MUS 180 (EDE 123) Music for Elementary Teachers Fall 2011 Monday and Wednesday 9:30-10:45 144 French Hall Exam Time: Monday, December 19, 7:45-10:15 AM Instructor -- Dr. Karen Salvador Contact Information Email: ksalvado@umflint.edu Office: 126 French Hall Office Phone: 810 762-0950 Office Hours: Mondays 11:00-1:00, Wednesdays 1-3:00 PM Or by appointment. Email is the easiest way to reach me. Course Goals 1. Learn basic fundamentals and skills in music and movement. 2. Investigate how children learn music and movement. 3. Discover how to integrate music and movement into classroom subjects. Required Texts 1. (TMC) The Musical Classroom: Backgrounds, Models, and Skills for Elementary Teaching, Eighth Edition by Patricia Hackett & Carolynn Lindeman. 2. (CP) Course Packet Unless otherwise noted, *******Readings and assignments are due in Monday’s class each week.******* Assignments must be typed (12 pt font, double-spaced) and free of errors in grammar and spelling. I will accept assignments emailed to me as attachments (.doc or .docx are fine). Assignments submitted electronically must be received before the start of the class in which they are due to be considered “on time.” Week 1 – Sept. 7: Course orientation, Introductions For next week: * Read TMC: p. 1-10 (through section on expressive qualities); p. 15-18; p. 46-60. * Read CP: “Introduction to Music Development” p. 1-12 * Imagine you are an elementary classroom teacher (your choice of grade level). Write a 1-page letter to an administrator or to the parents of the students in your class giving a rationale for the importance of music in general education settings. Be sure to use arguments from the readings. You will be graded on the use of reading materials in your argument, the persuasiveness of the argument, and the quality of your writing (grammar, spelling, punctuation.) Be sure the voice and format you choose are appropriate for your audience.
MUS 180 Syllabus Salvador, p. 2 Week 2 – Sept. 12 and 14: Musical element 1: Expressive qualities. Audiation. Music listening. For next week: * Read TMC: p. 11-12 (section on rhythm); p. 36-39; p. 107-116. * Read CP: “Developing a Repertoire of Movements,” and “Movement Activities.” p. 13-22 * Create a list of 10 pieces that would be appropriate to use AS LISTENING MATERIAL with children. The list should include music with a variety of styles, instruments, and sounds. Do not list more than three (3) songs with lyrics. You MUST either burn me a CD of the music or email me the assignment with links I can click to hear the music. Write 2-3 sentences after each piece giving specific reasons why you chose the piece and how it contributes to your list. For two of your selections, create an activity that will deepen students’ understanding of one of the expressive qualities of music. Each activity should be one paragraph long, and described in sufficient depth that I can understand what the students would do and what they would be expected to learn.
Week 3—Sept. 19 and 21: Musical Element 2: Rhythm. Movement. For next week: * Read TMC: p. 95-100 * Create a movement activity for each of the following elements: flow (bound/free), weight (heavy/light), space (shared/self or stationary/locomotor), and time (fast/slow). Describe each activity in a paragraph (or two) that clearly describes what the teacher and students are doing. Please be specific and include any songs/chants or recordings, if necessary. - Be prepared to teach all of your movement activities in class. Week 4: Sept. 26 and 28: Rhythm, continued. Movement peer teaching. Early Childhood Music. For next week: * Read TMC: p. 10-11 (section on melody); p. 28-36. * Read CP: “Early Childhood Music Classes” and “Readings in Early Childhood Music Education” p. 23-32 *Observation 1 is due Wednesday, Oct 5. Week 5 – Oct. 3 and 5: Music element 3: melody. Singing voice development. Choosing appropriate music.
MUS 180 Syllabus Salvador, p. 3 For next week: * Read TMC: p. 40-45; p. 109-115 (reference as needed for assignment). * Create a list of 15 songs and chants that are appropriate to use with children. Write 2-3 descriptive sentences for each stating the reasons for your choices. Week 6 – Oct. 10 and 12: Melody, continued. Rote song teaching procedures. Early Childhood Music, continued. For next week: * Choose one song and one chant from your list and prepare to teach it using the rote song teaching procedures. Practice. Out loud. A few times. Week 7– Oct. 17 and 19: Peer teaching of a song and chant, catch-up For next week: *Read TMC: p. 12-14, p. 18-28 p. 61-74, p. 86-94 *Observation 2 is due Wednesday, October 26 Week 8 –Oct. 24 and 26: Musical elements 4 and 5: form and harmony. Classroom instruments. Approaches to music education. For next week: *Read group article. Take notes regarding the questions below, I will collect these notes. You and others who read the same article will meet for the first 10 minutes of class Monday. You will need to present as a group (1) the design of your study (what the researcher[s] did) (2) the results (what did he, she or they find out) (3) what that tells us about the extra-musical benefits of music education. Week 9 – Oct. 31 and Nov. 2: Musical elements 4 and 5: form and harmony. Music and special learners. Extramusical benefits of music instruction. For next week: • Study for midterm--come prepared to ask questions if you have them! Week 10 – Nov. 7 and 9: Review and Midterm Monday: Review: Elements of music Children’s musical development Movement Teaching songs Wed Nov 11: MIDTERM--NO MAKE-UPS (without DOCUMENTED evidence of SEVERE illness)
MUS 180 Syllabus Salvador, p. 4 For next week: * Read TMC: p. 75-85, p. 101-108 *Read CP “Champions of Change” p. 33-44 * Read CP: “Arts with the Brain in Mind.” p. 45-52 * Create two arguments in support of arts integration. Each argument should be 1 page long (12 pt font, double spaced) and should be based on ideas from the readings, particularly Champions of Change and Arts w/Brain in Mind. Your arguments should be separate and each should be logical and complete. Cite your supportive material. Be prepared to discuss your arguments. Week 11 – Nov. 14 and 16 Go over exams. Why bother with arts integration? Multiple Intelligences. Musical Identity. For next week: *Read CP: “The Power of Chant” by Cynthia Elek p. 53-84 *Reflect on your own musical identity. Has it changed since you were a child or since you have taken this class? How will your musical identity play a role in your own classroom? Your reflection should be 2-3 pages long. Week 12 – Nov. 21 (No class 23rd, Happy Thanksgiving!): Lesson Planning. Arts Integration: Language Arts and Chant For next week: *Read CP: “Integrating Dance and Science” by Randy Barron p. 85-104 *Create a lesson plan integrating language arts and chant Week 13 – Nov. 28 and 30: Arts integration: Language Arts and Chant, Science and Movement For next week: * Read CP: “Musically Moving Math” by Marcia Daft p. 105-130 *Read CP: “Integrating Creative Movement with the Early Childhood Curriculum” by Kimberli Boyd. p. 131-168 *Create a lesson plan integrating science and music/movement Week 14 – Dec. 5 and 7: Arts integration: Science and Movement, Music and Math, Social Studies.
