QuickTime™ and a
Photo - JPEG decompressor
are needed to see this picture.
KENNESAW STATE UNIVERSITY
SCHOOL OF THE ARTS
FALL SEMESTER 2006
MUED 3301: GENERAL METHODS , MATERIALS, and CURRICULUM
Barbara Hammond, Program Coordinator Music Ed.
Office: (770) 423-6553
Tues./Thurs.11:00 a.m. to 12:15 p.m.
Home: (770) 973-1988*
E-mail: bhammond@kennesaw.edu
(*Emergency only, please)
Office Hours posted on door or appointment
Office: Music #112
TEXTS AND REQUIRED MATERIALS:
1. Campbell, Patricia S., & Scott-Kassner, Carol (2002) Music in Childhood
(3rd Edition.) New York: Prentice Hall
2. Froseth, James O (1996) Do It: Play Recorder Book and Recorder
Supplementary Materials:
Selected classroom music texts, curriculum guides, and recordings.
Selected readings from Handouts
__________________________________________________________
CATALOGUE COURSE DESCRIPTION:
The course prepares prospective general track music specialists for all aspects of the role
including curriculum design and the incorporation of a wide variety of methodologies
into classroom instruction. The course contains goals for development of specific
teaching skills,
including classroom management, techniques and materials to support the role of the
elementary/general music teacher. A field component and peer teaching is required.
This course is a REQUIREMENT for all music education majors.
PURPOSE/RATIONALE:
The purpose of this course is to prepare prospective professional learning facilitators for a
career in music education evolving from a background in comprehensive musicianship
for Grades P-12. Emphasis is placed upon the development of conceptual lesson
implementation within a systematic methodological framework, which is outcome-based.
A commitment is made toward developing and teaching conceptual music lessons and
units, which are developmentally appropriate, and which foster critical and creative
thinking and aesthetic awareness for all students within a broad multicultural knowledge
base.
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.
Prospective music educators in today's society are charged with providing a thorough and
balanced curriculum for all students. In accordance with the Tanglewood Declaration
(1967), music is an essential ingredient of the core educational process. Guidelines for
concept formation and lesson implementation are consistent with the researched-based
National Standards for Music Education, published in 1994 by Music Educators
National Conference and the Standards delineated in the State of Georgia Quality Core
Curriculum (QCC) or State Performance Standards.
The content of the course is well grounded in eclectic classroom-tested methodologies for
developing music skills and for bringing meaningful musical experiences for students.
Pedagogical techniques utilized in the development of musical understanding and skills
are based upon sequential designs for gaining musical literacy and student independence.
Philosophical foundations are derived from theory relating to multi-sensory learning and
a balance between the domains of learning. Classroom management skills are infused in
the curricular content and assessed within the field experiences.
TECHNOLOGY:
Students in MUED 3301 are required to incorporate technology into model lessons. At
least one assignment must include an internet search, presentation technology such as
Power Point, or appropriate computer-generated teaching materials, and/or specific music
softwear. During the semester, students will have an opportunity to observe a classroom
using computer-based keyboard instruction. Students will be expected to utilize the Ga.
Learning Connections’ website for lesson planning: www.glc.k12.ga.us. In addition,
other sites and sources will be available as resource.
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.
The content and knowledge base of MUED 3301 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.
COURSE GOALS/OBJECTIVES:
The Professional Learning Facilitator in Music will be able:
1. to establish a rationale for General Music as an integral component in the elementary
and middle school curriculum. (Conceptual Framework: Knowledge of content and
pedagogy; expertise in facilitating student learning; National Standards in Music
Education, # 8—see Appendix.)
2. to derive classroom music lessons from a diverse multi-cultural body of musical
literature incorporating M.E.N.C. National Standards, QCCs and the methodological
philosophies of Orff, Kodaly, Suzuki, Dalcroze, Gordon, Froseth, and Boardman. (CF:
Knowledge of content and pedagogy; National Standards #1-9.)
3. to plan for conceptual, sequential, and appropriate musical experiences with an
emphasis on
lifelong music education and comprehensive musicianship. (CF: Knowledge of Content
and pedagogy; expertise in facilitating student learning; National Standards: # 1-9.)
