MUE 236: Music-Literature Integration for Early Childhood
Spring 2016: University of South Alabama
Tuesdays, 3:30 p.m. – 6:00 p.m. and January 30, 9:00 – Noon
Instructor: Dr. Jeannette Fresne
Email: jfresne@southalabama.edu
Office Hours
Tuesday and Wednesday, 12:30 – 3:30
Phone: 251.460.6697
Office: LPAC 1121
Additional hours
by appointment
COURSE DESCRIPTION
This course examines the use of music and literature integration in the early childhood
classroom – establishing an active-learning environment, identifying elements of music
in children’s literature, engaging students in the storytelling process, and preparing
music-literature instruction.
 Three-credit course
 Meets in the Laidlaw Performing Arts Center
 Prerequisites: None
COURSE GOALS
 Examine elements of music used in children’s literature
 Examine the use of integration – music and English language arts – to facilitate
learning
 Using developmentally appropriate practices for early childhood, experience the
process of creating music-literature connections for the early childhood classroom
COURSE OBJECTIVES
 Demonstrate a working knowledge of music-literature integration in early
childhood education
 Demonstrate an understanding of the National Music Education Pre-K Standards
and the Alabama Course of Study and how they relate to music and literature from
early childhood through Kindergarten
 Play various classroom instruments, including pitched/unpitched percussion
 Compose developmentally appropriate activity plans that demonstrate musicliterature integration strategies that address child development (cognitive, physical,
social, emotional) issues
 Compare/contrast literature objectives with the objectives of music
 Identify logistical elements necessary in planning physical activities (facilities,
safety issues, equipment, space and sound issues, etc.) and differentiate according
to specific populations, e.g. toddlers, 4-year-olds, ESL, special needs students, etc.
IMPORTANT DATES
 Holidays: January 18; February 9; March 14 – 18
 Last Day of Classes: April 28
 Final exam: May 5, 3:30 to 5:30
TEXTS AND SUPPLIES
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Greata, J. An Introduction to Music in Early Childhood Education, Cengage Pub.,
2005.
Machado, J. Early Childhood Experiences in Language Arts: Early Literacy. 9h.
ed. Wadsworth Pub., 2009. Chapters 8-10, 17.
Additional books on reserve in the University Library.
Jaguar email account.
Reynolds, A., Bolton, B., Taggart, C., Gordon, E., Valerio, W. Music Play: The
Early Childhood Music Curriculum Guide for Parents Teachers & Caregivers,
GIA Pub., 1998.
ATTENDANCE POLICY
Most classes will require your active participation and discussion. Regular attendance is
vital to the success in this course. Due to the limited number of class meetings and the
length of each class, one absence is allowed. Two unexcused absences will result in a
lowering of the final grade by one letter grade. Three unexcused absences will result in
overall course failure. In the event of an excused absence, the student is solely
responsible for everything covered in class including, but not limited to, new material
presented, deadlines, review sessions, assignment criteria, quizzes and activities. Students
will be considered absent at 30 minutes after the start of class. Three tardies = one
absence.
TOPICAL OUTLINE
WEEK ONE: The Influence of Music on Child Development
WEEK TWO: The Influence of Music Related to Literacy
WEEK THREE: The Elements of Music
WEEK FOUR: “I’m only 4.” Age-appropriate musicking and reading.
WEEK FIVE: Gathering Clouds, part I (or Reading with Movement and Instruments)
WEEK SIX: Gathering Clouds, part II (or Space Issues and Classroom Management in
the Active-Learning Classroom)
WEEK SEVEN: Music, Reading, and Technology
WEEK EIGHT: Developing a Library with a Repertoire of Songs and Rhymes
WEEK NINE: Music, the Alphabet, and Spelling
WEEK TEN: Rhythmic Reading and Rhyming
WEEK ELEVEN: Identifying and Assessing Content Retention
WEEK TWELVE: Developing Listening Skills
WEEK THIRTEEN: Achieving Literacy through Music and Music through Literacy
WEEK FOURTEEN: Exploring Sound and Storytelling
GRADING POLICY
Assignments are designed to help students reach the goals of the course. Early
submission is encouraged. Late work will be penalized by a deduction of ten points each
day, including weekends. Since all classes due not progress at the same rate, the
following requirements and dates are to be referred to as guidelines. Dates are either due
dates or “must be completed by” dates.
Grading Scale:
90.0 – 100.0
80.0 – 89.9
70.0 – 79.9
A
B
C
60.0 – 69.9 D
Below 59.9 F
There is no final exam for this course. The Compilation of Activities serves as the final project.
CHANGES IN COURSE REQUIREMENTS
Since all classes do not progress at the same rate, the above requirements or their timing
may be modified as circumstances dictate. For example, the instructor may wish to
change the number and frequency of exams, or the number/sequence of assignments.
However, the students must be given adequate notification. Moreover, there may be nontypical classes for which these requirements are not strictly applicable in each instance
and may need modification. If such modification is needed, it must be in writing and
conform to the spirit of this policy statement.
