Kutztown University of Pennsylvania
Department of Music
MUU 320
Instrumental Music Methods
Approved by Department: November 4, 2003
Course Description
This course is designed to prepare students to teach instrumental music in the schools. Each
student will be able to discuss and/or demonstrate appropriate teaching techniques, strategies and materials
(including representative orchestral and wind repertoire), and develop an understanding of the
administrative responsibilities needed to initiate and maintain a successful instrumental music program.
Prerequisite:
MUS 325 Conducting (Vocal and Instrumental)
3 Clock hours, 3 Semester Credit hours
Course Objectives
The student will be able to:
1. Demonstrate an understanding of the relationship between philosophy, objectives, evaluation,
and motivation.
2. Develop curriculum, goals, objectives and schedules for the instrumental music program.
3. Develop procedures for recruiting beginning students.
4. Prescribe appropriate content for a music learning sequence for all levels and types of learners
within the guidelines corresponding to the national standards for the arts.
5. Diagnose and correct common performance errors including intonation.
6. Organize and manage an instrumental program.
7. Prepare scores and plan musical performances.
8. Rehearse, motivate and manage small and large groups
9. Demonstrate knowledge of measurement and evaluation of instrumental music
10. Understand required proficiency for INTASC evaluation (if required)
11. Understand the planning and administration of the marching band ensemble
12. Understand the planning and administration of the jazz ensemble
13. Demonstrate jazz improvisation using the Willie Thomas Jazz Anyone? Program which
features a compact disc and play along book
14. Understand the planning and administration of concert groups
15. Develop a base knowledge of wind band history and repertoire.
Course Outline
1. History of Instrumental Music
a.
The growth of Public School Music
b.
Can We Escape History
c.
Competition
d.
Finding a Home for the Marching Band
2. A Successful Music Program
a.
Philosophy
b.
Objectives
c.
Evaluation
e.
Grading
3. Student Teaching Interstate New Teacher Assessment and Support Consortium Standards
4. Music Educators National Conference National Standards
5. Administration
6. Recruiting
7. Scheduling
8. Teaching Music Skills
9. Overview of Instruments
10.Band Literature
a.
History and Literature of the Wind Band
b.
Music Grading and Selection
c.
Prescribed Music List
d.
The Top 100 in Band Literature
e.
Suggested Marches
11. Orchestra Literature
a.
History and Literature of the Orchestra
b.
Music Grading and Selection
c.
Prescribed Music List
d.
Full vs. String Orchestra Literature and Methods
e.
Conducting the Orchestra
12. Rehearsal Preparation
a.
Efficient Rehearsal Procedures
b.
Rehearsal Routine Outline
c.
Rehearsal Planning Form
13. Performance planning and preparation
14. Concert and contest planning
15. Instrumental repair
16. Warm-ups and Tuning
17. Directing a Marching Band
a.
Administration, Organization and Planning
b.
Charting
c.
Arranging
d.
Marching fundamentals
e.
Instrumental needs
18. Leading a Jazz Band
a.
Jazz Improvisation/Pedagogy
b.
Jazz Anyone?
c.
Abersold Jazz Aids
d.
The Jazz Ensemble Director's Manual
e.
Beginning Big Band Repertoire
19. Interview Preparation
a.
Looking for a New Job
b.
Mock interviews
c.
Questions YOU Should Ask the Interviewer
d.
Music/Band/Orchestra Interview
20. Notebooks/Review/Reflection
Assessment
Assessment of each student’s level of accomplishment with reference to the course objectives will be based
upon the student’s:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
written and oral assignments that articulate the major movements in the history of music education,
including multiculturalism, in the United States;
written and oral assignments that articulate the philosophies, past and present, of music education,
including the various meanings of multiculturalism in the music classroom;
written report of a well-reasoned argument in support of music education in the public schools in the
United States and personal teaching philosophy and the role of the instrumental conductor in the
promotion of music education in the public school;
self assessment and review of videotaped teaching assignments and effectiveness
notebook outlining; challenges to effective classroom management in the culturally diverse music
classroom and rehearsal hall; effective management strategies for the culturally diverse music
classroom and the rehearsal hall based upon
a. assigned readings;
b. classroom discussions;
c. field experience observations; and
d. discussions with field experience cooperating teacher;
identify “traditional” and “contemporary” technological resources appropriate to the study of music
written and oral reports explaining the responsible use and integration of technological resources into
the music classroom and rehearsal hall;
written and oral reports articulating the roles of parents, community members, private studio
instructors, school administrators, and professional organizations in the promotion of music in the
public schools
journaling of activities and observations relating to an assigned field experience
collecting of critiques and notes on assigned articles in professional music education journals and
publications;
active participation in classroom discussions of selected articles in professional journals and other
assigned readings;
active membership in the Music Educators National Conference and the Kutztown University
Collegiate Chapter of MENC.
written evaluations of currently available teaching materials with regard to the various methods and
systems of music education appropriate to the culturally diverse 7 – 12 music program
successful participation in the field experience. This requires a satisfactory recommendation from field
experience cooperating teachers and the university coordinator.
