MUE 444: ELEMENTARY/GENERAL MUSIC METHODS
University of South Alabama
Fall 2015: Fridays 1:25 – 3:55
Instructor: Dr. Jeannette Fresne
Email: jfresne@southalabama.edu
Office Hours
Mondays, 10:00 – 3:30
Fridays, 10:00 – 12:00
Phone: 251.460.6697
Office: LPAC 1121
Additional office hours
available by appointment
MUE 444-101 is designed to help the elementary general music student teacher acquire
and develop the purpose, resources, and proficiencies necessary to excel as the
professional music specialist in the elementary school. Toward this end, the course will
focus on the development of the musicianship of the student teacher, the experiences
essential to the effective creation and implementation of music lessons, and the infinite
possibilities for the use of music throughout the learning process. Course format: Webenhanced.
CATALOG DESCRIPTION
This course is designed to equip the students with resources and experiences to facilitate
entry as a specialist in the elementary music classroom. Music program, methods, music
literature and teaching aide for elementary school students. Prerequisites: Music major. 3
credit hours.
COURSE GOALS AND OBJECTIVES
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Knowledge of major concepts, assumptions, current issues, and processes of inquiry in
education and in subject matter content areas that they teach
Ability to provide accommodations, modifications, and/or adaptations to general
curriculum
Demonstrate a knowledge of helping students become self-motivated and helping
individuals work productively and cooperatively with others
Ability to create interdisciplinary learning experiences that allow students to integrate
knowledge, skills, and methods of inquiry from several subject areas
Knowledge of effective teaching and communicating in a diverse school and classroom
(multiculturalism)
Ability to access resources to gain information about state, district and school policies and
procedures
Ability to appropriately structure activities that reflect scope and sequence of content area
Ability to use students’ prior knowledge and experiences to introduce new subject-area
related concepts and ideas
Demonstrate a knowledge of advantages and limitations associated with various
instructional strategies
Demonstrate a knowledge of how and when to adjust plans based on student responses
and other contingencies
Knowledge of scope and sequence required in an elementary general music program
Demonstrate knowledge of the Alabama Course of Study applicable to the music and how
to relate music to other teaching fields
Knowledge of how to determine objectives based on the Alabama Course of Study and the
needs and abilities of the students
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Knowledge of developmentally appropriate teaching practices
Design music lessons incorporating an overall comprehension of the theories of Kodály
and Orff
Knowledge of the role of the music teacher as a resource person in integrating music into
other components of the total school curriculum
Ability to play pitched and non-pitched classroom instruments, including autoharp,
recorder, and percussion
Ability to teach students to play both rhythmic and melodic classroom instruments
Articulate the pedagogy of teaching music as a content and skill area
Knowledge of appropriate professional behavior and dispositions expected of
professionals
Self-evaluate growth as a teacher, in addition to the musical growth of the students
Demonstrate knowledge of how to develop a print- and language-rich classroom that
fosters interest and growth in all aspects of literacy
Stimulate interest in and foster appreciation for the written word, promote reading growth,
and increase the motivation of students to read widely and independently for information
and pleasure
Demonstrate knowledge of classroom environments and instruction that develop and
extend students’ competence in reading, writing, speaking, and listening
Develop a knowledge of appropriate classroom/behavior management and discipline
techniques such as positive behavior support strategies
Develop a knowledge of strategies for developing/implementing a classroom management
plan to ensure equitable and effective student access to available technology resources
Demonstrate knowledge of how to evaluate one’s performance as a teacher
REQUIRED /RECOMMENDED TEXTS AND SUPPLIES
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Campbell, Patricia Shehan and Carol Scott-Kassner. Music in Childhood: From
Preschool through the Elementary Grades, 4h ed. New York: Schirmer Books,
2013.
Hammel, Alice and Ryan Hourigan. Teaching Music to Students with Special
Needs: A Label-Free Approach. NY: Oxford University Press, 2011..
Almeida, Artie. Recorder Express. Miami, FL: Warner Bros. Publications, 2003.
Soprano Recorder (Baroque fingering)
Student membership in National Association for Music Educators
Email account
OTHER RULES AND REGULATIONS
All cell phones and beepers must remain off during class hours.
ATTENDANCE POLICY
Most classes will require your active participation and discussion. Regular attendance is
vital to the success in this course. One absence is allowed, without penalty. However, 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. Two absences will result in a student course grade being lowered by one letter
grade. Three absences will result in an overall course grade failure. There are NO
exceptions. Students will be considered tardy at 10 minutes after the start of class. Three
tardies = one absence.
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. Please note that a lack of early preparation on your part does not
constitute a crisis on the part of the instructor.
Not all classes progress at the same rate thus course requirements might have to be
modified as circumstances dictate. Students will be given adequate notification in writing
prior to any changes in course requirements and/or expectations.
20%
10%
10%
5%
10%
15%
20%
Grading Scale:
Journaling, minimum of 10 entries
In-class Microteaching, Daily Assignments, etc.
Paper #1: Interview (400-word minimum)
Résumé
Paper #2: Topics in Music Education (10 pages with references)
Observations
Capstone Project
90.0 – 100.0
80.0 – 89.9
70.0 – 79.9
A
B
C
60.0 – 69.9 D
Below 59.9 F
WRITING
Writing skills must reflect not only substance but also professionalism. Three errors in
writing constitute an incomplete paper or email. Assignments will be returned and
penalized by a deduction of 10% each day, including weekends, until resubmission.