4. to plan for instruction (setting goals, objectives, set, pacing, procedures, materials and
evaluative procedures) using an accepted lesson plan format, utilizing theories of learning
styles, domains, and modes of learning. (CF: Expertise in facilitating student learning;
expertise in assessing student learning.)
5. to utilize and manage materials and technological hardwear and softwear within a
learning environment consistent with the intended objectives. (CF: Knowledge of
content and pedagogy; expertise in facilitating student learning; expertise in assessing
student learning: National Standards # 5, 7, 8.)
6. to develop strategies for teaching that employ a variety of methods and appropriate to
the needs of all students including mainstreamed special students, and to utilize approved
classroom management techniques. (CF: Knowledge of content and pedagogy, expertise
in facilitating student learning; expertise in assessing student learning.)
7. to demonstrate facility in lesson implementation within the context of specific field
experience assignments. (CF: Knowledge of content and pedagogy, expertise in
facilitating student learning; National Standards # 1-9)
8. to develop an appropriate skill level on the Recorder, and also on the autoharp/guitar.
(CF: Knowledge of Content; National Standards #2.)
COURSE REQUIREMENTS:
Successful completion of:
1. Weekly reading assignments and discussion participation. (Objectives # 1-7)
2. Choice of one outside Orff Observation or Workshop (from list of two—see separate
description.) Summary/Critique to be turned in the week following the
workshop/observation.
(Obj. # 1, 2, 3, 6, 8)
3. General Music Text Book Review (form/guidelines provided.) (Obj. # 1-7)
4. Three lesson observations of general music classes (form provided.) Two group
observations: (Kennesaw Primary and Pitner Elementary during class) and one
additional Elementary, Preschool, or Middle. (Obj. # 1, 2, 3, 4, 6, 7)
5. Two lesson designs, each to be implemented to the Methods Class as a model, then
taught to
students at Pitner Elementary and Kennesaw Primary. These lessons will involve
technology, visual aids, and a variety of teaching strategies. The lessons will
require a self, peer, and teacher evaluation. (B. Hammond must be present for at
least one lesson.) (Obj. # 1-8)
7. Written/oral report on a methodological philosophy (guidelines provided.) (Obj. # 1,
2, 6)
8. Recorder skill: Performance of a piece with at least six different notes, played
smoothly and
musically. (Obj. # 1, 8)
9. Autoharp/Guitar skill: Performance of a piece with at least three chords transposed
into one
other key. Performance will include playing and leading the class in song. (Obj.
# 1, 8)
10. One Unit of Study (three to five lessons), expanding into a Unit, one previous lesson
from
those taught, emphasizing Scope/Sequence and Interdisciplinary Learning. (Obj.
1-6)
11. Final exam. (Obj. # 1, 2, 3, 4, 6)
EVALUATION AND GRADING: (1000 Maximum Points)
Outside Orff Obs./Workshop, etc.
Text Review
100 (Obj. # 1, 2, 3, 6, 8)
50 (Obj. # 1-7)
Observation Summaries (3 @ 50)
150 (Obj. # 1, 2, 3, 4, 6, 7)
Written Lesson Plans (2 @ 50)
100 (Obj. # 1-8)
Model Lesson Presentations in class (2 @ 25)
50 (Obj. # 1-8)
Kennesaw Primary/Pitner
Elementary Lessons (2 @ 100)
200 (Obj. # 1-8)
(Including all Evaluations)
Methodology Presentation
50 (Obj. # 1, 2, 6)
Recorder, Autoharp/Guitar (50 Each)
(Presented during semester--student’s choice
date, or last day of class)
100 (Obj. # 1, 8)
Unit of Study/Rationale
100 (Obj. # 1-6)
Final Exam
100 (Obj. # 1, 2, 3, 4, 6)
___
Maximum Total
1000 Points
(All late assignments will have a 5 point deduction)
GRADING
900 -- 1000
800 -- 899
700 -- 799
600 -- 699
Below 600
= A
B
C
D
F
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 an/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 either 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.
ATTENDANCE POLICY:
The nature of this course is active and experiential. Learning takes place by
"doing" and interacting with others. It is understood that each student will be present for
the entire semester. Each absence after the first two (in case of illness) will result in a
deduction of 25 points. Please discuss serious illness or emergency situations with
instructor.
