MUSIC CURRICULUM COURSE REVIEW
1.
Course Titles/Numbers: 06-130 Strings
2.
Number of Credits: one credit
3.
Curriculum Program Title:
Music Education
4.
Curriculum/Course is:
( ) Required
5.
List Prerequisites: None
6.
List Courses Being Replaced: None
7.
List Courses Being Deleted: None
8.
Needs Statement (Give brief statement explaining the need for the new course or for
combining courses. Does this course adjustment alter the nature of the curriculum
program or the degree to be awarded?)
( ) New
( XX ) Revised
( ) Elective
The following course name and description clarification is proposed for 06-130 Strings:
Existing Course Name & Catalog
Description
06-130 Strings Violin, viola, cello and bass.
Emphasis on the fundamentals of tone
production, bowing, fingerings and positions.
Special attention is given to playing in tune.
Credit, one hour. Lab Fee.
Proposed Course Name & Description
Clarification
06-130 String Techniques & Methods
Intended for music education majors, this
course is designed to impart basic orchestral
string instrument performance and pedagogical
techniques and skills required for students
intending to teach instrumental music at the
elementary, middle, and high school levels.
Credit, one hour. Lab fee. Open only to music
education majors.
Rationale:
This course addresses instrumental techniques and teaching methods that have been part of the
music education curriculum for many years. However, the course name and description are
vague and needlessly complicated and confusing. The name and description clarifications are
intended to reflect more accurately actual course content, and avoid confusion with existing
applied brass, woodwind, string, and percussion courses, which are private lessons.
9.
Catalogue Description of the Course:
See old and new course names/descriptions above.
10.
List Objectives of the Course:



Students will learn basic performance techniques on the instruments indicated in the
course title, improving their problem-solving skills and competency as professional
music educators.
Students will learn pedagogical techniques on the instruments identified in the course
title, improving their problem-solving skills and competency as professional music
educators.
Students will learn how to apply these techniques in elementary, middle, and high school
instrumental teaching environments, improving their problem-solving skills and
competency as professional music educators.
11. Course Outline (Attach Typical Course Outline)
See attached sample syllabus.
12. Show how the proposed course fits into the curriculum or course sequence. Attach
course descriptions and list course numbers.
This revised course name and description does not change the existing curriculum or course
sequencing in any way.
13. Are there comparable courses in other departments? If so, list all comparable courses
here. (Attach course descriptions for all comparable courses.)
No
14. How will students be affected by this course change? Will this course improve
students’ professional competence, employability, and ability to pass professional
examinations? Does this course increase the number of credit hours required for
graduation? Do the course prerequisites increase the total number of semester hours
in this curriculum program?
Students will not be impacted by this course name and description revision in any way, but
registration confusion with existing applied instrumental courses will be eliminated. This
revision also does not change total credit hours in the curriculum, or credit hours required for
graduation.
15. What effect will this new course have on University resources?
require new or additional resources and/or staffing?
None
Will this course
16. How will this new course benefit the University?
This is not a new course.
17. How will the change affect the program?
The name and description revision for this course more accurately reflects its
content and purpose, thus eliminating existing confusion for students, advisers, and outside
accrediting agencies, especially with other similarly named applied music courses.
Submitted by:____Dr. John Graulty_________
Date: __3/14/2008____
Approved by the Faculty of Department (Date) _______3/13/2008_____________
The curriculum committees of the Music Department and the College of Arts, Humanities, and
Social Sciences have endorsed these clarifications, as has the Council for Professional
Education (CPE).
SAMPLE SYLLABUS
DELAWARE STATE UNIVERSITY
COLLEGE OF HUMANITIES & SOCIAL SCIENCES
Department of Music
TERM:
COURSE NAME:
COURSE NUMBERS:
CREDIT HOUR:
CLASS SCHEDULE:
CLASS LOCATION:
INSTRUCTOR:
OFFICE:
PHONE:
E-MAIL:
OFFICE HOURS:
Spring 2008 Semester
String Techniques and Methods
06-130
01
Monday & Wednesday - 9:00 - 9:50 a.m.
