“Musical training is a more potent instrument than any other, because rhythm and harmony find their way into the inward places of the soul.” ― Plato, The Republic "If you can walk you can dance. If you can talk you can sing." -- Zimbabwe Proverb MUS 185 (ECE 120) Music in Early Childhood Fall 2015 Tuesday and Thursday, 11:00-12:15 Exam Time: Thursday, December 17, 10:30-1:00 Instructor -- Dr. Karen Salvador Contact Information Email: ksalvado@umflint.edu Office: 126 French Hall Office Phone: 810 762-0950 Office Hours: Tuesdays: 9:30-10:30 and Thursdays 1:15-2:15 Or by appointment. Email is the easiest way to reach me. Course Aim Participation in this class will build musical skills to help you, as an early childhood teacher, design and lead music and movement activities. You’ll learn about the musical development of children from birth to age 8, and how it relates to cognitive, social/emotional and physical domains of learning so that you can effectively utilize music and movement in early childhood settings from infant nurseries, to preschools, to early elementary classrooms. No previous musical skills are required, and you will have the opportunity to apply what you are learning in class in a practicum with preschool students at the UM-Flint Early Childhood Development Center. Course Goals 1. Describe the stages of general, physical, and musical development in early childhood and apply this information to teaching in (and instructional planning for) early childhood settings. 2. Define the elements of music, identify them in aural examples, and design activities to help young children hear them. 3. Define the elements of movement (according to Laban), design creative movement activities and simple dance sequences to help children “musick” through movement. 4. Participate in and lead musical play with preschool children. Required Texts Bolton, B., Reynolds, A, Taggart, C., & Valerio, W., & Gordon, E. (1998). Music Play: The Early Childhood Music Curriculum. MUST include CD. Chicago: GIA Publications, 1998. Pica, Rae. (2013). Experiences in Movement and Music: Birth to Age 8, 5th edition. Belmont, CA: Wadsworth Cengage Learning. ISBN-10:1111838054
General Guidelines:
MUS 185 Syllabus Salvador, p. 2 Unless otherwise specified in the syllabus, readings and assignments are due in Tuesday’s class each week. Journal entries and blogs must be submitted through BlackBoard, where you will also find information such as assignment descriptions, rubrics, powerpoints from lectures, and additional readings. Other written assignments MUST be submitted via email as .doc or .docx, and must be received before class to be considered “on time.” Students are required to check email regularly and promptly respond to email communications. 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 and of our preschool practicum students. You are allowed two absences for any reason (including work, illness, emergencies, religious observance, 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. Participation: This is a hands-on class, and much of what we do will involve discussion, singing, moving, and chanting, both as a class of adults and also with young children. Participation is expected. Please bring your textbooks to each class. Practicum: Starting October 27 and continuing to November 19 we will meet in the Tuscola Rooms of the White building [with one exception]. For the first 45 minutes of class time, we will teach music and movement to classes of preschool students who attend the UM-Flint Early Childhood Development Center, and then the remaining 30 minutes will be discussion. Specific assignments for practicum will be shared on BlackBoard. It is critical that you are on time and dress in a way that you can move and sit on the floor comfortably and modestly. Course Structure: Because we will be working to gain skills in music and movement, much of class time will be spent learning these skills. To be sure we have time for you to strengthen your musical skills, I’ll be assigning Blogs and Journals. In this class, Blogs will be public to the whole group, and I’ll want you to read others’ posts and comment on them. In contrast (in this class) journals will be private to me. Blogs and Journals will both be included in grading for the course, and should be professional in tone and proofread for errors in spelling and grammar. I will coordinate these on BlackBoard. Late Assignments: If you do not email an assignment by the beginning of the class during which it is due, it is considered late, even if you are absent from class that day. I will accept assignments up to one week past the due date, but the assignment grade will automatically be lowered 10%. Assignments will not be accepted more than one week late. Journal entries are due within 24 hours of the practicum, and will not be accepted more than one week late.
Writing Center: The Writing Center can help you with any writing or speaking project, from
MUS 185 Syllabus Salvador, p. 3 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 on the third floor of the Thompson Library. 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. 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! Even if you are not the most confident musician, your use of music and movement with early childhood populations is crucial to their development. 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. Please turn off your phone and put it away before you come in to class and ESPECIALLY before you come into practicum. Laptops/tablets are acceptable when used appropriately in keeping with the goals of our course.