Instructional Resources
Recommended textbook: Colwell, Richard & Goolsby, Thomas. The Teaching of Instrumental Music,
3rd ed. New York: Prentice Hall, 2002.
New Director's Handbook: Practical Answers for Beginning Teachers. Northfield, IL: The Instrumentalist
Co., 1996.
NEMC. Teaching Wind & Percussion Instruments: A Course of Study. NEMC, 1991.
University Interscholastic League. Prescribed Music List. Austin, TX: UIL, 2001.
Abeles, Hoofer, & Klotman. Foundations of Music Education. NY: Schirmer, 1994.
Berry, John. The Jazz Ensemble Director's Handbook. Milwaukee: Hal Leonard Pub., 1990.
Birge, B. History of Public School Music in the United States. Reston, VA: MENC, 1988.
Bailey, W. and Caneva, T. Complete Marching Band Resource Manual: Techniques and Materials for
Teaching, Drill Design, and Music Arranging. Philadelphia: Univ. of Pennsylvania Press, 1994.
Bruser, Madeline. The Art of Practicing: A Guide to Making Music from the Heart. New York: Bell
Tower, 1999.
Campbell, Patricia. Lessons from the World: A cross-cultural guide to music teaching and learning. New
York: Schirmer, 1991.
Carder, P. The Eclectic Curriculum in American Music Education. Reston, VA: MENC, 1990.
Elliot, D. Music Matters: A new philosophy of music education. Cherry-Hill, NJ: Prentice-Hall, 1996.
Garofalo, R. Blueprint for Band. Ft. Lauderdale, FL: Meredith Music Publications, 1976.
Handy, D. Black Conductors. Lanham, MD: Scarecrow Press, 1995.
Hansen, Dee. Handbook for Music Supervision. Reston, VA: Music Educators National Conference,
2002.
Hoffer, Charles. Teaching Music in the Secondary Schools. Belmont, CA: Wadsworth, 2001.
Kohut, D. Instrumental Music Pedagogy: teaching techniques for school band & orchestra directors.
Cherry Hill, NY: Prentice-Hall, 1992.
Kohut, D. and Joe Grant. Learning to Conduct and Rehearse. Cherry Hill, NY: Prentice-Hall, 1990.
Labuta, Joseph. Music education: historical contexts and perspectives. Upper Saddle River, N.J. :
Prentice Hall, c1997.
Lautzenheiser, Tim. The Art of Successful Teaching: A Blend of Content & Context. Chicago, Il: GIA
Publications, 1992.
Lisk, E. The Creative Director: Alternative Rehearsal Techniques. Syracuse, NY: Onondaga Music,
1989.
MENC. Teacher Success Kit: How to Succeed in Music Education. Reston, VA: Music Educators
National Conference, 2002.
MENC. Spotlight on Teaching Band. Reston, VA: Music Educators National Conference, 2001.
MENC Task Force for National Standards in the Arts, The School Music Program: A New Vision. Reston,
VA: Music Educators National Conference, 1994.
Moore, Marvelene. Classroom Management in General, Choral, and Instrumental Music Programs.
Reston, VA: Music Educators National Conference, 2002.
Moss Rehabilitation Hospital Settement Music School Therapeutic Music Program. Guide to the Selection
of Musical Instruments with Respect of Physical Ability and Disability. St. Louis. MO:
Magnamusic- Baton, 1982.
National Commission on Music Education. Growing Up Complete: The imperative for music education.
Reston, VA: Music Educators National Conference, 1991.
Reimer, Bennett. A Philosophy of Music Education: Cherry Hill, NJ: Prentice-Hall, 1988.
Reimer, Bennett. World Musics and Music Education: Facing the Issues: Reston, VA: Music Educators
National Conference, 2002.
Rinehart, Carroll. Composing and Arranging. Reston, VA: Music Educators National Conference, 2002.
Seidel, Kent. Assessing Student Learning: A Practical Guide. Alliance for Curriculum Reform, 2000.
Sobol, Elise. An Attitude and Approach for Teaching Music to Special Learners. Raleigh, NC: Pentland
Press, 2002.
JOURNALS
Director's Guide to Better Bands
The Instrumentalist
International Musician