Room 288
Dr. Yvonne P. Johnson, Associate Professor
Room 288, EH Bldg.
(302) 857-6694
yjohnson@dsc.edu
Posted on office door and arranged by appointment.
TEXTBOOK:
Dillon, Kjelland, and O’Reilly (1992). Strictly Strings (Book I).
Van Nuys, California: Highland/Etling (A division of Alfred
Publishing Co., Inc.).
I.
COURSE DESCRIPTION:
Intended for music education majors, this course is designed to impart basic orchestral
string instrument performance and pedagogical techniques and skills required for students
intending to teach instrumental music at the elementary, middle, and high school levels.
Credit, one hour. Lab fee. Open only to music education majors.
II.
RATIONAL/JUSTIFICATION:
This course is a pedagogical component of the student’s course of study in the special
content area. It is designed for music education majors to develop basic skills in
playing and teaching, especially beginning students, the violin, viola, cello or double
bass. This course will prepare students to become more effective musicians/teachers.
All PEU standards are addressed. Special emphasis is directed to content and
pedagogical knowledge and effective teaching and assessment strategies.
CONCEPTUAL FRAMEWORK COMPONENTS
DIRECT (PEU)
D = Diversity (working with cultural activities and diverse populations)
I = Interpersonal Communication Skills (application)
R = Reflections
E = Effective Teaching and Assessment Strategies
C = Content and Pedagogical Knowledge
T = Technology (integration)
1
2
3
4
5
6
7
8
9
10
11
12
Delaware Teaching Standards (DTS)
Content
Human Development & Learning
Diverse Learners
Communication
Learning Environment
Planning
Instructional Strategies
Assessment
Professional Growth
Professional Relationships
Educational Technology
Professional Conduct
*National Association of Directors of Teacher Education Certification
Standard *NASDTEC General Standards for Music (3.5.23)
I
The program shall require demonstrated competence in the knowledge of the
common elements of music-rhythm, melody, harmony, timbre, texture, dynamics,
form, and their interaction-and the ability to analyze music both aurally and visually
in relation to these elements.
II
The program shall require demonstrated competence in conducting, score reading,
and rehearsal techniques.
III
The program shall require demonstrated competence at an advanced level in one
applied musical area to assure accurate and musically expressive performances.
IV
The program shall require demonstrated competence in a variety of large and small
ensembles.
V
The program shall require demonstrated competence in the knowledge of music
history and literature and the relationship of music to the other arts with emphasis on
historical and stylistic perspectives.
VI
The program shall require demonstrated competence in evaluating musical works
and performances.
NATIONAL MUSIC CONTENT STANDARDS (NMCS)
1. Students will sing, independently and with others, a varied repertoire of music.
2. Students will perform on instruments, independently and with others, a varied repertoire of
music.
3. Students will improvise melodies, variations, and accompaniments.
4. Students will compose and arrange music with specific guidelines.
5. Students will read and notate music.
6. Students will listen to, analyze, and describe music from diverse cultures, times, and places.
7. Students will evaluate music and music performances.
8. Students will make connections between music, the other arts, and other curricula areas.
9. Students will understand music in relation to history and diverse cultures.
III. COURSE OBJECTIVES:
Students will be able to perform on a stringed instrument with emphasis on the following
criteria:







Play in tune. (DST #1, 6, 7), D I R E C T, NMCS #2, 5, 6 NASDTEC - I
Play with correct fingerings. (DST #1, 6, 7), NMCS #2, 5, 6
Demonstrate various bowing techniques. D I R E C T, NMCS #2, 5, 6, 7
Display correct playing position. (DST #1, 6, 7), NMCS #2
Tune string instruments (intermediate students). D I R E C T, NMCS #2,
NASDTEC - IV
Identify parts of the stringed instruments. (DST #6, 7, 8, 9), D I R E C T, NMCS #2
Explain/demonstrate proper care of string instruments. D I R E C T, NMCS #2
IV.