MUS 185 Syllabus Salvador, p. 4 Course Outline—Subject to Change Any changes will be discussed in class and provided in writing via Blackboard. Sept. 3: Course orientation, Introductions, Goals of early childhood music instruction, Music Play, Elements of Music For Sept. 8: • Read Music Play pp. 1-15 • Read Movement and Music pp. 1-36 • Journal Entry: How comfortable are you with singing, moving, and being playful in front of others? Do you consider yourself a musician? Why or why not? What do you hope to learn/take away from this class? Remember, journals are private between you and Dr. Salvador. • Blog I: to help you become familiar with blackboard please also write a blog post introducing yourself to the class. Please tell us something memorable about yourself [funny, sweet, unusual, etc.] We WILL have a get to know each other quiz on Tuesday... • BRING LAPTOP IF YOU HAVE ONE FOR TUESDAY’S CLASS Week 2--Sept. 8 and 10: Domains of development, Theories of development/learning in early childhood, (behavioral, cognitive, psychosocial, social development, social learning, movement), Elements of music. Multiple intelligences, Learning styles For Sept 15: • Review Music Play pp. 1-15 • Read Movement and Music pp. 37-75 • Create visual representations of each of the five elements of music. (Draw pictures—on regular computer paper is fine). Be ready to use these visual representations to “teach” the class about Melody, Rhythm, Harmony, Form, and Expressive Elements. Do not use text on your visual representation. Week 3—Sept. 15: Elements of Music Peer Teaching. Musical development in early childhood. Prepare for observations. 9/17 No class: Comp time for observations at ECDC. Dr. Salvador at Symposium on Music Teacher Education, Greensboro, NC For Sept 22: • Read Music Play pp. 16-20 • Read Movement and Music pp. 76-105; • Journal: Peer Teaching Journal I • Note: observations are not due until date specified but are welcomed early. Week 4: Sept. 22 and 24 – Exceptionality and Difference in the early childhood music room. Movement according to Laban. Music and fine/gross motor development. For September 29:
MUS 185 Syllabus Salvador, p. 5 • Read Music Play pp. 22-31 • Movement and Music pp. 160-183 pp. 141-157 • Design a movement activity for each of the following elements: flow (bound/free), weight (heavy/light aka force), space (shared/self or stationary/locomotor, taking into account levels, low, middle, and high), and time (fast/slow). Remember that in each activity, ONE opposite pair should be the obvious focus [so you will have four separate activities]. Describe each activity in a paragraph (or two) that clearly lays out what the teacher and students are doing--with enough detail that I could teach your activity based on what you wrote. These activities should not be related to a song or chant. Each activity should have vivid imagery that will capture the imagination of the age group you are targeting. Please specify toddler, preschool, or early elementary for each activity. You may not choose infants for this assignment. Be prepared to teach all of your movement activities in class Tuesday Sept 29. Week 5 – Sept 29 Movement Peer Teaching October 1 Music listening in early childhood, Listening activities in early childhood. For October 6: • Read Music Play pp. 30-40 • Listen to Music Play CD, tracks TBA; read pp TBA • Journal: Movement Peer Teaching • Blog (two parts): (1) find three (3) pieces of music that would be appropriate to use as listening examples in an early childhood setting. Provide links to the examples so we can listen, and justify each of your choices (in 2-3 sentences): What is it about this particular piece of music that makes it appropriate as a listening example for young children? What could you have children do while they listen? (For the activity portion, please specify an age group: infants, toddlers, preschoolers, early elementary.) Original post due by 11:59 Fri, Oct 2. (2) Comment on at least two other entries—do you agree these are suitable pieces according to the criteria from lecture, and why or why not? This activity is graded as a homework assignment, and grading includes not only your original post but also the quality of your responses to the posts of others. Week 6 – October 6 and 8: Acculturation in detail; Music and movement activities for infants. Music and physical/motor development. Assessment practices in early childhood settings. For October 13: • Read Music Play pp. 41-43 • Listen to Music Play CD, tracks TBA read pp TBA • Observation I [infant]—submit early if you wish. • Blog (two parts): (1) Choose one age group (infant, toddler, preschooler, early elementary). For that age group, sketch out three model assessments that would help you describe individual children in terms of musical development. Original post due by 11:59 Fri, Oct. 9. (2) Comment on at least two other entries—do you agree these are appropriate assessments, and why or why not? This activity is graded as a homework assignment, and grading includes not only your original post but also the quality of your responses to the posts of others.
