MUSM 4061
METHODS OF TEACHING MUSIC IN ELEMENTARY SCHOOLS
Chicago Sate University
SPRING 2010, MWF 2:00-2:50 Harold Washington 105
Instructor: Naomi Copeland
E-mail: ncopelan@csu.edu
Office Hours: MWF 1-2; W 3-6
Office: Harold Washington room 335
Office Phone: ext. 2121
COURSE MATERIALS
 Text: Integrating Music into the Elementary Classroom (Anderson & Lawrence, 2010)
 Text: Do It! Play Recorder
 Recorder
MUSIC EDUCATION PROGRAM OBJECTIVES
1.
Recruit, retain, and graduate professional music educators who learn and
succeed in a supported, collegial, and motivating environment.
2.
Prepare candidates who demonstrate proficiency in the content, knowledge,
skills, and dispositions required to be a music educator who provides meaningful
learning environments and experiences for all students in diverse settings as aligned to
national, state, and local standards.
3.
Instill a sense of teaching as a profession within the mind set of our candidates
so that they embrace life-long learning, form collaborative relationships with families
and the community, and serve as reflective music educators.
4.
Prepare candidates who demonstrate an understanding of the role of
assessment as a way to inform future instructional practices.
5.
Create a community of learners who use technology to foster active inquiry,
collaboration, engaged interaction, and creative expression for diverse learners, their
families, and the community.
STUDENT PROGRAM OUTCOMES
1.
Candidates will demonstrate a high level of knowledge in Music Education.
2.
Candidates will demonstrate the ability to develop instructional plans for
teaching in Music Education.
3.
Candidates will demonstrate the ability to perform selected music in a
chosen medium.
4.
Candidates will possess a knowledge of music in an historical and cultural
context.
5.
Candidates will possess a theoretical knowledge of music, including applicable
aural skills.
6.
Candidates will demonstrate a suitable level of keyboard skills.
COURSE OBJECTIVE
This course is designed to provide you with the knowledge, musicianship, and repertoire
necessary to prepare you for elementary music teaching. In this class you will have the
opportunity to explore a multitude of methods in order to accommodate a variety of students.
ETHICS POLICY
We assume that all students are responsible for their work unless proven otherwise.
Plagiarism on exams will not be tolerated. Anything you turn in as a part of an exam must be
your own work. Cheating on an exam will result in an automatic F in the course. Ethical
questions become a little fuzzy when it comes to homework assignments and course projects.
Consultation between students on homework problems and reports is encouraged, however,
identical solutions will be considered a plagiarized work and no credit will be given to either
of the students that turned in identical work.
Any work copied from a book or journal or another student without a reference is considered
plagiarized and no credit will be given for that particular activity. Cutting and pasting text
from the Internet is plagiarism and will be treated as such.
ADA POLICY
The Department of Music is strongly committed to taking all reasonable steps to ensure that
our students are able to work to their fullest potential.
Reasonable Accommodation: Students with disabilities who require reasonable
accommodation to fully participate in this course should notify the instructor within the first
two weeks of the semester. Such students must be registered with the Abilities Office of
Disabled Student Services, CRSU 190, and (773) 995-4401.
EVACUATION PROCEDURE REQUEST
In order to maximize emergency preparedness, students who may need assistance in
evacuating the building are asked to inform their instructors at the beginning of each semester.
This request is made only to improve the safety of all members of the CSU community.
DIVERSITY STATEMENT
The College of Arts and Sciences is an academic community that values diversity and aims
for intercultural competence. Diversity in the College is an inclusive value that encompasses
race and ethnicity, nationality, religion/belief, gender, sexual orientation, sexual identity and
gender expression, age, ability, socio-economic status, and other aspects of identity.
The diversity of our campus community contributes to the richness of our scholarship and
campus life. As a campus community, we believe that every individual is important in a
unique way and contributes to the overall quality of the institution. We are committed to
recruiting and retaining diverse faculty, staff, and students, and to fostering a learning
environment which draws strength from, celebrates, and honors diversity. We strive to
eliminate prejudice and discrimination; to respect the dignity of all people; and to learn from
differences in people, ideals, experiences and opinions.
BACKGROUND CHECK POLICY STATEMENT
Effective Fall 2009, the College of Education requires that all students participating in field
placement experiences with individuals under the age of 21, either on or off campus, provide
proof of “cleared” fingerprint criminal background check results before beginning the first
field experience, and prior to admission to the College of Education. This is consistent with
the state law that requires Illinois school districts to conduct criminal background
investigations of applicants for certified and non-certified positions.
CONCEPTUAL FRAMEWORK
The Bachelor of Music Education program is offered by the Department of Music in
collaboration with the College of Education. All activities are guided by the belief that we
Prepare All Candidates To Succeed, which translates into the PACTS acronym. The PACTS
acronym also represents the strands for the College of Education’s Conceptual Framework,
which serves as a model for how the College of Education prepares all candidates to succeed
in helping urban children learn. This preparation is characterized and distinguished by five
core themes: (P) Professionalism, (A) Assessment, (C) Content, (T) Technology, and (S)
Standards. The Pacts Conceptual Framework supports the mission statements of the
Department of Music [http://www.csu.edu/music/visionandmissionstatement.htm], the
College of Education [http://www.csu.edu/CollegeofEducation/] and the University
[http://www.csu.edu/strategicplanningresources/missionstatement.htm].
