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MUED 3305: LEARNING AND ASSESSMENT
IN MUSIC EDUCATION
Spring Semester 2008
Barbara P. Hammond, Program Coordinator Music Ed
Office: Music Bldg. 112
(Office hours posted on door)
Office: (770) 423-6553
Home: (770) 973-1988 (Emergency only)
E-mail: bhammond@kennesaw.edu
Class meetings: Tuesday-Thursday 9:00 to 9:50 WB 230
Required Materials:
Ables, Hoffer, Klotman (1994) Foundations of Music Education., New York:
Schirmer Books.
Jensen, Eric(2000) Music with the Brain in Mind, Thousand Oaks, Calif:
Corwin Press.
___(2001) Spotlight on Assessment in Music Education. Reston, VA:
MENC.
Campbell, Patricia S., & Scott-Kassner, Carol (2002) Music in Childhood
(3rd Edition.) New York: Prentice Hall
Catalogue Course Description:
A project-oriented course examining developmental learning theories relevant to
the teaching and learning of music. In addition, strategies and tools for assessing musical
achievement in classroom and performance ensembles are explored. This course includes
Service Learning and 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.)
GRADING: (Keyed to Course Goals)
I.
Special Topic Presentation/Handouts
OR
Dimensions Presentation
150 Points
I-III
III.
Brain Energizer Warm-Up
100
I
IV.
Service Learning/Field
175
IV
V.
Test I
100
I-III
VI.
Learning Style Case Study
125
II, III
100
II, III
VIII. Assessment Interview
100
V-VIII
IX.
150
I-III,
V-VIII
VII.
Test II
Final Evaluation Project
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.