MUS 431A – ELEMENTARY VOCAL METHODS
Course Syllabus – Spring 2012
INSTRUCTOR
INFORMATION
Dr. Una D. Taylor
Memorial Hall 129: 432.6484
OFFICE HOURS
Tue/Fri: 9:00; Mon:
Location/Time:
Credit Hours:
Texts & Materials:
Memorial Hall 104, MWF 8:00 – 8:50 AM
Three semester hours
Kodaly Today by Philip Tacka & Micheal Houlahan
utaylor@csc.edu
10:00; Mon/Wed: 3:00
An American Methodology: An Inclusive Approach to Musical Literacy
By Ann Eisen & Lamar Robertson (recommended)
120 Games & Dances for the Elementary Classroom By Lois Choksy
150 American Folksongs
Sail Away: 155 American Folksongs
Music in Preschool by Kati Forrai (recommended)
Course Description (from catalog): Provides opportunities for students to develop a philosophy towards, an understanding of, and
implementation of materials and methodologies pertaining to the teaching of general, vocal, and instrumental music in the
elementary schools.
Course Objectives:
1) The student will develop the ability to develop a teaching philosophy
2) The student will demonstrate an understanding of a variety of teaching methodologies
3) The student will demonstrate the skills necessary to plan and execute lessons in the classroom.
4) Students will become familiar with song repertoire appropriate for elementary classroom teaching.
5) The student will be able to incorporate the use of a variety of instruments in the classroom.
Methods of Instruction and Course Format:
The format of this class includes lecture, discussion, active learning (songs & games for the classroom), and practice teaching.
Participation and dialogue in class is expected and will enhance the learning experience. Discussion and class activities will be
based on the readings. It is expected that students will read what is assigned in advance of class to facilitate discussion and make
it meaningful.
Grading Procedures:
Grades for all assignments, projects, and exams will be calculated using the following scale:
A .......... 910 – 1000 points
B .......... 810 – 909
C .......... 710 – 809
D .......... 610 – 709
F .......... below 610
Breakdown:
Teaching materials portfolio
100 points
2 Lesson presentations
200 points
Unit and Yearly curriculum plans
100 points
Lesson plans
100 points
Teaching philosophy
50 points
Treblemaker observations
50 points
Class participation:
 Discussion questions
100 points
 Peer Teaching
300 points
o Songs/Dances
o Games/activities
o Listening lessons
Make-up Policies:
In the event that a student misses a scheduled presentation, an opportunity will be provided to make it up, however, the grade
will be lowered one letter grade. Additionally, with each class meeting that the presentation is not made up, the student’s grade
will be lowered by one letter grade. Exceptions to this policy will be made only in cases of a College-excused absence through the
Dean’s office. Assignments are due at the beginning of class. Late assignments will not be accepted unless prior arrangements
are made with the instructor. PLEASE MAINTAIN AN APPROPRIATE STANDARD OF PERFORMANCE BY COMING TO CLASS
PREPARED; COME TO CLASS HAVING READ THE ASSIGNED MATERIAL AND HAVING DONE THE ASSIGNMENT. Thank
you. 
Attendance Policy:
This course involves active participation involving all class members. Attendance in class is essential. This course is part of your
professional year. Unexcused absences are unprofessional. Each unexcused absence will result in a 50-point reduction of final
grade. Three tardies equal one absence.
COLLEGE POLICIES
Student Behavior:
Academic Honesty: Students are expected to conduct themselves in conformity with the highest standards with regard to
academic honesty. Violation of college, state, or federal standards with regard to plagiarism, cheating, or falsification of official
records will not be tolerated. Students violating such standards will be subject to discipline, as per campus policies articulated in
the Student Handbook. Please request a copy of the Student Handbook from the Dean of Students (Crites Hall, 432-6280)
Attendance Policy: The College assumes that students will seek to profit from the instructional program and will recognize the
importance of attending every class meeting of courses for which credit is expected. Responsibility for notifying faculty of excused
absences, and for arranging potential make-up, rests with the students.
Civility: Civil behavior enhances the academic setting, and is expected at all times. The academic environment welcomes a
difference of opinion, discourse, and debate within a civil environment.
Plagiarism: Plagiarism will not be tolerated. Proof of plagiarism will result in an F for the semester.
Nondiscrimination Policy/Equal Educational Opportunity Policy: Chadron State College is committed to an affirmative action
program to encourage admission of minority and female students and to provide procedures that will assure equal treatment of
all students. The College is committed to creating an environment for all students that is consistent with nondiscriminatory
policy. To that end, it is the policy of Chadron State College to administer its academic employment programs and relate
supporting services in a manner which does not discriminate on the bases of gender, race, color, national origin, age, religion,
disability or marital status. Student requests for reasonable accommodation based upon documented disabilities should be
presented within the first two weeks of the semester, or within two weeks of the diagnosis, to the disabilities Counselor
(43206461; Crites 338)
Disclaimer: This syllabus and schedule is articulated as an expectation of class topics, learning activities, and expected student
learning. However, the instructor reserves the right to make changes in this schedule that, within my professional judgement,
would result in enhanced or more effective learning on the part of the students. These modifications will not substantially change
the intent or objectives of this course and will be done within the policies and procedures of Chadron State College.
TENTATIVE COURSE SCHEDULE – MUS 431A
(Subject to change)
January
9
11
13
M
W
F
Course Outline/Syllabus
“Kodaly Today” ch. 1 & 2
Draft of Teaching Philosophy due
16
18
20
M
W
F
Chap. 3 & 4
23
25
27
M
W
F
Chap. 5 & 6
30
M
NO CLASS (HIGH PLAINS FESTIVAL)
1
3
W
F
Chap. 7
6
8
10
M
W
F
13
15
17
M
W
F
Chap. 9 & 10
20
22
24
M
W
F
Chap. 11
27
29
2
M
W
F
Practicing teaching songs and games
MIDTERM BINDER REVIEW
5
7
9
M
W
F
NO CLASSES MIDTERM BREAK
12
14
16
M
W
F
19
21
23
M
W
F
26
28
30
M
W
F
2
4
6
M
W
F
Concept Plans due
9
M
NO CLASS: SPRING BREAK
February
Chap. 8
March
Lesson presentations begin! 
NO CLASS – HIGH PLAINS JAZZ FESTIVAL
Concept Plans
April
Curriculum and Yearly Plans
11
13
W
F
16
18
20
M
W
F
23
25
27
M
W
F
30
M
1
Exam Week
Scholastic Day – No Class
Resource materials
Yearly Plans due
REVISED TEACHING PHILOSOPHY DUE
Teaching Phil.
JURY DAY
May
TEACHING RESOURCE PORTFOLIO DUE
Teaching Resource Portfolio
The goal of this class is to provide you with practical experience, information, ideas, and materials to ready you for
facing a roomful of students. The creation of this binder (or set of small binders, if you prefer) reflects this goal and
is intended to serve as a comprehensive resource for you in the classroom. Therefore, the goal is to create a finished
product, one that is neat, organized, and represents all your work this semester. It will contain the following:
1.
2.
3.
4.
5.
6.
7.
Table of contents (comprehensive)
Lesson plans (yours as well as those of your peers and any that I provide)
Concept & Yearly plan templates
Worksheets
Teaching materials
Song collection
Resource lists
a. Books (song sources)
b. CDs
c. Children’s books
You will need:
a. Binder(s): one LARGE (3 inch, maybe 4 inch) or three small
b. Plastic cover sheets
c. Tabs (to separate sections)
Peer Teaching
MUS 431A Spring 2012: Taylor
Lesson plans must meet the following requirements:

