenting assigned topics
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3. Successfully complete quizzes on music education history and philosophy
4. Participate in assigned class discussions
5. Attend 3 out of 4 synchronous classes
UWG Common Language Syllabi Information
It is important that you review and understand the statements that are common to all
courses at UWG. These items address the Americans with Disabilities Act, UWG Email
Policy, Credit Hour Policy, and the University of West Georgia Honor Code and
Academic Honesty statements.
These statements may be viewed at:
http://www.westga.edu/assetsDept/vpaa/Common_Language_for_Course_Syllabi.pdf
Software may be used in this course to check for plagiarism and students found to have
not adhered to the Honor Code will have the violation reported as prescribed and receive
a failing grade on the assignment or course.
Evaluation
Students are graded on the quality of work done on summary-critique assignments,
examinations, research project(s), and on their ability to articulate understandings orally
and in writing. The instructor will evaluate the quality of work done on course
assignments, papers, and presentations and class participation. Many assignments use
CourseDen rubrics. Grades are posted in CourseDen.
Late Policy: Work must be completed when due to receive credit. When circumstances
warrant late submission, points will be deducted from the points earned.
Grades will be assigned as based on the following points earned:
91-100
A
61-70
81-90
B
60 or below
71-80
C
D
F
Email and Office Hours
Email from accounts outside of CourseDen will be answered in CourseDen email. It will
be more expeditious to use CourseDen email. Conferences are the appropriate venue for
the discussion of grades. Office Hours are possible through face-to-face or Blackboard
Collaborate. Request appointment through CourseDen.
Calendar
Specific assignment deadlines are posted in an overview posted in each module.
CourseDen Calendar Tool and Checklist are also used for reinforcement of deadlines.
Changes to schedule are usually posted in the CourseDen News and Email.
Fall 2014: Aug. 25-Dec. 12
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MUSC 6110: History and Philosophy of Music Education
Structure
Meets
These
Courselevel
Learning
Outcomes
Number
Topic To Be Covered
During This Period
Module
O
MUSC 6110 overview,
use of D2L tools and
introductions to peers
Orientation
9/1
Unit
I
The goal of this unit 1, 2, 5, 6
is to introduce
general concepts in
education history.
Music events in
times prior to
Western History
through those events
occurring in North
America will be
presented and
discussed. Students
will also select a
philosophy system to
explore. Activities
will include teacher
created presentations,
discussions,
readings, and a quiz.
Education History and
Early Historical
Influences on Music
Education
9/15
Unit
II
1, 4
Identification of Trends
and Curricula in Music
Education
9/29
Unit
III
Identifying current
trends in Music
Education; Read
Marks—Part III;
Participate in
Discussion; Complete
Unit Quiz; Group—list
events in education and
music education, 2005present; “Forms of
Research” Exhibit;
Synchronous Class I
Read Marks—Part IV;
Philosophical systems;
Group—create list of
events in education and
music education, 2005-
2, 5
Philosophy and Music
Education History
10/20
MUSC 6120
Module/Learning Unit
Name
Ending
Date
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MUSC 6110: History and Philosophy of Music Education
Structure
Number
Topic To Be Covered
During This Period
Meets
These
Courselevel
Learning
Outcomes
Module/Learning Unit
Name
Ending
Date
present; Complete Unit
Quiz
Unit
IV
Unit
V
Unit
VI
Read Marks—Part V;
Midterm; Advocacy
Project; Synchronous
Class II
Assignment of
Research Reviews;
Research Reports on
assigned research
reports Synchronous
Class II; Paper Due
Final PresentationsSynchronous Class III
& IV Student
Presentation
3, 5
Music Education History
in the 20th Century
11/10
6
Research Designs in
Music Education
12/1
1, 5
Music Education History
and Today’s Classroom
12/12
Disclaimer
Instruction contained in this syllabus was, to the knowledge of the instructor, considered
correct and complete when distributed for use; however, this syllabus should not be
considered a contract between University of West Georgia and the student. The instructor
reserves the right to make changes in course content or instructional techniques without
notice or obligation.
MUSC 6120
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