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Kennesaw State University
School of the Arts/Bagwell College of Education
Fall Semester 2007
MUED 3340 "Music for Early and Middle Grades"
I.
Instructors:
Ms. Barbara P. Hammond, Music
Ms. Donna Thomasson, Music
Dr. Kathleen Creasy, Music
Mr. Rick McKee, Music
(See attached documents for office locations, phone, E mail and office hours)
II.
Class Sessions:
Times TBA
Music-- Wilson Bldg.# 230
III.
Texts and Supplies:
Anderson and Lawrence (Seventh Ed.), Integrating Music Into the Elementary
School. Wadsworth Publishing Co.
Soprano Recorder (Musical Instrument—available in KSU Bookstore)
(Optional) Sevush, Leo, Let’s Play Recorder (Student Book)
IV.
Catalog Description: A course designed for preparing elementary school
educators to integrate meaningful musical experiences into the classroom. Prospective
elementary classroom educators will develop basic concepts, skills, methods of
instruction, and teaching competencies in the specific areas of music.
V. Purpose/Rationale: The purpose of this course is to prepare prospective professional
learning facilitators to incorporate meaningful musical experiences into the elementary
curriculum. Music, present in all cultures throughout history, provides a unique mode of
aesthetic education. Critical and creative thinking via the arts are vital curricular and
societal components of an essential and comprehensive educational plan. MUED 3340
will explore the broad commonalties of personal expression and creativity offered within
the arts, as integrated into all discipline areas. Content of the course is consistent and
specifically keyed to the Quality Core Curriculum of the State of Georgia, National
Standards in Music Education, and the National Association of Schools of Music.
Emphasis is placed upon:
--Responding to music, developing knowledge and skills in critical thinking,
creative production, historical and cultural perspective, and aesthetics.
--Musical skill and knowledge development, designed to enable teachers
to conduct and facilitate activities with students.
--Planning, developing and implementing balanced and meaningful musical
experiences for students, employing a variety of methods and techniques.
--Teaching musical concepts through a variety of experiences which
engage the students in cognitive, affective, and psychomotor interactions
with the arts of different cultures.
--The development of multicultural awareness and classroom equity issues,
including adaptive strategies for students with special needs.
VI. Conceptual Framework: Collaborative Development of expertise in Teaching
and Learning.
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.
VII. Use of Technology: Students in MUED 3340 will utilize the following technology
and skills: -the basic skills and terminology needed to use a word processing package, email, and the internet. Students will utilize several instructional technology media,
available in TRAC and/or in the classroom, in order to plan and implement micro
teaching lessons.
VIII. 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
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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.
The content and knowledge base of MUED 3340 emphasizes cultural diversity by
drawing upon musical examples from around the world. Students are encouraged to
prepare and present songs, movement, and listening lessons reflective of a wide variety of
cultures and stylistic periods. Classroom teachers are expected to draw from the rich
heritage of their local communities.
IX. Course Goals: The following goals are consistent with the Conceptual Framework
as outlined by the Bagwell College of Education. The Conceptual Framework is
congruent with the NCATE Program Standards for Elementary Teacher Preparation,
which specifically address the content areas of music (listed in Appendix). In addition,
the goals are based on the National Standards of Music Education (NSME), the National
Association of Schools of Music (NASM) Guidelines for Music Teacher Preparation
(listed in Appendix,), and the Quality Core Curriculum (QCC) Standards of the State of
Georgia (available for Fine Arts/General Music at www.glc.k12.ga.us.)
The student will be able to:
1. develop awareness and understanding of the unique role of music education
in the elementary/middle school environment and how to successfully integrate the
arts into specific areas of the general curriculum. (Conceptual Framework Concept:
candidates develop a strong research-based knowledge of content and pedagogy,
NCATE Music #4; MENC #8; and Music QCC Artistic Skills & Knowledge strand.)
2. expand knowledge, skills, and aesthetic awareness through the study of the elements
of music, building upon the foundation for artistic expression.
(NCATE Music # 1; NSME #1-9; MENC #1-8; and Music QCC Skills and
Knowledge strands.)
3. demonstrate knowledge of aspects of child development and patterns of learning that
impact appropriate selection of materials and teaching strategies music. (Conceptual
Framework Concept: develop their professional expertise in recognizing, facilitating,
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assessing, and evaluating student learning. NCATE Music #2; NSME #8; and
MENC #8.)
4. demonstrate the knowledge and conceptual understanding of content and
related skills in all aspects of planning, developing lessons which specify consistent
objectives, sequences of instruction, and methods of evaluation. (Conceptual
Framework Concept: develop their professional expertise in recognizing, facilitating,
assessing, and evaluating student learning, NCATE Music #1, and MENC #1-7.)
5. demonstrate skill in selecting and adapting appropriate instructional methods
incorporating media and technology. (Conceptual Framework Concept: candidates
develop a strong research-based knowledge of content and pedagogy, MENC 8;
Music QCC Skills and Knowledge strands.)
6. identify and explain the influences of students’ linguistic, ethnic, racial and
socioeconomic backgrounds and gender on learning art and music. (Conceptual
Framework Concept: demonstrates expertise in facilitating learning in all students,
MENC #8, 9.)
7. construct lessons incorporating exemplary works of music from a variety of
cultures, forms and historical periods. (Conceptual Framework Concept: develop a
strong research-based knowledge of content and pedagogy, NCATE Music #2 & 3;
NSME#9; MENC #6, 7, 8; Music QCC Historical and Cultural Context.)
