QuickTime™ and a
Photo - JPEG decompressor
are needed to see this picture.
MUED 3305: LEARNING AND ASSESSMENT
IN MUSIC EDUCATION
Spring Semester 2006
Barbara P. Hammond, Asst. Professor of Music Ed
Office: Music Bldg. 112
(Office hours posted on door)
Office: (770) 423-6553
Home: (770) 973-1988
E-mail: bhammond@kennesaw.edu
Class meetings: Tuesday-Thursday 11:00 to 12:15 WB 230
Required Materials:
Ables, Hoffer, Klotman, (1994) Foundations of Music Education., New York:
Schirmer Books.
Boardman, Eunice (Ed.) (1989) Dimensions of Musical Thinking. Reston, Va.:
M.E.N.C.
Lehman, Paul (Ed.) (1996) Performance Standards for Music Education .
Reston, Va.:
M.E.N.C.
Hannaford, Carla (1995) Smart Moves: Why Learning Is Not All In Your
Head.
Arlington, Va.: Great Ocean Publishers
Catalogue Course Description:
A course examining educational principles, cognitive psychology, and
developmental learning theories relevant to the teaching and learning of music and child
development. In addition, strategies for assessing music achievement are addressed,
including standardized tests, teacher-constructed instruments, and evaluation tools for
music programs, courses, and performance ensembles. This course is a requirement for
all music education majors.
Purpose/Rationale:
The purpose of this course is to examine the contributions of developmental
psychology to music teaching and learning, and to survey methods and techniques for
assessment in music education. In preparing prospective music teachers to utilize
effective teaching methods, the following general questions will be addressed:
1. What is the role of brain research, developmental research, and learning
theories in curriculum planning for music education?
2. What is known about music perception, cognition, and multiple intelligences
which will impact the curriculum in music education?
3. What is the role of music in the teaching of students (youth and adult) with
special needs?
4. What are current theories in motivation and creativity which will impact
curriculum planning?
5. What are current theories in the developmental acquisition of knowledge,
skills, and
dispositions that impact the music classroom?
6. What are the roles of measurement and evaluation in the music classroom?
7. How can music learning be assessed?
8. What standardized measures have been developed for assessing styles of
learning,
music aptitude, achievement, and creativity?
9. How can the National Standards for Performance in Music (1994) and the
State of Georgia QCCs be addressed and assessed in the K-12 music curriculum?
Conceptual Framework:
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is
committed to developing expertise among candidates in initial and advanced programs as
teachers and leaders who possess the capability, intent and expertise to facilitate high
levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that
end, the PTEU fosters the development of candidates as they progress through stages of
growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state.
To be effective, teachers and educational leaders must embrace the notion that teaching
and learning are entwined and that only through the implementation of validated practices
can all students construct meaning and reach high levels of learning. In that way,
candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, the public and private schools, parents
and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
Prospective music educators in today’s society are charged with providing a
thorough and balanced curriculum for all students. In accordance with the National
Standards in Music Education (1994) music is considered an essential ingredient of a
student’s core education. Music teachers must demonstrate the knowledge, skills, and
understanding of music as a discipline and an art, and the pedagogical strategies to insure
quality to the program.
Technology:
Students in MUED 3305 are expected to utilize technology in preparation and
presentation of materials for all requirements.
Diversity:
A variety of materials and instructional strategies will be employed to meet the
needs of the different learning styles of diverse learners in class. Candidates will gain
knowledge as well as an understanding of differentiated strategies and curricula for
providing effective instruction and assessment within multicultural classrooms. One
element of course work is raising candidate awareness of critical multicultural issues. A
second element is to cause candidates to explore how multiple attributes of multicultural
populations influence decisions in employing specific methods and materials for every
student. Among these attributes are ethnicity, race, socioeconomic status, gender,
giftedness, disability, language, religion, family structure, sexual orientation, and
geographic region. An emphasis on cognitive style differences provides a background
for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for
persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the
Americans with Disabilities Act of 1990. A number of services are available to support
students with disabilities within their academic program. In order to make arrangements
for special services, students must visit the Office of Disabled Student Support Services
(770-423- 6443) and develop an individual assistance plan. In some cases, certification
of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw
State University that address each of the multicultural variables outlined above. For more
information contact the Student Life Center at 770-423-6280.
MUED 3305 stresses cultural diversity in its content and knowledge base by
emphasizing the teaching of musical examples from a global perspective to an inclusive
community of learners.