APPENDIX:
National Standards for Music Education (Music Educator’s National Conference)
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.
Georgia Performance Standards/QCCs: Consult Georgia Learning Connections website www.glc.k12.ga.us
KENNESAW STATE UNIVERSITY
MUED 3301
CALENDAR AND COURSE OUTLINE: Fall Semester, 2006
Barbara P. Hammond, Program Coordinator Music Education
Office: Music #112, (770) 423-6553
Home: (770) 973-1988*
*Emergency only, please
E-mail: bhammond@kennesaw.edu
Ongoing Topics:
Conceptual Learning in General Music
Curriculum Design in Music
Methods, Material, and Strategies in General Music
Musical Literacy in General Music
Classroom Management in the Music Class
MENC National Standards, State Standards
Music Education in the Core Curriculum
Recorder, Autoharp/Guitar
Technology /Diversity in Music Ed
Praxis II Preparation
Comprehensive Musicianship
Lifelong Learning in Music
TUESDAY
THURSDAY
August 22
Introduction
What is General Music?
A Philosophy of Music Ed.
Course Outline, Calendar
August 24
The Power of Music
Why? How? What is
the Role of Music Ed?
Readings for 8/29:
Music in Childhood (MIC)
3rd Ed. Preface and Chap. 1
August 29
Overview of Music Learning
Opportunities to Learn, Diversity
Staffing, Equipment, Etc.
Opportunities to Learn (Handouts)
Music in Childhood
For 8/31 Chap. 2
August 31
Musical Body of Knowledge
(Scope and Sequence)
Overview of Musical Elements
National Standards in Music Ed.
Georgia Perf. Stand./QCC’s
For 9/5 MIC Chap. 7
September 5
The Element of Rhythm
Concepts, Methods
For 9/7 MIC Chap. 8
September 7
The Element of Tone Color
Concepts, Methods
For 9/12 MIC Chap. 4 & 5
September 12
The Element of Melody
Teaching a Song—Strategies
For 9/14 MIC Chap. 10
September 14
The Element of Harmony
The Uncertain Singer
Teacher Guide Review Due
September 19
September 21
*Group Observation I: Kennesaw Prim. Lesson Planning, Curriculum
Leave 10:45 return 12:30
Classroom Management
For 9/21 MIC Chap. 11, 12, 13
September 26
Model Lesson I Presentations
Lesson Plans Due (Rhythm,
Tone Color, Melody/Harmony)
September 28
Focus on Skills
(Continue Model Lessons)
For 10/3 MIC Chap. 6
(*Teaching at Kennesaw Primary: 10/2-- 10/6)
October 3
Element of Form
Listening Lessons, Strategies &
Materials
For 10/5 MIC Chap. 9
October 5
Form continued
For 10/10 MIC Chap. 3
(Portion on Kodaly)
October 10
**Guest Presenter Dr. Kathy Creasy
Kodaly --Methods & Materials
October 12
Class Discussion
Teaching Evaluations
Due
For 10/19 MIC Chap. 14
October 17
No Class—BH at Music Ed Conf.
October 19
Form/Lesson Preparation
Movement in General Music
October 24
**Group Observation II: Pitner Elem.
Leave 10:45 return 12:30
For 10/26 MIC Chap. 3
October 26
Methodology Overview
October 31
Model Lesson II Presentation
Form, Listening Lessons
Lesson Plans due
November 2
Model Lesson, continued
Skills
For 11/7 MIC Chap. 15/16
**(Teaching Week: Pitner Elementary Nov. 6-10)
November 7
Students with special needs
November 9
Recorder/Skills
For 11/14 MIC Chap. 17
November 14
Group Discussion
Evaluations due
Unit Overview
November 16
Methodology Presentations
November 21
Methodology Presentations
Continued
November 23
Thanksgiving, No Class
November 28
Performing Groups in Gen Music
Centers of Learning
Unit Development Help
Preparation for Final Exam
November 30
Final Exam
December 5
Unit Presentations
All Written Units due
Final Exam Discussion
Recorder, Auto Harp Performance
December 7 (Exam Day)
Unit Presentations--Continued
Recorder, Auto Harp Performance
(Continued)
Closure