University of West Georgia
MUSC 6184: Seminar in Music Education
Curriculum and Supervision
Syllabus
Dr. Dawn Harmon McCord
Class: 3 hr. credit
Email: CourseDen
Office:
Humanities 233
770-839-6266, office
678-883-3469, Google
Spring 2013
Office hours:
T
8-9:30, 11-noon
R
8-9:30, 11-noon, 2:00-5:30
F
3:30-5:00
Conference available in office or
on Blackboard Collaborate IM
Course Description
Philosophy, design, implementation, and supervision of curriculum for music programs
in the public schools.
Required Materials
Abeles, H. F. & Custodero, L. A. (2010). Critical issues in music education. New York:
Oxford University Press.
Odegaard, D. (2009). Music curriculum writing 101: Assistance with standards-based
music curriculum and assessment writing. Chicago: GIA Publications, Inc.
Required Style Manual
American Psychological Association. (2001). Publication manual of the American
Psychological Association, 6th ed. Washington D. C.: American Psychological
Association.
Bibliography of Sources
Boyle, J. D., and Radocy, R. E. (1987). Measurement and evaluation of musical
experiences. New York: Schirmer Books.
Connelly, F. M., He, M. F., & Phillion, J. (2008). The SAGE handbook of
curriculum and instruction. Los Angeles: Sage Publications.
Cowden, R. L., and Klotman, R. H. (1991). Administration and supervision of music, 2nd
ed. New York: Schirmer Books.
Cowell, R. (Ed.). (1992). Handbook of research on music teaching and learning. New
York: Schirmer Books.
Cowell, R. & Richardson, C., (Eds.). (2002). New handbook of research on music
teaching and learning. New York: Oxford University Press.
Davies, A. (2000). Making classroom assessment work. Merville, B.C.: Connections Pub.
Jacobs, H. H. (2004). Getting results with curriculum mapping. Alexandria, VA:
Association for Supervision and Curriculum Development. ISBN-13: 9780871209993
Labuta, J. A. & Smith, D. A. (1997). Music education: Historical contexts and
perspectives. Upper Saddle River, NJ: Prentice Hall.
Mark, M. L. (1996). Contemporary music education, 3rd ed. New York: Schirmer Books.
Mark, M. L. (1982). Source readings in music education history. New York: Schirmer
Books.
McTighe, J. & Wiggins, G. (2004). Understanding by design: Professional development
workbook. Alexandria, VA: Association for Supervision and Curriculum
Development.
Odegaard, D. (2009). Music curriculum writing 101: Assistance with standards-based
music curriculum and assessment writing. Chicago: GIA Publications, Inc.
Oliva, P. F. & Pawlas, G. E. (2004). Supervision for today's schools, 7th ed. Hoboken, NJ:
Wiley Publishing.
Ornstein, A. C. & Levine, D. U. (2002). Foundations of education,8th ed. Boston:
Houghton Mifflin.
Regelski, A. & Gates, J. T., (Eds.). (2009). Music education for changing times.
Dortrecht; New York: Springer Publishing.
Walker, D. E. (1998). Teaching music: Managing the successful music program, 2nd ed.
Belmont, CA: Wadsworth Group/Thomson Learning.
Objectives/Learning Outcomes
The student will:
1. Develop an understanding of history of public education in the United States and
its relationship to the development of music education.
2. Develop an understanding of philosophical contributions of leading educators
throughout the history of public education and with the effect of this thought on
music education.
3. Develop an understanding of the process of curriculum development and with the
major curricular movements in general education and in music education.
4. Create a hypothetical program models for a public school.
5. Develop administrative and supervisory structures at all levels of music education
6. Demonstrate the ability to articulate understandings in writing and orally.
Methods and Learning Activities
Students will:
1. Complete reports and presentations on the following reviews of literature
a. History of Education
b. History of Music Education
c. Trends in Curriculum Design
2. Write a personal philosophy
3. Develop a curriculum portfolio
4. Written examinations
Academic Honor
At West Georgia, the student is expected to achieve and maintain the highest standards of
academic honesty and excellence. Not only does academic honesty preserve the integrity
of both the student and the institution, but it is also essential in gaining a true education.
The West Georgia student, therefore, pledges not to lie, cheat, steal or engage in
plagiarism in the pursuit of his or her studies and is encouraged to report those who do.
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Every student’s work must be his/her own product. Failure to comply may result in a
grade of “F” on the project/test or a grade of “F” in the course.
Evaluation
Students are graded on the quality of work done on summary-critique assignments,
examinations, research project(s), and on their ability to articulate understandings orally
and in writing. The instructor will evaluate the quality of work done on course
assignments, papers, and presentations and class participation. Work must be completed
when due in order to receive credit.
Assignment
Synchronous Classes (2/3)
Percentage
Weight
10
Discussions
10
Reports and Presentations
10
Personal Philosophy and Advocacy
5
Module Quizzes
10
Curriculum Project
30
Final Paper and Peer Review
25D
Total
100 %
Grades will be assigned on the following grading outline:
91-100%
A
61-70%
81-90%
B
60% or less
71-80%
C
D
F
Calendar
Beginning
Dates
Ending
Dates
Topic and
Activities
1/7/13
Module 0: Orientation and Course Overview; School Teams Assigned
1/14/13
1/15/13
Module I: Music Education Philosophy; Personal Music Education Philosophy Due/Report;
Education History and Trends; School Mission Statements; Education history topics assigned;
Read Abeles—Chapters 1-3 and Odegaard Chapters 1-4.
2/4/13
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2/5/13
Module II: Education History: Reports/Outline of Music Education events; Abeles, Chapter
1; Saturday, January 26, 8:00 AM Coffee and Pastry at Savannah Westin (RSVP, McCord’s
treat); Read Abeles—Chapters 7, 12, 14 and Odegaard Chapters 5, 6..
2/2513
2/26/13
Module III: Scheduling; Prepare a schedule for your school and your area of responsibility;
Mission Statement of Music Curriculum; Designing your classroom for learning and
management; Read Abeles—Chapter 7 and Odegaard Chapters 5, 6.
3/11/13
3/12/13
Module IV: . Curriculum: Prepare outcome statements for each course. Assessment; Read
Abeles—Chapters 8, 10. and Odegaard Chapters 1, 2. and Odegaard Chapters 7-10.
3/25/13
3/26/13
Module V: Following items due. Course Outcomes, Course descriptions, course/grade level
goals and objectives; materials/texts; evaluation plan. Take Myers-Brigg Test. Review for
Midterm. Time-line, 2-week plans with 10 lessons and test for end of two weeks); Beginning
of year letter to parents with calendar and events; concert schedule; calendar of all events;
advertising plan; one program with program notes; Open classroom plan; Music in Our
Schools Activities; Responsibilities of Booster Club; Field trip form; miscellaneous, etc.;
Portfolio and Project due
4/8/13
4/9/13
Module VI: Curriculum Presentations Paper due 4/19, Peer Review due 4/25.
4/25/13
Disclaimer
Instruction contained in this syllabus was, to the knowledge of the instructor, considered
correct and complete when distributed for use; however, this syllabus should not be
considered a contract between University of West Georgia and the student. The instructor
reserves the right to make changes in course content or instructional techniques without
notice or obligation.
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