Course Goals and Objectives:
At the completion of this course, the Professional Learning Facilitator in Music
Education will:
I. --understand and articulate the roles of brain research, developmental research, and
learning theory as they pertain to the teaching and learning of music.
II. --understand and articulate styles and domains of learning, musical behaviors, sensory
modes,
and critical and creative thinking appropriate to the teaching and learning of
music.
III. --understand and articulate theories of motivation and creativity in music education
IV. --demonstrate the ability to implement brain research, developmental research, and
learning
theory within a field experience/service learning situation.
V. --recognize the role and importance of assessment in music education.
VI. --develop a mechanism by which given musical skills may be assessed.
VII.--demonstrate the ability to suggest methodologies appropriate to given musical
learning
situations, congruent with empirical knowledge of how students learn music.
VIII.--demonstrate the ability to articulate and assess the 1994 National Standards in
Music
Performance, and State of Georgia QCCs within a variety of musical classroom
situations (choral, instrumental, general, and studio.)
MUED 3305: LEARNING AND ASSESSMENT
COURSE REQUIREMENTS
Spring Semester 2006
I.
Special Topic Presentation: (Goals I-III)
Choose a topic on music/brain/ learning/assessment which interests you.
Research (via internet, journal article(s), interview, books, etc.) Present to class
on February 2* as oral synopsis with “bullet” handout(s) and references (web
sites, etc.)
Suggested Sources: Music Educator Journals, Teaching Music,
www.menc.org, www.brainconnections.com, www.lcmedia.com (Infinite
Mind)
www.ecmma.org (Early Childhood Learning)
Other searches: Fritz Mengert (Brain), Eurhythmics
Suggested Topics: Music and Memory, Physiology of Brain, Gender differences
in
Learning, Gender bias (in classroom), Music and Healing, Aesthetics and
Learning,
Motivation and Music Learning, The “Creative” Mind, Music Therapy,
“Mozart
Effect,” Optimism/Pessimism and Learning, Classroom Mgt. and the
Adolescent,
Developmental stages in childfren, Etc. (These topics would need to be
narrowed.)
II. From Dimensions of Musical Thinking, present a synthesis from your assigned
chapter
to class. Supplement with your own ideas. Prepare a “bullet” handout.
(Due February 16*) (Goals I-III)
III. Present one “brain energizer” warm up exercise for the class. You may team with a
partner.
(Sign up sheet will be provided.) (Goal III)
IV. Service Learning/Field Learning Component: Teach/or interactively perform at
least two
sessions of music at a site of student’s choice, to adults or students who are
underserved or have special needs. These lessons may be team taught. (Goal IV)
Suggestions: Inner Harbour Hospital, Public/Private School with self-contained
special
ed classes, Assisted Living Home, Group Homes—through churches or
community
organizations, Boys/Girls Clubs, Hospice, After School/Preschool Programs
for
EASL, wide diversity, or at-risk, etc. (Barbara Hammond will assist with
site,
contacts, and visits.) Submit written site, contact person & number, etc. and
general
plan before going, and written reflection after completing the two visits.
Reflections .should include observations about selected participant’s learning
challenges and needs. Oral comments should be made to class after visits,
written
synthesis/reflections due on or before April 27*.
V. Test I (Each student will submit three questions by date due on Calendar. Quality of
questions will be considered as part of test grade.) Scheduled March 2 *(Goals IIII)
VI. Learning Style Case Study:
With permission, choose a friend, family member, etc., observe and interview
them regarding their styles of learning. Administer any of the Learning Style
measures used in class or others available on line. Summarize your findings as to
how you would use particular teaching strategies with this person and how you
would structure their environment for learning. Compare the findings with those
test results taken of yourself. Present your findings to class on March 30*.
(Goals II, III)
VII. Test II (Each student will submit three questions by date due on Calendar. Quality
of
questions will be considered as part of test grade.) Scheduled April 6*. (Goals,
II, III)
VIII. Interview a local Music Educator on the subject of assessment. Prepare a list of
criteria used by this teacher and prepare an oral presentation of your findings.
Present this list as part of your group assessment presentation. (Due April 25)
(Goals V-VIII)
IX.
Attend all scheduled Music Education Colloquiums and turn in brief summary
applying the information to Learning and Assessment.
X.