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Week 7– October 13: Imitation in detail; Music and movement activities for toddlers; Music and Cognitive Development No Class October 15, University Fall Break For Oct. 20: • Review Music Play pp. 30-40 • Listen to Music Play CD, tracks TBA, read pp TBA • Observation II [toddler]—submit early if you wish. Week 8 –October 20 and 22: Assimilation in detail, Music activities for preschoolers. Singing voice development in early childhood, beat competence, music and social/emotional development. Prepare for practicum. For Oct. 27: • Pre-practicum journal, prompt on BlackBoard • Blog: Blog (two parts): (1) Find three high-quality online resources of music and movement activities for young children. Post the URLs and a brief description of the content of the site as your blog post, Original post due by 11:59PM Fri, Oct 16. (2) Find another blog that contains online sources different from those you found. Go to the URLs and evaluate each site. Do you agree that it is a high-quality resource for music and movement activities for young children? Why or why not? This activity is graded as a homework assignment, and grading includes not only your original post but also the quality of your responses to the posts of others. Week 9 –October 27 and 29: Practicum in Tuscola Rooms of White Building. Post stages of preparatory development: Music activities in early elementary school. Review music and domains of development; prepare for reading dyads. For November 3: • Read Movement and Music pp. 185-236 • Journal Entry: Practicum Journal I, prompt on BlackBoard • Reading Dyads [details on blackboard and in class] Week 10 – November 3 and 5: Practicum in Tuscola Rooms of White Building Music instruction and Developmentally Appropriate Practice; Benefits of EC music instruction in research and in public opinion. Reading Dyads. For November 10: • Read Movement and Music pp. 123-140 • Journal Entry: Practicum Journal II, prompt on BlackBoard • Reading Dyads [details on blackboard and in class] Week 11 – November 10 and 12: Practicum in Tuscola Rooms of White Building Logistics. What materials might I need, and where can I find them? What kind of space will I need, and
MUS 185 Syllabus Salvador, p. 7 how will I schedule music/movement? How can I budget for what I’ll need, and what funding sources might be available? Reading Dyads. For November 17: • Read Movement and Music pp. 108-122 • Journal Entry: Practicum Journal III, prompt on BlackBoard • Reading Dyads [details on blackboard and in class] Week 12 –November 17 [in 144FH] and 19 [in Tuscola Rooms]: Final Week of Practicum. Discussion of Music Integration Plan, Final Project (lesson plan menu); Review: elements of music, general, physical and musical development in early childhood, movement, singing voice development, listening pieces, assessment. Final reading dyads. For November 24: • Final Journal Entry: Practicum Journal IV, prompt on BlackBoard • Study for exam. Week 13 – November 24: Back in 144 French Hall (for rest of semester) EXAM Covers all readings and lecture so far. November 26: NO CLASS: Thanksgiving Holiday For December 1: Work on your final project (lesson plan menu). Week 14 – December 1 and 3: Go over exam, Emergent topics. Q & A on final project. For Dec 8: • Final Project (lesson plan menu OR ALTERNATE) is due and will not be accepted late. Week 15 – December 8 and 10: Final Project Peer Teaching or Presentation Final: Thursday, December 17, 10:30-1:00 Remaining Peer Teaching/Presentations. Return written projects; dispositions if students desire. [must meet in person]. Evaluation: 45% Assignments (blogs, written work, and peer teaching) 15% Journal (each entry is credit-no credit) 20% Exam 20% Final Teaching Project (due 12/8, will not be accepted late) Total: 1000 points Grading Scale in accordance with the College of Arts and Sciences: 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 D-
450 Points 150 Points 200 Points 200 Points
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Dispositions Inventory: The Education Unit uses this inventory to help students examine their dispositions with regard to teaching and learning. Based on your performance in practicum, if you wish, I will fill out this inventory and discuss it with you in a final conference. Highly recommended for education, nursing, social work, and other students who have disposition components in their field of study. Observations [2]: At the UM-Flint Early Childhood Development Center, observe 45 minutes of instruction in each: (1) an infant classroom and (2) a toddler classroom, preferably during a time that includes “music and movement.” Write a journal entry based on your field notes from each observation. I will post a detailed assignment description and grading rubric on BlackBoard. Final Project: Create and annotate a lesson plan “menu” for a 45-minute early childhood music lesson. Prepare to peer-teach a portion of your lesson in class (Dec. 8th or 10th). I will post a detailed assignment description and grading rubric on BlackBoard. (Due 12/8, will not be accepted late). Students who are not education focused: you may do a research paper and present to the group on your findings. Details on this assignment, with rubric, will also be available on blackboard. NOTE: you must get your research question pre-approved--i.e., this project must still demonstrate what you have learned about children and their musical development. Education Unit: Mission… to guide and support the growth and development of our teacher candidates into caring educators and engaged citizens who embrace our guiding principles in their understanding of the many aspects of their roles in schools and society. Education Unit Vision.… to prepare teachers who, as socially responsible individuals, are committed to shaping classrooms, schools, and communities that are caring and student centered. Unit Goals 1. Instill our teacher candidates with an ethic of caring which must be nurtured and exists as a foundation for fostering a sense of student-centeredness in the classroom. 2. Prepare our teacher candidates to make instructional decisions that reflect a belief in and commitment to the potential of all learners. 3. Guide our teacher candidates to employ effective teaching strategies through reflective practice, and create environments that encourage students’ development of critical thinking, problem solving, and performance skills so they can be academically successful. 4. Teach toward the goal of preparing our teacher candidates to become respectful and socially responsible professionals not only in their classrooms and schools, but also in the local, national, and global communities they and their students share.