MUSIC CURRICULUM COURSE REVIEW
1.
Course Titles/Numbers: 06-128 Brasses
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 06-128 Brasses:
Existing Course Name & Catalog
Description
06-128 Brasses Trumpet, horn. Class
instruction in embouchure development, tone
production, breath control, and tonguing. Also,
practical use of alternate fingerings and
attention to special problems confronting the
player. Trombone, baritone, tuba. Class
instruction in embouchure development, tone
production, breath control, and tonguing. Also,
practical use of alternate fingerings and
attention to special problems confronting the
player. Credit, one hour. Lab Fee.
Proposed Course Name & Description
Clarification/Revision
06-128 Brass Techniques & Methods
Intended for music education majors, this
course is designed to impart basic brass
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
I. 06-128 Brass Techniques & Methods
Term: Spring 2008
MW: 11:00 - 11:50 AM
Instructor: Dr. Frank Gazda
Office: EH Room 271
Office Hours: Posted or by appointment
Room EH 138
E-Mail: fgazda@desu.edu
Campus Phone: 7885
II. Course Description
Intended for music education majors, this course is designed to impart basic brass 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
only.
III. Rational
For a student to successfully teach brass instruments at various levels, they should acquire skills in the
following areas:
1. A competent level of performing ability on each of the brass instruments, including familiarity
with fingerings/slide positions, breathing, embouchure, posture and holding the instruments, and instrument
specific techniques.
2. Knowledge of pedagogy and appropriate literature for each instrument.
3. Ability to perform basic cleaning and maintenance on each instrument and understand how to
purchase quality equipment.
IV. Practicum
Each student is required to teach a 25 minute group lesson to the class. Subjects will be assigned during
the semester.
V. Course Performance Outcomes/Objectives
Conceptual Framework Components (PEU)
D=Diversity
I=Interpersonal Communications
R=Reflection
E=Effective Teaching and assessment Strategies
C=Content
T=Technology
Delaware teaching Standards (DTS)
1. Content
2. Human Development and Learning
3. Diverse Learners
4. Communication
5. Learning Environment
6. Planning
7. Instructional strategies
8. Assessment
9. Professional Growth
10. Professional Relationships
11. Educational Technology
12. Professional Conduct
The Objectives of this course are to develop the student’s:
1. Basic Knowledge and understanding of brass instruments
(Direct-DTS 1 – 8, 11)
2. Basis knowledge of physical requirements of brass playing
(Direct-DTS 1 – 8, 11)
3. Basic knowledge of beginning instrumentation of brass playing
(Direct-DTS 1 – 8, 11)
4. Provide practical application of concepts taught
(Direct-DTS 1 – 8, 11)
VI. Course Outline
Jan. 16: Breathing, buzzing, forming an embouchure.
Jan. 21: No Class, Martin Luther King Day.
Jan. 23: The Embouchure. Holding the instrument, First notes on trumpet.
Jan. 28: The harmonic series.. Articulation.
Jan. 30: Valves, slurring.
Feb. 4: Types of trumpets. Intonation.
Feb. 6: Cleaning the trumpet.
Feb. 11: Transposition.
Feb.13: Trumpet mutes.
Feb. 18: Suggested literature.
Feb. 20: Mid Term Exam.
Feb. 21 – 22: Trumpet playing test, trumpet check in
Feb. 25: Check out French horns/euphoniums/tubas. Holding the instruments. First notes.
Mid-term Grades Due
Feb. 27: French horn intonation, transposition.
March 3: French horn mutes.
March 5: Suggested literature.
March 6 – 7: Playing test, instrument check in.
March 10: Check out French horns/euphoniums/tubas. Holding the instruments. First notes.
March 12: Low brass intonation.
March 14 - 24: No Class, Spring Break
March 26: Low brass mutes.
March 31: Low brass suggested literature.
March 31 – April 1: Playing test, instrument check in.
April 2: Check out trombones Assembly and holding the instruments. First notes.
April 7: The mouthpiece, suggested sizes.
April 9: Trombone Intonation.
April 14: Trombone literature.
April 16: Cleaning the trombone.
April 21: Observed lessons.
April 23: Observed lessons.
April 28: Observed lessons.
April 30: Observed lessons.
May 6 – 7: Playing test, instrument check in.
Tuesday, May 6, 8:00 AM: Final Exam, Notebooks Due.
VII. Instructional Methods/Best Practices
A. Lecture
B. Teacher –Guided
C. Discovery
D. Cooperative Learning
VIII. Learning Activities/Projects
A. Class Lectures
B. Rehearsals
C. Listening Examples
D. Course Evaluation: Quizzes and exams (written and playing)
E. Demonstrations
IX. Evaluation
Brasses is graded on a 10-point scale (90 - 100 = A, 80 - 89 = B, etc.).
Your grade is averaged from the following:
Attendance 10%, Playing tests 30%, Mid-term 20%, Final 20%, Notebook 20%
The playing tests will come from materials covered in class and will be scheduled during my office hours.
The written mid-term exam will be on all aspects of brass playing covered to this point.
The written final exam is cumulative and will cover all aspects of low brass playing.
Your notebook should contain class notes, handouts, copies of articles, literature lists, discographies, and
anything else that may help you to teach. These notebooks will be valuable resources for you and should
be taken very seriously. The notebook will be graded on completeness, neatness, and organization.
X. Policies and Procedures
All students are required to:
A. Purchase the course text:
Whitener, Scott. A Complete Guide to Brass. Belmont, CA: Thomson-Schirmer, 3rd edition, 2007
B. Attend punctually every scheduled class meeting.
C. Submit all assignments on the designated dates. Late assignments will only be accepted in the
case of an excused absence.
D. Take all scheduled exams at the designated times. Late exams will only be allowed in the case
of an excused absence.
E. It is the student’s responsibility to inform the instructor in advance, or as soon as reasonably
possible, of any emergency or circumstances which will constitute an excused absence. No
consideration will be given to make up work if the student has not fulfilled this responsibility.
XI. Global Perspective
The knowledge and instruction of brass instruments is applicable world wide and brings a global
perspective to this course.
XII. References
Whitener, Scott. A Complete Guide to Brass. Belmont, CA: Thomson-Schirmer, 3rd edition, 2007