Spring 2016: Music Education (MUS ED) 451, 2 cr.
Teaching Elementary and Middle Level Band and Orch. /
Jazz Techniques / Marching Band
Classroom: M360
Time M/W 8-8:50
Kate Robertson, Ph.D.
robert28@uwm.edu
(262) 271 4700 (cell)
Office M113 – office hours before and after class or by appointment
This course examines methods and teaching techniques for beginning and middle
level instrumentalists, marching band, and jazz ensembles. Marching techniques will
include street and field routines. Jazz techniques will include ideas for the development of a
combo program and methods for teaching improvisation in an ensemble situation (both
string and winds). Students will also continue the development of their teaching portfolios.
The recommended texts for this course are (in Reserve Library or Music Library):
Teaching Music Through Performance in Beginning Band by Miles/Dvorak
The Teaching of Instrumental Music by Colwell/Goolsby
Improvising Jazz by Jerry Coker
Teaching Music Through Performance in Jazz by Miles
Primary Course Objectives:
The student will begin to develop the ability to:
1. Write and teach long-range and short-term instructional plans for beginning
instrumental ensembles, including bands, string ensembles, jazz ensembles,
marching bands and small group lesson structures and assess the results of
instructional strategies and practices.
2. Select appropriate teaching methods and materials for various types of instrumental
ensembles.
3. Explore various philosophical perspectives, classroom management strategies and
recruiting and scheduling models for elementary and middle school music
programs.
SAMPLE LIST OF TOPICS:
Starting Beginners
• What methods and materials should I use?
• What are the techniques that others have used?
• What Literature works for young Bands and Orchestras?
• What works?
Marching
• Philosophical Considerations
*How much is too much? *Who are we trying to please? *Can this be education?
• Administration / Handbooks
• Booster Groups
• Show design and ideas: Conceiving and Planning
• Developing Marching Style / Fundamentals
• Percussion Topics
*How do I write for these instruments? *What should I buy?
• Auxiliary Groups
*Flags *Rifles *Drill Team *Twirlers *Drum Majors
• Competition
Jazz Topics
• Listening, Arranging, Chord Building
• CMP Ideas in the Jazz rehearsal
• Who should I let in the group?
*What do I do with an interested violin player?
• Literature
• Combo Program
*What instrumentation? *Where do I get materials?
• Improvisation
*What is it? *How can I teach this to my viola section?
Misc.
• Teacher Development Portfolio
• Employment Preparation
Materials Needed for Course:
1. Large three-ring binder/folder & note-taking materials/journal notebook or paper
2. Charting materials
3. Wire music stand & instrument
4. Beginning instrument method books of your choice
5. Beginning band/orchestra score and jazz chart of your choice
CALENDAR WITH READINGS AND GRADED ASSIGNMENTS:
Please note: Assignments are listed on the day they are due
Jan. 25 (M) - Course overview, music teacher portfolio, “Starting Beginners” Video
Jan. 27 (W) – Personal perspectives and goals for beginning band/strings
Reading and Journal: Miles Ch. 1-2
Feb. 1 (M) - Objectives and Evaluation, full class creation of “Starting Beginners” Handouts
and Rubrics
Reading and Journal: Colwell Ch. 2-3
Feb. 3 (W) - Motivation and Classroom Management – discuss & role play!
