Course Information
MUE 590 Special Topics: Foundations of Music Education
Section 101, 1 Credit Hour
Fall Semester, 2014
Instructor Information
Name: Dr. Tracy Heavner
Office Number: LPAC #1149
Telephone Number: 460-6260
E-mail Address: theavner@jaguar1.usouthal.edu
Office Hours: TBA
Course Description
Sequential study of major philosophies guiding music teaching and the history of music education that have led to contemporary issues and problems in Music Education. Major philosophies including
Pestalozzi, Reimer, and the praxial approach of Mark and history from perspectives of sociology, psychology, philosophy, curriculum, history, and comparative curricula, including emerging trends in the profession.
Course Pre-requisites/Co-requisites
Prerequisite: Graduate Standing
Goals of the Course
The study of philosophical foundations of music education is designed to assist the student in understanding current thought regarding a philosophy of music education. In addition, the experiences resulting from studying philosophical foundations of music education are intended 1) to facilitate an intergration of ideas by the student and 2) to facilitate student use of ideas in critical/reflective thinking.
The study of historical foundations of music education in the United States is designed to assist the student in understanding the roots of American music education. In addition, students should identify practices and traditions in contemporary music education which have their bases in the past.
Objectives of the Course
Objectives for Part I: Philosophical Foundations include the following objectives. Each student will be able to discuss the following questions orally and in writing as a result of reading and discussion experiences:
1. What is the need for a philosophy of music education by a music educator?
2. What are the similarities and differences among the theories of referentialism, absolute formalism and absolute expressionism with regard to the following concepts: a. Relationship of art and feeling b. Creating art c. Meaning in art d. Experiencing art e. Experiencing music
3. What principles for teaching music as aesthetic education can be drawn from the expressionist viewpoint? How might such principles be applied in the student’s specialization of music education?
4. Important terms in the writing from expressionist theorists include the following. Explain the concept by writing a definition for each term: a. Subjective reality b. Dynamic form c. Emotion vs. feeling d. Knowledge about vs. knowledge of e. Designative vs. embodied f. Consummated vs. unconsummated g. Communication vs. sharing h. Expressive form vs. conventional symbol i. Aesthetic perception j. Aesthetic reaction
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k. Sensuous response l. Perceptual and creative response m. Intermediate vs. immediate n. Discursive vs. presentational o. Definition of art p. Intrinsicality q. Empathy
Objectives for Part II: Historical foundations include the following objectives: Each student will be able to discuss the following items orally and in writing as a result of reading and discussion experiences:
5. Develop a timeline of significant events, movements, personalities, and methods in American music education from 1838 to the present.
6. Research and report on at least one significant event, movement, personality, or method in
American music education.
7. Identify current music education practices, which have their roots in the past.
Course Format
This course is taught as a traditional music course which means with no web component.
Course Materials
Keene, J.A. (1982). A history of music education in the United States. Hanover: The University Press of
New England.
Reimer, B. (1990). A philosophy of music education. Englewood Cliffs, NJ: Prentice-Hall
Selected readings from musicians and theorists such as Bell, Cooke, Copland, Dewey, Eisner, Gardner,
Hanslick, Langer, Leonhard, Meyer, Schoen, and Tolstoy will be required.
Course Assignments and Determining the Final Grade
Philosophical reading reports
#1 7.5 %
#2
#3
#4
7.5%
10.0%
10.0%
Written philosophy
Written examination
15.0%
Philosophical foundations 20.0%
Report: History of Music Education in the
United States
(Written and oral combined) 20.0%
Historical Timeline 10.0%
Make-up Examinations and Late Assignment Policy
Make-up examinations and late assignments may only be made up with a valid, documented excuse.
Grading Scale
The following grading scale will be used:
A: 90-100
B: 80-89
C: 70-79
D: 60-69
F: 59 and below
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Course Topical Outline
1. The underlying premise for a philosophy of music education a. Limitations b. Need for a philosophy c. Philosophy and advocacy d. The philosophical basis for practice
2. Alternative views about art on which a philosophy can be based a. Uses of aesthetics b. Referentialism c. Formalism d. Expressionism
3. Art and feeling a. Referentialism and formalism on emotion in art b. Music as a language and means of self-expression c. The arts and feeling
4. Creating art a. Art as bearer of expressive qualities b. Artistic creation contrasted with communication c. Performers as creative artists d. Artistic sharing and community e. Students as creative artists f. Music education and artistic creation
5. The meaning of art a. Referentialism, Formalism and Expressionism on meaning b. Modes of knowing c. Conceptualization d. Nonconceptualization nature of art e. Aesthetic perceptual structuring f. Music education and the meaning of art
6. Experiencing art a. Referentialism, Formalism, and Expressionism on experiencing art b. Characteristics of aesthetic experience c. Aesthetic perception and aesthetic reaction d. Music education and aesthetic experience
7. Experiencing Music a. A musical view of arts b. Functional uses of music c. The technical-critical level d. Style and musical experience e. Criteria for judging the quality of art f. Relevance of old music and popular music styles g. Relevance of music of various cultures
8. Colonial music education
9. Educational reform of the eighteenth and nineteenth centuries
10. Lowell Mason and American educational thought in the mid-nineteenth century
11. Music in American schools in the second half of the nineteenth century
12. Music teacher education 1823-1914
13. The child-study movement and the psychologizing of education
14. The rise of instrumental music in the schools
15. The renaissance of the choir in the schools
16. An acceptance of diversity, 1950-1970
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Important Dates
First day of class:
Last day of class:
Course Policies
August 18, 2014
December 4, 2014
Attendance Policy
The course is not graded on attendance but class attendance and participation are vital to the educational process. Students who have good attendance often score much higher on tests than students who miss. Students are encouraged to attend every class unless they have an illness or other emergency.
Academic Disruption Policy
The University of South Alabama’s policy regarding Academic Disruption is found in The Lowdown
( www.southalabama.edu/lowdown/ ) and includes the following: 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.
Changes in Course Requirements
Not all classes progress at the same rate thus course requirements might have to be modified as circumstances dictate. You will be given written notice if the course requirements need to be changed.
Student Academic Conduct Policy (cheating and plagiarism)
The University of South Alabama’s policy regarding Student Academic Conduct Policy is found in The
Lowdown ( http://www.southalabama.edu/lowdown/ ) and includes the following: 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.
Students With Disabilities
If you have a specific disability that qualifies you for academic accommodations, please notify the instructor/professor and provide certification from the Office of Special Student Services, which is located at 5828 Old Shell Road at Jaguar Drive, 251.460.7212.
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