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KENNESAW STATE UNIVERSITY
DEPARTMENT OF MUSIC
FALL 2008
MUED 3334: FOUNDATIONS OF MUSIC EDUCATION
INSTRUCTOR:
Dr. Michael Walters
Office 113 – Music Building
Phone – (770) 423-6392
Office Hours – as posted
CLASS MEETINGS:
TEXT:
TBA
The required text is FOUNDATIONS OF MUSIC EDUCATION,
by Abeles, Hoffer, and Klotman.
Schirmer, latest edition.
CATALOG COURSE DESCRIPTION:
A project-oriented exploration of the interaction of historical, social, and philosophical
forces and the development of music education, and the justification of a music education
program in schools. This course is required for all music education majors.
PURPOSE/RATIONALE:
The inclusion of music in today’s schools requires an examination of the history,
philosophic foundations, and belief systems which have evolved and shaped the traditions, the
current knowledge base, and the skills and realizations which comprise current thinking in music
education. In field observations and assignments enhance the scope of the course.
The systems of training teachers for the profession of music education are directly linked
to all the historic philosophies, beliefs, sociological influences and psychological factors all of
which continue to evolve and define the role of music education in the present.
MUED 3334 provides prospective music educators with a specific perspective and
appreciation of their profession coupled with the acquisition of a durable philosophy regarding
music education as it relates to contemporary society. Upon this foundation of philosophy and
history the Music Department sequentially requires the other essential components of music
education such as curriculum, assessment in music, methods, instrument techniques, and field
experiences – all of which lead to student teaching.
CONCEPTUAL FRAMEWORK:
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 3334 are expected to utilize technology in preparation and
presentation of materials for all requirements. MUED 3334 provides prospective music teachers
with an introduction to technological developments which relate to music education
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.
COURSE GOALS AND OBJECTIVES:
Through assigned projects and group work:
1. Examine the history of music education.
2. Study and consider the various philosophic foundations of the music education
movement.
3. Establish an understanding of the ‘applied’ and the ‘aesthetic’ components of music
education.
4. Develop a clear and comprehensive understanding of the purposes and function of music
education in American public and private schools as reflected in regional traditions.
5. Examine and consider the sociological components of music and music education.
6. Establish the connection of research to music education.
7. Develop a working perspective regarding the evolution and purpose of music education
as a component of the American ‘comprehensive’ educational model.
8. Examine the phenomenon of teacher education and the possible future directions of
music education.
KNOWLEDGE BASE:
A current, comprehensive text provides the overall framework for the course along with
sufficient material to support the course goals and objectives. Public school music department
handbooks from various regions of the country provide exposure to a wide spectrum of current
practical, organizational, and regional issues. Input from County and other regional school
music departments assures a flow of current information regarding program, staffing, hiring, and
instructional patterns. MENC publications such as CMP 4 are used to support the development
of a strong and cohesive philosophy of the discipline. The Journal of Research in Music
Education provides for current research specific to the field of music education.
COURSE REQUIREMENTS:
1. Class attendance and participation
2. Group presentations on the history of music education and current issues in Music
Education.
3. Final examination/reflection (as scheduled in the course schedule)
MUED 3334 requires numerous group presentations throughout the course. Students present
‘position’ papers orally in class. Students are expected to ‘defend’ and ‘argue’
philosophic positions effectively. The ‘position’ papers will articulate various ‘pro’ and
‘con’ viewpoints, which specifically relate to the course objectives. Students are
expected to be able to clearly articulate important philosophic, structural, curricular, and
programmatic issues which reflect current issues and thinking in the music education
profession.
ATTENDANCE:
1.
2.
3.
4.
Attendance is required.
Students may have TWO (2) absences during the course without penalty.
Absences beyond the three permitted will result in forfeiture of the course.
Attendance will be taken at every class.
GRADES:
1. Final exam/reflection – 50%
2. Written/oral presentations– 50%
90 to 100
80 to 89
70 to 79
69 or below
-
A
B
C
F