The teacher candidate preparation roles emphasized in this course are evaluator, planner,
and reflective thinker.
V.
TOPICAL OUTLINE:








Identify parts of the instrument
Hand position
Hold the bow and instrument
Play open strings
Play scales: D, G, A, E
Play beginning string repertoire
String presentation/workshop
String class performance on Music Seminar
VI.
INSTRUCTIONAL METHODS/BEST PRACTICES:
A variety of instructional methodology will be incorporated into this course. Methods of
instruction include:
1.
Demonstration/Video
2.
Teacher-Guided Discovery
3.
Lecture
4.
Observation
VII.
LEARNING ACTIVITIES/PROJECTS





Students will play music for String Ensemble. (DST #1, 6, 7, 8, 9), D I R E C T
Students will prepare three lesson plans (handout) for strings, and teach these lessons
to the class. D I R E C T
Students will take and administer a Music Aptitude Test. (DST #1, 4, 6, 7, 8),
DIRECT
Students will present a Research Paper on the history of the violin, viola, cello, or
bass. D I R E C T
Students will audition for 1st State Strings (Rehearsals: Monday, 7:00 p.m., EH
Theatre)
VIII. ASSESSMENT/EVALUATION:
Students will be evaluated based upon the following criteria:
Weekly class work
Individual playing skills
Group performance
Lesson plans
Research project
Final examination
TOTAL
15%
30%
15%
10%
15%
15%
100%
Grading Scale:
Target:
90-100: A
IX.
Acceptable:
80-89: B 70-79: C
Unacceptable:
60-69: D Below 60: F
COURSE TIME LINE
Week 1
Review D, A, G, E, & A major scales
Review bowings, positions, and tuning
Week 2
Repertoire: Academic Festival
Pachelbel Canon
Week 3
Scales: D, A, G --full bow
Quiz
Simple Gifts
Week 4
Bach Musette
Introduce C and F - 2nd low
2nd finger on bass and cello
Scales: E & A - full bow
Theme from Caprisioso
Quiz
Week 5
Weeks 6 & 7
Suite in G Major (Air and Coro)
Scales D, A, G, 2 notes per bow
Repertoire: Pachelbel
Work on expression, bowing, and tuning
MIDTERM EXAMINATION:
Monday, February 18, 2008
Weeks 8 & 9
Masterpiece Theater
Simple Gifts
Week 10
Prepare for Music Seminar
Pachelbel Canon
Simple Gifts
Suite in G Major
Autumn Leaves
Week 11
Video String Presentation
Week 12
Teach a String Lesson
Special emphasis on tuning
Week 13
String Performance
Student Conductors
String Performance
Peer Evaluation
Week 14
Week 15
Take Aptitude Tests
Administer Music Aptitude Tests
FINAL EXAMINATION: Wednesday, April 30, 2008
X.
COURSE POLICIES/PROCEDURES:
A.
B.
C.
D.
XI.
Attendance - All students enrolled in this course are required to attend every
scheduled class.
Participation - All students are required to study assigned music for each class.
Practice - Each student should practice at least one hour each day.
Performance - Perform on at least one music seminar.
GLOBAL PERSPECTIVE:
Students will play beginning string music of different countries. In addition, they will be
introduced to global string instruments (chordophones).
XII.
REFERENCES:
Lamb, N., and Cook., S. L. (1994). Guide to Teaching Strings (6th Ed.) Madison,
Wisconsin: WCB Brown and Benchmark Publishers
MENC Publication (2003). Music Educators Journal (vol. 90/No. 1) Reston, Virginia
Applebaum, S. (1960). String Builder, Miami, Florida: Belwin, Inc.