Department of Music and Performing Arts Professions
Program in Music Education
The Steinhardt School of Education, New York University
E85.2058: Music Education Curriculum Development
Course Syllabus
Dr. David Elliott --- Office: 675A
david.elliott@nyu.edu
212-998-5404
This course is a study of the philosophical, psychological, social, political, and practical
bases of music curriculum design. Students will learn to integrate curriculum, theory and
practice by applying their studies in this course to an individualized curriculum project.
Aims:
On completion of this course students will demonstrate the ability to:
(1) explain the relationships between curriculum concepts and several fields of study
including the following: educational philosophy; music education philosophy; music
education history; comparative music education; educational psychology; postmodern
and poststructural theory;
(2) reflect critically on the nature(s) of “curriculum” and “curriculum-making”;
(3) develop music curricula for a variety of music teaching-learning situations.
Evaluation:
1. Weekly Class Participation in Discussions: 10%
2. One paragraph for each meeting of the class. This paragraph may be a question for
discussion, an objection, or an elaboration of a point raised in a reading or discussion.
These paragraphs must be submitted on time. You cannot pass this course unless you
submit these paragraphs on time. 20%
3. Two oral reports on assigned readings: 2x10%=20%
4. One short essay on a reading selected from the course bibliography and/or
approved by the instructor: 2x10%=20%
5. Individualized final project (theoretical or practical) as “contracted”
with the instructor: 30%
Required Text
Ornstein, A.C. & Hunkins, F.P. (1998). Curriculum: Foundations, principles, and issues,
3rd Edition. New York: Allyn & Bacon.
E85.2058 Course Syllabus
Department of Music and Performing Arts Professions
Supplementary Readings
To be assigned.
TOPIC OUTLINE
1. Orientation to “Curriculum”
 Concepts of Curriculum.
 Foundations of Curriculum
 Domains of Curriculum
 Modernity, Postmodernity, and Curriculum Theory
2. Philosophical Foundations of Music Curriculum Development
 Educational Philosophies & Curriculum.
 Music Education Philosophies & Curriculum
 Postmodern Critiques of Traditional Philosophical Positions
3. Historical and International Examples of Music Curriculum
 Music Education History and Curricula in the USA
 Music Education History and Curricula in Canada, the UK, and Europe
4. Psychological Foundations of Music Curriculum
 Curriculum in relation to Humanism
 Curriculum in relation to Constructivism
 Curriculum in relation to Behaviorism & Social Learning Theory
 Curriculum in relation to issues in Music Cognition
 Postmodern Critiques of Educational and Music Cognition
5. Social-Political Issues in Music Curriculum
 The “Standards” Movement
 Multicultural Music Education
 School Reform
 Technology and Music Technology
 Feminist Critiques
6. Competing Concept of Curriculum Development
 Technical-Scientific Approach
 Non-technical-Nonscientific Approach
 Components to Consider in Developing a Curriculum
 Curriculum Stakeholders
7. Curriculum Design
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E85.2058 Course Syllabus
Department of Music and Performing Arts Professions
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Design Components
Design Dimensions
Representative Curriculum Designs
8. Curriculum Implementation
 The Nature of Implementation.
 Implementation as a Change Process
 Curriculum Implementation Models
 Roles of Stakeholders
9. Curriculum Evaluation
 Concepts of Curriculum Evaluation
 Scientific-Positivistic Evaluation Models
 Humanistic and Naturalistic Evaluation Models
 Practices and Issues of Evaluation
 Evaluation Participants
Selected Bibliography
Alba, A. d. (Ed.). (1999). Curriculum in the postmodern condition. New York: P. Lang.
Apple, M. W. (1990). Ideology and curriculum. New York: Routledge.
Apple, M. W. (2001). Educating the "right" way : markets, standards, God, and
inequality. New York: RoutledgeFalmer.
Aronowitz, S., & Giroux, H. A. (1991). Postmodern education: Politics, culture, and
social criticism. Minneapolis, MN: University of Minnesota Press.
Banks, J. A. (2001). Cultural diversity and education : foundations, curriculum, and
teaching (4th ed.). Boston: Allyn and Bacon.
Bereiter, C., & Scardamalia, M. (1993). Surpassing Ourselves: An Inquiry Into the
Nature and Implications of Expertise. LaSalle, IL: Open Court Publishing,.
Beyer, L. E. (2000). The arts, popular culture, and social change. New York: Peter Lang.
Beyer, L. E., & Apple, M. W. (Eds.). (1998). The curriculum : problems, politics, and
possibilities. Albany: State University of New York Press.
Beyer, L. E., & Liston, D. P. (1996). Curriculum in conflict : social visions, educational
agendas, and progressive school reform. New York: Teachers College Press.
Brandt, R. S. (Ed.). (2000). Education in a new era. Alexandria, VA: Association for
Supervision and Curriculum Development.
Bromley, H., & Apple, M. W. (Eds.). (1998). Education, technology, power : educational
computing as a social practice. Albany: State University of New York Press.
Burnaford, G., Fischer, J., & Hobson, D. (Eds.). (2001). Teachers doing research : the
power of action through inquiry (2nd ed.). Mahwah, N.J.: Erlbaum.
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Department of Music and Performing Arts Professions
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Carr, J. F., & Harris, D. E. (2001). Succeeding with standards : linking curriculum,
assessment, and action. Alexandria, VA: Association for Supervision and
Curriculum Development.
Colwell, R. (2002). Assessment's potential in music education. In R. Colwell & C.
Richardson (Eds.), The new handbook of research on music teaching and learning
(pp. 1128-1158). New York: Oxford University Press.