Lessons must be 20 minutes in length

Please provide me with your lesson plan before you teach
o Students are responsible for making and distributing copies to the class on the day they teach

Be prepared with all materials ready to use

Know and be able to sing your song material!!

Know the game you are teaching

Use the lesson format provided

Submit your lesson plan one week prior to when you will be teaching it
Lesson plans must include the following:




A minimum of three songs in total
One singing game (song w/ motions or games)
One singing greeting
Activities that address the three different aspects of learning:
o physical, aural/oral, visual
Use of a manipulative and/or instruments (for teacher or students)
Use of icons, board, flash cards, etc.
A worksheet that reflects the content of the lesson



Some suggestions




Practice teaching your lesson for a friend/classmate.
Do not wait until the night before to plan your lesson….
Get together with others to sing songs to become more comfortable with singing.
Check your lesson plans against lesson plans in the book for content and grade level learning objectives.
Minimum Requirements for the submission of lesson plan assignments

All assignments must be submitted electronically (by email) with the appropriate subject line as follows: Your name (last
name first), course number, lesson plan grade level.

All lesson plans must meet minimum requirements before they will be reviewed

Second drafts may be submitted to improve grade. The first draft must be submitted along with the second draft in
hard copy within one week of the original due date. Second drafts must also be submitted by email.
RUBRIC FOR PEER TEACHING:
Name ___________________________________
MUS 431A
Date ________________________
Needs Improvement
Well-done
1.
Written lesson plan
2
4
 Are the objectives for student learning clear and appropriate?
 Do the objectives match the grade level?
 Did the student follow the lesson plan?
 Is the lesson plan complete?
 Does the lesson plan address the national standards?
 Does the lesson plan include at least 5 musical skills?
8
10
12
15
2.
Pitch & rhythm accuracy (songs)
3
5
10
 In-tune singing/Rhythmic accuracy
 Memorization – does the student know the song well enough to teach it?
 Solfa singing
15
20
25
3.
Selection of songs/activities
2
4
6
8
 Appropriateness for grade level
 Does the song/activity selection facilitate the teaching of the objective(s) of the lesson?
10
15
4.
Preparedness
2
 Is the student ready with all necessary materials for teaching?
 Does the student know the songs and activities well enough to teach them?
 Did the student provide me and the class with a lesson plan?
4
6
8
5.
Sequential process of lesson
 Do the steps follow logically?
 Do the transitions follow smoothly?
 Does the lesson include all required aspects of a music lesson?
2
4
6
8
10
6.
Use of manipulative/instruments/Icons/Board
 Appropriateness and creativity
 Relevance to the teaching goals
 Was the use of icons and the board effective?
4
6
8
10
7.
Overall strategy and Clarity of Instruction
2
4
6
 Will the class understand what you are asking them to do?
 Do they know and understand the vocabulary?
 Was the design of the lesson a good strategy for teaching the chosen objective(s)?
8
10
8.
Worksheet
 Appropriateness for grade level
 Creativity
 Does the worksheet address the objectives of the lesson?
4
5
2
6
Ok
1
2
3
10