Reading and Journal: Colwell Ch. 1
Feb. 8 (M) - Recruiting and Scheduling / Startin’ Beginners
Reading and Journal: Colwell Ch. 5-6 & Miles Ch. 3
Feb. 10 (W) – Beginning band/string method books – share and critique
Assignment: bring method book and 1-page reflection/critique on the book –
copies for all classmates
Feb. 15 (M) – Literature for Young Instrumentalists – Create sample literature list for band
and strings
Reading and Journal: Miles Ch. 4
Additional Assignment: bring grade 1 score and 1-page reflection /critique of piece
– copies for all classmates
Feb. 17 (W) – Rehearsing a Beginner Ensemble
Reading and Journal: Colwell Ch. 27 and Miles Ch. 5 (not on D2L)
Feb. 22 (M) – Guest speaker: Elementary/Middle Band Director (and UWM grad!) Kevin
Peterson 
Feb. 24 (W) - Elementary Teaching Demonstration (instructor) - in class assignment: “Make
my Elementary Lesson Plan”
Bring alto saxophone
Feb. 29 (M) - Elementary Teaching Demonstration (students)
Assignment: Lesson plan for your teaching and in-class peer critique sheets
March 2 (W) – Elementary Teaching Demonstration (students)
Assignment: Lesson plan for your teaching and in-class peer critique sheets
March 7 (M) – Rehearsing, continued, and Beginning Woodwind Instruments
Reading and Assignment: Colwell p. 97-106 and Ch. 11-15 – read and fill out “cheat
sheet”
March 9 (W) – Beginning Brass, Percussion & String Instruments; Elementary Band/String
Wrap-up
Reading and Fill out “cheat sheets”: Colwell P. 106-108 and Ch. 16-26
At least 3 hours of observation posts/responses due
Mid-Term will be assigned
March 14 – Spring Recess
March 16 – Spring Recess
March 21 (M) - Bb Blues Improvisation – Sonnymoon for Two (Bring Instrument and
Stand)
Reading and Journal: Coker Ch. 1 & 4
March 23 (W) - Blocking out chords / Improvisation – Tune up & ii-V7-I (Bring Instrument
and Stand)
March 28 (M) – Work day
March 30 (W) – Rehearsing and arranging for jazz ensembles
Reading and Journal: Jazz Miles Ch. 3 & 4 and Colwell Ch. 29
April 4 (M) – Literature for Young Jazz Musicians (create Literature list)
Assignment: bring grade 1 (easy) jazz chart and 1-page reflection/critique–copies
for classmates
April 6 (W) – Advocating for & Building a Jazz and Combo Program
Reading and Journal: Jazz Miles Ch. 1 & 5
April 11 (M) – Jazz and Improv teaching demonstration (Instructor), in-class assignment
“Make My Blues Lesson Plan.”
Bring alto saxophone
April 13 (W) – Jazz and Improv teaching demonstration (students)
Assignment: Lesson plan for your teaching (draft and final) and in-class peer
critique sheets
April 18 (M) - Jazz and Improv teaching demonstration (students)
Assignment: Lesson plan for your teaching (draft and final) and in-class peer
critique sheets
April 20 (W) – Intro to Marching – philosophy, place in program and learning commands –
please wear athletic shoes today!
April 25 (M) – Building a Marching Show – Paper Charting Exercise
April 27 (W) – Build and Design marching show – continued charting exercise
Assignment: bring 48 counts of hand-written drill and video or you-tube example of
marching field show for in-class critique
May 2 (M) – Marching – electronic – Bring laptop
May 4 (W) – Marching band – logistics, equipment and auxiliary groups and continue
electronic marching show design – bring laptop
May 9 (M) – Marching band and Observation wrap-up
Assignment: complete demo drill to share with class (a good idea would be to
incorporate material from above assignments)
Total 7 hours of observation posts and responses due
May 12-20 – Final Exams
*** The Instructor reserves the right to make changes to this schedule and syllabus as
deemed necessary to ensure the best learning experience for the students.
Attendance and Work Quality:
Attendance and participation is a major factor in your grade; you will turn in daily work or
complete graded assignments in nearly every class. Absences will be reported to the chair
of the program and will negatively affect your grade. All work is expected to be of good
quality and in on time; anything else will affect the student’s grade. This is your major field
- let's see your best work! Please feel welcome to make an appointment at any time to
discuss any aspect of your work or attendance.
Readings and Daily Journaling:
The student is expected to have read assigned readings by the beginning of each class
period, have a journal reflection about the readings prepared to hand in, and generally be
prepared to discuss the material in class. This preparation should be evident to the
instructor and could be in the form of notes, highlighting in the readings, etc. Participation
in class discussions in the form of speaking and attentive listening is expected. If this
preparation is not evident, the instructor will assume that the student has not read the
material, thus negatively affecting the student’s grade. The instructor will drop the lowest
grade from daily assignments; subsequent late or missing assignments will result in a zero
and could significantly jeopardize a student’s ability to earn the requisite C or better in this
course.