8. describe and develop techniques that will create a learning environment
fostering the development of each child’s aesthetic awareness and critical/creative
thinking processes. (Conceptual Framework Concept: demonstrates expertise in
facilitating learning in all students, NCATE Music #2; NSME #3, 4, 5,& 6; MENC
#1-9; Music QCC Critical Analysis & Aesthetic Understanding strand.)
X. Course Objectives
The following objectives are specific outcome-based expectations derived from the
Course Goals and the Conceptual Framework of the Bagwell College of Education,
NCATE Program Standards, the National Standards for Music Education, and the State
of Georgia Quality Core Curriculum.
The student will be able to:
1. develop basic musical skills and competencies in music reading, listening, and
performing (singing, playing classroom instruments,) demonstrating an
understanding of the fundamental elements of music.
2. identify the basic components of elementary/middle general/vocal music, including
musical elements and concepts, classroom activities, and strategies of teaching.
3. teach children songs by rote and by note, using methods appropriate to the age group
and literature.
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4. utilize classroom instruments as tools for conceptual learning, performance, and
accompaniments.
5. prepare and use listening lessons as conceptual teaching tools and toward enhancing
aesthetic responsiveness.
6. utilize movement as a conceptual teaching tool.
7. plan and employ lessons that involve composition, improvisation, and creation in
music.
8. develop performance skills on the soprano recorder.
9. develop accompaniment skills on at least one of the following: autoharp, guitar, or
tone bells.
XI.
Course Requirements and Assignments:
500 points possible
(See descriptions & specific criteria sheets, provided by instructor)
Recorder and Autoharp (or other accompaniment instrument)
(25 points each) (Obj. #1,4, 8, 9)
Peer Teaching Activities:
Rhythm Instrument/Rhythm/Tone Color (Obj. #1, 2, 4, 6)
Teaching a Song (Obj. # 1, 2, 3)
Listening/Movement or Creativity (Obj. #1, 2, 3)
Mid Term Exam (Obj. #1, 2, 8)
Outside Observation, Workshop, or Concert Experience
(Obj. 1, 2, 7, 8, 9)
Total points possible in Music
50 points
100
100
125
75
50
(500)
Evaluation and Grading:
450-500
400-449
350-399
300-349
Below 300
A
B
C
D
F
Note: All written assignments must be typed. All late assignments will have 5 points
deducted.
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XII.
Academic Integrity:
Every KSU student is responsible for upholding the provisions of the Student Code of
Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the
Student Code of Conduct addresses the University's policy on academic honesty,
including provisions regarding plagiarism and cheating, unauthorized access to
University materials, misrepresentation/falsification of University records of academic
work, malicious removal, retention, or destruction of library materials, malicious/
intentional misuse of computer facilities and/or services, and misuse of student
identification cards. Incidents of alleged academic misconduct will be handled through
the established procedures of the University Judiciary Program, which includes with an
"informal" resolution by a faculty member, resulting in a grade adjustment, or a formal
hearing procedure, which may subject a student to the Code of Conduct's minimum one
semester suspension requirement.
Disruptive Behavior: The university has a stringent policy and procedure for dealing
with behavior which disrupts the learning environment. Consistent with the belief that
your behavior can interrupt the learning of others, behavior which fits the University’s
definition of disruptive behavior will not be tolerated. Refer to the Kennesaw State
University Undergraduate Catalog for further detail.
Other general policies and regulations of student life have been developed by Kennesaw
State University. These policies include: 1) Student Code of Conduct, 2) Handling
Student Code of Conduct Violations at KSU, 3) Student Records, 4) Policies and Position
Statements, and 5) Student Administrative Withdrawals & Academic Grievance
procedures. These policies can be found on in the Kennesaw State University
Undergraduate Catalog.
It is expected, in this class, that no professional should need reminding of any of these
policies but the policies are there for your consideration. The activities of this class will
be conducted in both the spirit and the letter of these policies.
XIII. Attendance Policy: The nature of MUED 3340 is active and experiential.
Learning takes place by “doing” and interacting with others and the materials provided.
Students will be expected to be on time and stay for the full class in order to be counted
present. Each absence after the first will result in a deduction of 25 points from final
music grade. (In some cases, an absence may be excused by completing an appropriate
assignment given by the instructor, related to the topic missed.) In case of serious
illness, etc., please consult with the instructor.
XIV. Course Outline: Calendar of assignments, tests, dates, etc. will be provided
by individual music instructor.
XV. References: Provided by Instructor
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XVI.
Appendix:
NCATE Program Standards in Music for Elementary Teacher Preparation
1. To communicate at a basic level in music, including knowledge and skills in the use of
basic vocabulary, materials, traditional and technology-based tools, techniques, and
thinking processes of music.
2. To develop and present basic analyses of music from structural, historical and cultural
perspectives.
3. To have an informed acquaintance with exemplary works of music from a variety of
cultures and historical periods.
4. To relate basic types of musical knowledge and skills within and across the arts
disciplines, and to make connections with other disciplines.
National Standards for Music Education (Music Educator’s National Conference:
MENC)
1. Singing alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the
arts.
9. Understanding music in relation to history and culture.
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Georgia Quality Core Curriculum Standards In Music
Consult Georgia Learning Connections website www.glc.k12.ga.us
Additional plans (also many other sites) posted by teachers: www.lessonplanspage.com,
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