Final Evaluation Project
Devise assessment formulas, strategies for the scenario you are assigned. More
information TBA. (Due May 2*) (Goals I-III, V-VIII)
Extra Credit (25 points)
Attend any listed or proposed session, turn in brief written summary,
Suggestions:
GMEA in Savannah:
Suggestions TBA from Ga. Music News
Orff Workshops: FREE
Feb. 4: Mary Helen Solomon: “Creating Orff Lessons”
Feb. 25: Intro. to Orff
March 18: Marilyn Humphreys: “The Volumes Speak
Volumes” (Orff repertoire and process)
Any other approved workshop, creative project, etc.
All assignments must be typed. Some assignments (marked with *) will not be
accepted after the due date. Other assignments may be accepted late, but with a 5
point deduction.
GRADING: (Note to B.H.—Revised from 2006 for 2007)
I.
Special Topic Presentation/Handouts
125 Points
I-III
II.
Dimensions Presentation
100
I-III
III.
Brain Energizer Warm-Up
100
I
IV.
Service Learning/Field
150
IV
V.
Test I
100
I-III
VI.
Learning Style Case Study
100
II, III
100
II, III
VIII. Assessment Interview
100
V-VIII
IX.
125
I-III,
VII.
Test II
Final Evaluation Project
V-VIII
Total Maximum
900 - 1000
800 - 899
700 - 799
600 - 699
1000 Points
A
B
C
D
Extra Credit Available (25 pts.) See Requirements
Attendance Policy: The faculty of the Department of Music believe that
attendance and participation are essential parts of arts courses. This class is
interactive and depends on full attendance. Each class missed after the first two will
have a deduction of 25 points subtracted from the final grade. Attendance is a
strong component of professionalism.
MUED 3305: LEARNING AND ASSESSMENT
COURSE CALENDAR
Spring Semester 2006
Ongoing:
Brain Energizers (Requirement III)
The Musical/Aesthetic Brain
Who Am I? Who Are You, the Student?
Service Learning Reports
Tuesday
Jan. 10: Overview
Introduction
Thursday
Jan. 12: Overview/Readings
Special Topic Assignment
Due 2/2*
For 1/17:
www.authentichappiness.org
VIA Strengths survey—
(need
to register and log in)
Jan. 17: Who Am I? Who Are You, the Student?
Dimensions of Musical Thinking
Foundations
Forward & Chap. 1
Foundations, Chap. 5
Thinking
(Topic selection for 2/2 Due)
Jan. 19: The Brain
Psych./Sociological
Jan. 24: Early Childhood/Musical Develop.
Implementation of Brain Research
Smart Moves, Chap. 1, 2, 3
Jan. 26: GMEA—No Class
Jan. 31: The Musical Brain
Foundations, Chap. 8
Feb. 2: Special Topics Presentations
(Requirement I)
Smart Moves, Chap. 4, 5
(Service Learning selection/site
Foundations, Chap. 5 &7
Dimensions of Musical
(Chap. Assignments:
Due 2/14* from Chap. 4-10)
due)
Feb. 7: Special Topics (Continued)
Thinking
Begin “Developmental Passages”
Dimensions, Chap. 2, 3
Feb. 9: Critical and Creative
Smart Moves, Chap. 6, 8
`
Feb. 14: Dimensions, Chapter
Feb. 16: Dimensions (Continued)
Presentations oral/written (Requirement II)
Feb. 21: Music as Metaphor
Psychology /Aesthetics
due*)
Smart Moves, Chap. 9, 10
Feb. 23: Memory
(Three Test Questions
Feb. 28: Review/Synthesize for Test I
Mar. 2: Test I (Requirement V)
(Three Test Questions due*)
March 6-10 Spring Break
March 14: Learning Style Tests
(Assignments made—due 3/30)
March 16: Music Leadership Conf.
No Class
March 21: Multiple Intelligences
March 23: Creativity
Foundations, Chap. 6
Smart Moves, Chap. 13, 14
Mar. 28: Learning Theories/Theorists
March 30: Learning Style Reports
(Requirement VI)
(Three Test Questions
Due*)
April 4: Review/Synthesize for Test II
April 6: Test II
(Requirement VII)
April 11: Overview of National Standards, QCCs
Assessment/Tests/Measures
Performance Standards
p. 19-124
Curriculum/Assessment in Music Ed
Foundations, Chap. 9, 10
(Interview Assignment—due 4/25*)
April 13:
April 18: Groups—Assessments
April 20: Continue Group Work
(Overview of Final Project)
April 25: Interview Assignments Due
(Requirement VIII)
Writing Rubrics
April 27: Group Reports
Closure
Service Learning Written
Reports Due(Requirement IV)
May 2 : Final Evaluation Project Due
All Summaries, assignments
Due
TBA: Music Education Colloquium Series (Attendance Required)