STUDENTS WITH DISABILITIES
In accordance with the Americans with Disabilities Act, students with bona fide
disabilities will be afforded reasonable accommodation. The Office of Student Disability
Services will certify a disability and advise faculty members of reasonable
accommodations. If you have a specific disability that qualifies you for academic
accommodations, please notify the instructor/professor and provide certification from the
Office of Student Disability Services located at 320 Alumni Circle, Educational Services
Building, Suite 19. The phone number is 251.460.7212.
WRITING
If you need assistance with writing skills, please consult the writing center in Alpha Hall
East 207, by phone at 251.460.6480, or at their website.
COUNSELING AND TESTING SERVICES
Counseling and Testing Services provides a variety of free and confidential services for
students. I recommend that all students look into taking the MBTI and Strong’s Inventory
for intrapersonal skill development. For further information regarding these resources go
to www.southalabama.edu/counseling or call the office at 251.460.7051.
PARTICIPATION
Participation assignments allow the student to experience an activity as demonstrated by
the instructor. Leading a song requires a three-step process. Singing a storybook requires
the student to not only use the three-step process experienced when leading a song but
also demonstrate the knowledge of choosing the appropriate literature for this activity.
Objectives
 demonstrate basic skills in singing with children
 demonstrate the ability to choose developmentally appropriate literature to sing
MUSIC-LITERATURE INTEGRATION
The music-literature integration assignments develop the skills in creating engaging
activities for students while reading.
Objectives
 demonstrate use of the Kindergarten level of the Alabama Course of Study for
music and English language arts
 create multiple integrated activities that address child developmental issues
STORYBOOK PRESENTATION
The storybook presentation includes a book with sequencing, a recurring declaration, or
repeated poetry. Activities will be prepared for a variety of objectives utilizing various
methodological approaches to teach specific elements.
Objectives
 create an activity addressing the developmentally appropriate practices for an
early childhood music-literature integrated lesson
 identify logistical elements necessary for movement and playing instruments
COMPILATION OF ACTIVITY PLANS
Each activity should include the following: (1) one music objective at the Kindergarten or
1st grade level; (2) one English language arts objective at the Kindergarten or 1st grade
level; (3) list of materials needed to teach the activity, including space requirements; (4)
step-by-step sequence of activity; and (5) assessment tool to evaluate content mastery.
Follow the format presented in the handout in class as it includes all items listed above.
This project is to be a compilation of teaching materials developed this semester. You
may include additional items but the following are required.
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Cover
Table of Contents
Activity Plans, final draft only
ALCOS Music for Kindergarten and First Grade
ALCOS English – Language Arts for Kindergarten and First Grade
This final project is due at the Final Exam time determined by USA. There is no Final
Exam for this course.
ACADEMIC DISRUPTIONS POLICY
“The University of South Alabama respects the right of instructors to teach and students
to learn. Maintenance of these rights requires an academic environment that does not
impede their exercise. Disruptive academic behavior is defined as individual or group
conduct that interrupts or interferes with any educational activity or environment,
infringes upon the rights and privileges of others, results in or threatens the destruction of
property, and/or is otherwise prejudicial to the maintenance of order in an academic
environment.
An academic environment is defined as a classroom, laboratory, library, study hall, field
trip or similar setting in which formal learning is taking place. Though dependent upon
the size and nature of the academic setting, disruption refers to behavior a reasonable
person would view as substantially or repeatedly interfering with the conduct of an
activity. Disruptive behavior may range from the mildly annoying (which should be
tolerated as much as possible) to clearly disruptive, dangerous and/or violent behavior
which should never be tolerated.
Common examples of disruptive student behavior include (abbreviated list):
 The use of cell phones or pagers.
 Physical display of anger (such as throwing books or other items).
 Sleeping in class.
 Routinely entering class late or departing early.
 Repeatedly talking in class without being recognized, talking while others
are talking, or dominating class discussion.”
USA’s policy regarding Academic Disruption – only available online – is in The
Lowdown, the student handbook. This is excerpted from The Lowdown.
STUDENT ACADEMIC CONDUCT POLICY
“As a community of students and scholars, the University strives to maintain the highest
standards of academic integrity. All members of the community are expected to exhibit
honesty and competence in academic work. This responsibility can be met only through
earnest and continuing effort on the part of all students and faculty.
Any dishonesty related to academic work or records constitutes academic misconduct
including, but not limited to, activities such as giving or receiving unauthorized aid in
tests and examinations, improperly obtaining a copy of an examination, plagiarism,
misrepresentation of information, altering transcripts or university records. Academic
misconduct is incompatible with the standards of the academic community.
Such acts are viewed as moral and intellectual offenses and are subject to investigation
and disciplinary action through appropriate University procedures. Penalties may range
from the loss of credit for a particular assignment to dismissal from the University.
Degree revocation may be warranted in cases involving academic misconduct by former
students while they were students at USA. Note that dismissal from any University of
South Alabama college or school for reasons of academic misconduct will also result in
permanent dismissal from the University.
Students are expected to be cordial, courteous, and respectful of faculty members and
fellow students.”
Academic Misconduct will result in an F for the course.