Observations:
Another component of this class includes doing seven (7) hours of observation in an
elementary or middle school band or orchestra setting. Lists of possibilities with contact
information can be provided to you, or you may decide to pursue a school or music
program that you already have a relationship with. Please consult with the instructor if you
have any questions, concerns, or to approve your choice.
Each visit must be documented through a detailed journal entry ON D2L as a discussion
thread. Please include for each journal entry: 1)date, time and length of observation
2)description of class/setting, and 3)the details of the lesson such as rehearsal structure,
pieces or skills being worked on, objectives, central focus of the lesson, the teacher’s use of
modeling, assessment strategies, feedback to students, academic language, etc. Also
include facts and observations about what is occurring, as well as your questions and
feelings about what you are noticing. Some other topics you will find useful to include
could be: classroom management techniques, special needs students, references to history,
culture or other world music subjects, references to theory/research, opportunities for
student input, warm-up and tuning procedures... the possibilities are endless! Strive for
thick, rich detail: you should be able to re-read your postings 6 months from now and
remember each specific observation.
You will also post at least one thoughtful, thorough comment to each class member’s
observation posting.
State Solo and Ensemble Requirement:
All music majors are required to participate in WSMA state music festival at UWM
on Saturday April 30. You will be expected to volunteer for at least a half day. Many of you
will plan and implement these festivals once you begin teaching. The experience gained
through this activity will be valuable to your professional future. Plan ahead.
Grading Scale:
100-94% 93.9-89 88.9-87 86.9-84 83.9-80 79.9-77 76.9-74 73.9-70 69.9-60 59.9 & below
A
AB+
B
BC+
C
CD
F
Grading:
40% - Daily work – Attendance, readings, reflective writings, discussions, observation
reflections, charting exercises, general participation
30% - Two teaching demos – one for beginning band/strings and one for jazz/improv.
15% - Mid-Term
15% - Final
Standard Policies:
Standard syllabus policies are included here, as per UWM policies:
1. Students with disabilities. Verification of disability, class standards, the policy on the use of alternate
materials and test accommodations can be found at the following:
http://www.uwm.edu/Dept/DSAD/SAC/SACltr.pdf
2. Religious observances. Policies regarding accommodations for absences due to religious observance are
found at the following:
http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S1.5.htm
3. Students called to active military duty. Accommodations for absences due to call-up of reserves to active
military duty should be noted.
http://www3.uwm.edu/des/web/registration/militarycallup.cfm
4. Incompletes. The conditions for awarding an incomplete to graduate and undergraduate students can be
found at the following:
http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S31.pdf
5. Discriminatory conduct (such as sexual harassment). Definitions of discrimination. Harassment, abuse of
power, and the reporting requirements of discriminatory conduct are found at the following:
http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S47.pdf
6. Academic misconduct. Policies for addressing students cheating on exams or plagiarism can be found at the
following:
http://www.uwm.edu/Dept/OSL/DOS/conduct.html
7. Complaint procedures. Students may direct complaints to the head of the academic unit or department in
which the complaint occurs. If the complaint allegedly violates a specific university policy, it may be directed
to the head of the department or academic unit in which the complaint occurred or to the appropriate
university office responsible for enforcing the policy.
8. Grade appeal procedures. A student may appeal a grade on the grounds that it is based on a capricious or
arbitrary decision of the course instructor. Such an appeal shall follow the established procedures adopted by
the department, college, or school in which the course resides or in the case of graduate students, the
Graduate School. These procedures are available in writing from the respective department chairperson or
the Academic Dean of the College/School.
http://www.uwm.edu/Dept/SecU/acad%2Badmin_policies/S28.htm
9. Time Usage Guidelines and Course Workload. This is an estimate of the time required to meet the
expectations of this course. Students should expect to spend 2 hours per week outside of class engaged in
assignments, observations, readings, and general class preparation for every hour of in-class time. This is an
average and will vary from week to week. Grades are determined by the quality of the work produced, not by
the time invested.
10. Protect Your Hearing: http://www4.uwm.edu/psoa/music/upload/NASM_PAMA-Student-HearingProtection_Guide.pdf