MUS 180 Syllabus Salvador, p. 5 For next week: *Prepare final projects (unit plan) and portfolios. Remember, they will not be accepted late. Be ready to present your final projects to the class. Week 15 – Dec. 12: Integrated Unit Presentations, CoursEval Integrated unit projects due today. Portfolios due today. Late portfolios and integrated units will NOT be accepted. No exceptions.
MUS 180 Syllabus Salvador, p. 6 Final: Monday, December 19, 7:45-10:15 AM We will have a 10 minute one-on-one meeting to discuss your integrated unit and portfolio. Evaluation: 35% Weekly Assignments—435 points 25% Midterm Exam—310 points 25% Integrated Unit—310 points 15% Portfolio—185 points Total of 1240 points Grades will adhere to the following scale in accordance with the College of Arts and Science: 95-100 A 73-76 C 90-94 A70-72 C87-89 B+ 67-69 D+ 83-86 B 63-66 D 80-82 B60-62 D0-59 E Field Observations: Each student will observe two elementary general music teachers and write a 2-3 page reflection paper regarding their experience. These assignments will be a part of your weekly assignments grade. The first observation is due October 5, and the second is due October 26. I will describe expectations for these observations in more detail in mid-September. Integrated Unit: Create a unit consisting of 4 consecutive lessons that integrate music and/or movement with another subject area. You will be given a rubric with more information later in the semester. This Unit will not be accepted later than its due date, December 12. Portfolio: Organize materials and ideas developed from this course into a portfolio that will be appropriate to use as a resource in your classroom and on job interviews. FYI: This includes class notes. You will be given a rubric with more information later in the semester. The portfolio will not be accepted later than its due date, December 12. Attendance: Just as you will expect your students to attend classes and be on time, I expect the same. You will be learning from each other, so tardiness and absences not only affect your learning, but also the education of your classmates. You are allowed three absences for any reason (including work, illness,
MUS 180 Syllabus Salvador, p. 7 emergencies, etc.). If you have more than three absences this semester, your final grade will be lowered by .5 for each absence. In addition, two tardies will count as one absence. Late Assignments: If you do not turn in an assignment by the end of the class during which it is due, it is considered late, even if you are absent from class that day. The assignment may be turned in at the next class, but the assignment grade will automatically be lowered .5. Assignments will not be accepted more than one week late. I will happily accept emailed assignments. Writing Center: The Writing Center can help you with any writing or speaking project, from starting an assignment to the finished paper or speech. You can get help with papers or speeches for any course on campus, graduate or undergraduate. Take a draft of your paper or speech to the Writing Center and the tutors will help you complete it. If you have an assignment sheet, bring that too. For more information about the Writing Center or to schedule an appointment, go to the Writing Center website at http://www.umflint.edu/writingcenter/ or call (810) 766-6602. The Writing Center is located in 559 French Hall. Academic Integrity: All violations of academic integrity will be reported to the College of Arts and Sciences immediately and will result in a lowered grade or failure for the course. Additionally, violations of academic integrity could result in expulsion from the University of Michigan-Flint. Academic dishonesty includes plagiarism, cheating, fabrication, aiding and abetting dishonesty, falsification of records and documents, identity theft, misrepresentation, or the attempt to commit any of these acts. For further information, consult the latest UM-Flint Course Catalog. Americans with Disabilities Act: Anyone requiring special adaptations or accommodations should inform the instructor as soon as possible. In accordance with University procedure, if you have a documented disability and require accommodations to obtain equal access to this course, please contact the Office of Equal Opportunity and Disability Services at the beginning of the semester or when given an assignment for which an accommodation is required. Final Caveat: I realize that, for some of you, music may not be your “thing,� or maybe you have not really done music since elementary school--or ever! However, your students stand to gain a great deal if you integrate music into your teaching. If you have concerns or questions about your musical abilities, please talk to me. I would be happy to help you in any way I can.
MUS 180 Syllabus Salvador, p. 8 Please turn off your phone and put it away before you come in to class. Laptops/tablets are acceptable when used appropriately.