The University of South Alabama provides online writing tutoring services through
SMARTHINKING, an online tutoring service. SMARTHINKING is available at
http://services.smarthinking.com. Students may enter the site by logging on with their Jag
number and using the last four digits of the social security number as the password. For
log-on problems, technical questions and/or on-campus writing assistance, contact the
USA Writing Center at 251-460-6480 or e-mail csaint-paul@usouthal.edu
Information about the University Writing Center and Online Writing Lab can be found at
http://www.southalabama.edu/univlib/instruction/antiplagiarism/writinghelp.html
WEEKLY EMAIL JOURNALING
Weekly emails provide a venue by which frequent dialogue between student and
instructor may be established. Thoughtful participation in the journaling process is
essential. Students may consider a variety of approaches weekly, including thoughts and
reflections about teaching, the role as teacher, and observation and teaching experiences.
Reflections about teaching may become an invaluable guide to growth and experiencing
music with children. Be sure to demonstrate in your journaling knowledge of when and
how to adjust plans based on student responses and other contingencies.
INTERVIEW
Interview an elementary music teacher. Ask the teacher about their collegiate education,
advanced certifications and training, personal goals as music educators, and thoughts or
opinions about the different methodologies of Dalcroze, Kodály, and Orff. This is also an
opportunity for you to ask any other questions. Please be mindful of their time and
preference in meeting situations. Some people prefer to see a list of questions before the
interview.
OBSERVATION
A minimum of twelve hours (or 720 minutes) are required in the elementary music
classroom. Two teaching observation forms should be completed and submitted each
week for a minimum of twenty during the semester.
Objectives
# observe appropriate professional behavior
# demonstrate appropriate professional behavior
TEACHING MUSIC IN THE ELEMENTARY SCHOOL
Students will teach two “activity plans” in elementary schools. Activities will be presented
in MUE 444 prior to presentation. Students should contact their assigned elementary
music teacher to schedule teaching times at least two weeks prior to presenting. Part of
this onsite teaching experience must demonstrate knowledge of how to develop a printand language-rich classroom that fosters interest and growth in all aspects of literacy.
Additionally, you may demonstrate knowledge of classroom environments and instruction
that develop and extend students’ competence in reading, writing, speaking, and listening.
incorporate activities that will reinforce musical concepts while teaching a non-musical
concept, i.e. children’s literature
Objectives
# demonstrate appropriate classroom/behavior management and discipline
techniques such as positive behavior support strategies
IN - CLASS MICROTEACHING
In-class microteaching will occur weekly or as frequently as possible (determined
primarily by class size). Lessons and activities will be prepared for a variety of objectives
utilizing various methodological approaches to teach specific elements. Every lesson or
activity should be written in detail and submitted prior to lesson demonstration. Teaching
assignments will be graded on four elements: Musicianship, Leadership, Preparation and
Presentation. Through the class presentation, demonstrate how to plan instruction based
on curriculum goals/objectives and students’ experiences. In addition to music objectives,
include other curricular objectives in some of your plans to stimulate interest in and foster
appreciation for the written word, promote reading growth, and increase the motivation of
students to read widely and independently for information and pleasure. (Hint: This would
be best demonstrated using a storybook presentation.) Demonstrate knowledge of
assessment tools to monitor the acquisition of reading strategies, improve reading
instruction and identify students who require additional instruction. In-class microteaching
will be videotaped to reinforce how to evaluate one’s performance as a teacher.
Objectives
# incorporate activities that will reinforce musical concepts while teaching a nonmusical concept, i.e. children’s literature
# demonstrate knowledge of advantages and limitations associated with various
instructional strategies
# demonstrate a knowledge of helping students become self-motivated and helping
individuals work productively and cooperatively with others
# demonstrate an understanding of the pedagogy of teaching music as a content and
skill area
# demonstrate in lesson plans an understanding of the National Standards and the
Alabama Course of Study and how they relate to music and other teaching fields
# demonstrate knowledge of planning instruction based on curriculum goals/
objectives and students’ experiences
STUDENTS WITH DISABILITIES
In accordance with the Americans with Disabilities Act, students with bona fide
disabilities will be afforded reasonable accommodation. The Office of Special Student
Services [OSSS] 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
OSSS located at 320 Alumni Circle, Faculty Court West. The Entrance, Suite 19, is on the
west side of the building near the parking area. OSSS phone is 251.460.7212.
CHANGES IN COURSE REQUIREMENT S
Students will be given adequate notification in writing prior to any changes in course
requirements and/or expectations.
ACADEMIC DISRUPTION POLICY
The University of South Alabama’s policy regarding Academic Disruption is
found in The Lowdown,
http://www.southalabama.edu/lowdown/academicdisruption.shtml: 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.
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. Faculty and staff have the responsibility:
-to establish and implement academic standards;
-to establish and enforce reasonable behavior standards in each academic setting;
-to document and report incidents of academic disruption;
-to refer for disciplinary action those students whose behavior may be judged to be
disruptive under the Code of Student Conduct.
Disruption refers to behavior a reasonable person would view as substantially or
repeatedly interfering with the conduct of an activity. I expect students to be cordial,
courteous and respectful of faculty members and fellow students.
STUDENT ACADEM IC CONDUCT POLICY
Student Academic Conduct Policy (Policy effective for alleged misconduct occurring after
January 1, 2010.)
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. Faculty, students, and staff are responsible for acquainting themselves with,
adhering to, and promoting policies governing academic conduct. Students enrolled in online
courses are expected to adhere to the Academic Conduct Policy. In particular, students are
expected to complete their own coursework and not provide unauthorized information or
materials to another student.