PROFESSIONAL STANDARDS
National Association of Schools of Music
http://www.nasm.arts-accredit.org
National Council for Accreditation of Teacher Education (NCATE) http://www.ncate.org
Illinois Professional Teaching Standards (IPTS)
http://www.isbe.state.il.us/profprep/pdfs/ipts.pdf
Illinois Core Language Arts Standards (CLA)
www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdf
Chicago State University Conceptual Framework PACTS Strands
http://www.csu.edu/College of Education
GRADING
Lessons
Assignments
Final
Participation
60%
15%
15%
10%
***Completing your Early Field Experience is a requirement to pass this class***
ATTENDANCE
You are allowed two absences (excused or unexcused). Each absence thereafter will result in
your final grade being lowered 5%. Two tardies to class are equivalent to one unexcused
absence.
ADDITIONAL CLASSROOM POLICIES
Late Work - All assignments are due at the beginning of class. Late work will be
accepted however the evaluation of the assignment will result in one lowered letter
grade per day late.
Cell Phones – Cell phones must be silenced during class time. You may not make a call or
text message during class time. All electronic devices, such as cell phones, PDA’s
palm pilots, etc. must not be visible during test time.
GRADING SCALE
A
90-100
B
80-89
C
70-79
D
60-69
F
Below 60
Class Schedule
(Schedule Subject to Change)
Day
Jan 20 W
Readings
Ch. 1 (1-16)
Jan 29 F
Feb 1 M
Content
Syllabus/Course Intro/History of
Elementary Music
Types of Learners/Special Ed.
Lesson Planning
Classroom Singing/develop lesson
rubric
NO CLASS - IMEA
Classroom Lessons
Feb 3 W
Recorder 101
Do It! Play
Recorder through
p. 31
Feb 5 F
Recorder quiz; Sample lesson
Feb 8 M
Classroom Lessons
Feb 10 W
Feb 12 F
Playing Music
Organization of Sound
Feb 15 M
Feb 17 W
Feb 19 F
NO CLASS – PRES. DAY
Classroom Lessons
Lessons cont./Listening Maps
Feb 22 M
Class Listening Maps/Listening
Guides
Class Listening Guides
Jan 22 F
Jan 25 M
Jan 27 W
Feb 24 W
Feb 26 F
Mar 1 M
Mar 3 W
Mar 5 F
Mar 8 M
Mar 10 W
Mar 12 F
Mar 15-19
Technology in the Classroom
Technology in the Classroom
Drumming
Drumming
Drumming
Drumming Lessons
Final Project Intro/Developing a Unit
and Curriculum
NO CLASS – SPRING BREAK
Mar 22 M
Mar 24 W
Orff
Orff/Classroom Lessons
Mar 26 F
Mar 29 M
Classroom Lessons
NO CLASS - OBSERVATIONS
Mar 31 W
Apr 2 F
Kodaly/Curwen
Kodaly/Classroom Lessons
Ch. 2
Ch. 4 (75-98)
Ch. 4 (111-128)
Ch. 5 (140-146)
Assignment
Short Answer
Prepare a lesson from
pages in text
Bring recorder and book on
Wednesday!
Practice through p. 31
Write a lesson that includes
a song with harmony or
obbligato
Ch. 5 (130-131,
136-140, 146-152,
166-171) and Ch. 6
(Review 183-194)
Ch. 3
Write a lesson on assigned
element
Ch. 8 (281-285)
Ch. 6 (197-209)
Ch. 1 (16-18);
Sup. Reading
Create a Listening Map (be
creative!)/bring music to
class
Develop a Listening
Guide/bring music to class
Bring Listening Guide to
Computer Lab
Sup. Reading
Design a drumming lesson
Ch. 8 (272-281);
Sup. Reading
Create an Orff inspired
lesson
Ch. 4 (99-109); Sup.
Reading
Create a Kodaly inspired
lesson
Apr 5 M
Classroom Lessons
Ch. 7 (234-254);
Sup. Reading
Apr 7 W
Apr 9 F
Dalcroze/Movement/Play
Dalcroze/Classroom Lessons
Apr 12 M
Apr 14 W
Apr 16 F
Classroom Lessons
Edwin Gordon and Audiation
Multicultural Music
Sup. Reading
Ch. 9
Apr 19 M
Apr 21 W
Classroom Lessons
Conceptual and Thematic approaches
Ch. 10 (353-376)
Apr 23 F
Apr 26 M
Ch. 10 (377-388)
Apr 28 W
Classroom Lessons
Historical, and Cross-Cultural
approaches
Classroom Lessons
Apr 30 F
May 3 M
Thematic/Elem. Music Today
Composition
May 5 W
May 7 F
Classroom Lessons
Improvisation/Picture Book
May 10 M
May 12 W
May 14 F
Classroom Lessons
Middle School
EFE Reflections and Discussion
Final Presentations
Create a Dalcroze inspired
lesson
Write a lesson on a chosen
culture
Design a lesson on one
approach
Write a lesson on one
approach
Ch. 5 (173-180) and
Review Ch. 11
Create a brief lesson
involving composition
Bring picture book for
lesson (no written plan)
Sup. Reading
All EFE Reflections Due!!