Colwell, R., & Richardson, C. (Eds.). (2002). The new handbook of research on music
teaching and learning. New York: Oxford University Press.
Connelly, F. M., & Clandinin, D. J. (1988). Teachers as Curriculum Planners. New
York: Teachers College Press.
Davidson, L., & Scripp, L. (1990). Tracing Reflective Thinking in the Performance
Ensemble. The Quarterly Journal of Research in Music Teching and Learning,
1(1 and 2 (Spring)), 49-62.
Elliott, D. J. (1995). Music matters: A new philosophy of music education.
New York: Oxford University Press.
Gardner, H. (1991). The Unschooled Mind. New York: Basic Books.
Gardner, H. (1995). Reflections on Multiple Intelligences: Myths and Messages. Phi Dela
Kappan, 77(3 Novemeber), 200-209.
Glanz, J., & Behar-Horenstein, L. S. (Eds.). (2000). Paradigm debates in curriculum and
supervision : modern and postmodern perspectives. Westport, Conn: Bergin &
Garvey.
Grundy, S. (1987). Currriculum: Product or Praxis. London: Falmer Press.
Hanley, B., & Montgomery, J. (2002). Contemporary music curriculum practices and
their theoretical bases. In R. Colwell & C. Richardson (Eds.), The new handbook
of research on music teaching and learning (pp. 113-143). New York: Oxford
University Press.
Henson, K. T. (2001). Curriculum planning : integrating multiculturalism,
constructivism, and education reform (2nd ed.). Dubuque, IA: McGraw-Hill.
Holmes, B., & McLean, M. (1989). The Curriculum: A Comparitive Perspective.
London: Unwin Hyman.
Jensen, E. (2001). Arts with the brain in mind. Alexandria, VA: Association for
Supervision and Curriculum Development.
Jorgensen, E. (2002). Philosophical issues in music curriculum. In R. Colwell & C.
Richardson (Eds.), The new handbook of research on music teaching and learning
(pp. 48-62). New York: Oxford University Press.
Lundquist, B. R. (2002). Muisc, culture, curriculum, and instruction. In R. Colwell & C.
Richardson (Eds.), New Handbook of Research on Music Teaching and Learning
(pp. 626-647). New York: Oxford University Press.
McNeil, J. D. (1999). Curriculum : the teacher's initiative (2nd ed.). Upper Saddle River,
N.J.: Merril.
Meier, D. (Ed.). (2000). Will standards save public education? Boston: Beacon Press.
MENC. (1994). The School Music Program: A New Vision. Reston VA: Music Educators
National Conference.
Miller, J. P., & Seller, W. (1985). Curriculum: Perspectives and Practice. New York:
Longman.
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Department of Music and Performing Arts Professions
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Mursell, J. (1936). Principles of Music Education. In G. Whipple (Ed.), Music Education:
The 35th Yearbook of the National Society for the Study of Education, Part Two.
(pp. 3-16). Bloomington, IL: Public School Publishing Co.,.
Nucci, L., Saxe, G., & Turiel, E. (Eds.). (2000). Culture, thought, and development.
Mahwah, N.J.: Erlbaum.
Perkins, D. N. (1992). Smart schools: better thinking and learning for every child. New
York: The Free Press.
Pitts, L. B. (1944). The music curriculum in a changing world. New York: Silver Burdett
company.
Popham, W. J. (2001). The truth about testing : an educator's call to action. Alexandria,
VA: Association for Supervision and Curriculum Development.
Posner, G. J., & Rudnitsky, A. N. (2001). Course design : a guide to curriculum
development for teachers (6th ed.). New York: Longman.
Ravitch, D. (Ed.). (1995). Debating the future of American education: do we need
national standards and assessments? Washington, D.C.: Brookings Institution.
Reimer, B. (2002). A philosophy of music education: advancing the vision (3rd ed.):
Prenitice Hall.
Runfola, M., & Swanwick, K. (2002). Developmental characteristics of music learners. In
R. Colwell & C. Richardson (Eds.), The new handbook of research on music
teaching and learning (pp. 373-397). New York: Oxford University Press.
Scheffler, I. (1988). Making and Understanding. In B. Arnstine & D. Arnstine (Eds.),
Proceedings of the Forty-Third Annual Meeting of the Philosophy of Education
Society (pp. 65-78). Normal, IL: Illinois State University Press.
Schwab, J. J. (1970). The Practical: A Language for Curriculum. Washington, D. C.:
National Education Association.
Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn : integrating
learning styles and multiple intelligences. Alexandria, VA: Association for
Supervision and Curriculum Development.
Slattery, P. (1995). Curriculum development in the postmodern era. New York: Garland.
Snowman, J., & Biehler, R. (2000). Psychology Applied to Teaching (9th ed.). Boston:
Houghton Mifflin.
Stotsky, S. (Ed.). (2000). What's at stake in the K-12 standards wars? New York: Peter
Lang.
Taylor, C. (1992). Multiculturalism and 'The Politics of Recognition'. Princeton:
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Walling, D. R. (Ed.). (1997). Under construction : the role of the arts and humanities in
postmodern schooling. Bloomington, IN: Phi Delta Kappa Educational
Foundation.
Webster, P. (2002). Computer-based technology and music teaching and learning. In R.
Colwell & C. Richardson (Eds.), The new handbook of research on music
teaching and learning (pp. 416-442). New York: Oxford University Press.
Westbury, I. (2002). Toward an understanding of the "aims" of music education. In R.
Colwell & C. Richardson (Eds.), The new handbook of research on music
teaching and learning (pp. 105-112). New York: Oxford University Press.
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Department of Music and Performing Arts Professions
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Wiles, J., & Bondi, J. (2002). Curriculum development : a guide to practice (6th ed.).
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