Home Syllabus Downloads Blooms Turnitin Musical Development Elementary Music Links Recorder Karate General Links Bulletin Board Micro- teach Orff Lesson Discussion Forum Notebook Recorder Solfege Lesson Cross-curricular Composition | DME COURSE OUTLINE MUSC 315 
"Music is a category of social meaning" -- Kingsbury |
Fall 2011 OnlineResources  Note: This is an organic document! It will change.
You are responsible for what is on this page, not the copy you made at the beginning of the semester. The dates given in the right column are the due dates, not the day we will work on assignments in class. If there is ever a problem with an assignment (technology problem, don't understand it, can't find it, etc.) do not wait until the due date (or time) to explain your problem. |
| Mini-Lessons What Should a Teacher Be Like? Budgets Colleagues Curriculum Room Arrangement | Week 1 (beginning August 30)  | Course introduction | | Website tour | | Assignment dates | | Intro to the recorder |
Sopranino recorder solo Play 2 at once Jingle Bells Interactive fingering chart for recorder
| Bulletin Board assignment overview | | Demonstration of recorder consort |
Musical Development: Use this information on every teaching assignment!Learning Reading | Assignment:
| Thur | Blackboard /Computer configuration Follow this link and make sure your computer is set to the specifications listed. Testing and assignment submission will not work otherwise |
| Thur | Put this webpage link on your desktop |
| Thur | Have ALL class materials |
| Thur | Reading Chapter 1, pp. 1-14 CPA: Underlining/questions and comments in margins. Books will be checked. |
| Fri | Discussion 1 (not graded): My own experience as an elementary music student Please list and briefly describe the things you loved and hated about your own experience in elementary music class |
What teachers make Movement and steady beat The only accurate response of young children to a musical listening experience is movement. (See Musical Development below) Words are so often unnecessary: Bobby Ferrin |
Week 2 (beginning September 6) What are Multiple Intelligences? Howard Gardner | Tues | Thurs | BBoard | | | | Solfege | | Jake |
Solfege syllables Hand signs chart (printable version) Animated hand signs to follow Solfege assignment begins on Tuesday. It would be wise to have a couple of options in case someone scheduled before you uses your song first. They cannot be repeated. Musical Development: Use this information on every teaching assignment!
| NOTE: |  | - Papers written in formal style must be double spaced
- Put a heading on every paper you submit. A heading should include your name, the title of the course, the title of your paper, the assignment number and the date.
- Any paper that uses citations must have a bibliography or "Works Cited" at the end.
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Recorder Who Has Seen the Wind? Recorders Play along Videos | Assignment: | Tue | Downloads Hand signs chart (printable version) Developmental Levels Song list | | Tue | Reading Chapter 2, pp. 35-43 CPA: Devise 3 good questions from your reading material. Your classmates will have the opportunity to answer them. Have your answers ready also. |
| Thu | Reading Chapter 3, pp. 44-49 (Methods of Teaching Music; Dalcroze) CPA: Lightning Talks (T-Kay, Mary, Jeremy) Using the PowerPoint template, create one slide highlighting the Dalcroze method. The slide is not to be read, but to serve as a visual addition to your presentation. You may use bullets for main points. Email the completed slide to me by 8:30am Be prepared to present your topic for 2-3 minutes using your slide. You will be timed and cut off at 3 minutes, so practice your timing.
| | Thu | Take the Multiple Intelligence Inventory test. Use the link below. Multiple Intelligence Inventory Test Click on "The Multiple Intelligence Inventory" under "Summary" On the next page, scroll down and begin where you are asked to "Enter a name for yourself" Use only your first name, and print the results page to turn in.
| | Fri | Discussion 2: Why I Want to Teach Music Discussion Info Use the MENC article "Why Teach? Why Music? Why Me?" as a starting point for your thinking. Divide your thoughts into three distinct sections, so that you cover each of the three questions fully. Be sure to develop your ideas, and pay attention to the principles of good writing style.
Post your answer in the Discussion section of Blackboard. Your answer is due on Friday at midnight. Posts to at least 2 of your classmates are due on Sunday at midnight. | | Sun | Assignment 1: Nature or Nurture? Assignment Submission Discuss your stance on children’s musical abilities as natural or learned, biological or entrained. Find support for either stance. Begin in Chapter 1 of your textbook and add other sources as necessary. Use standard writing style and formatting (double spaced, 12-pt. font, 1 inch margins, etc.) Use in-text citations in Chicago Style. There is a link on your Course Outline to learn how to automatically format citations and bibliography using Word 2007. You may review the grading form in Blackboard before completing the assignment. Submit your assignment in Blackboard. See the link on your Course Outline if you need instructions. Important Assignment Information All assignments should use formal writing style and standard formatting. Use in-text citations in APA style. Use this link for Writing information. You will be graded according to this information and are responsible for this content. Demonstrate Word Count and how to turn on Grammar Check. Learn how to do automatic formatting using Word 2007. |
“Recipes for Success” With the recipe analogy, you can add twice as much sugar or eggs or milk to a cake because you like that ingredient better. The finished product must be a result of a plan that is tested (using national standards or TEKS, for example) to have a good product. |
| Week 3 (beginning September 13) | Percussion majors demonstrate proper use of instruments and mallet grips | | Orff Assignment overview p. 208 Textbook: Ostinati | | Instrument BINGO |
Orff info | Tues | Thurs | BBoard | Alicia | | | Song | Paul | Jeremy | Solfege | Jenny | Steve |
| Assignment: | Tue | Downloads Carol of the Bells Pachelbel Canon This Train Peace Round Carol of the Bells Ode to Joy Duet | | Tue | Reading Chapter 8, pp. 190-221 CPA: Devise one question on each level of the revised Bloom's Taxonomy. Put questions and answers into a Word document to turn in after class. | | Thu | Reading Chapter 3, pp. 52-55 (Orff methodology) CPA: Lightning Talks (Alicia, Jenny, Clint) Using the PowerPoint template, create one slide highlighting the Orff method. The slide is not to be read, but to serve as a visual addition to your presentation. You may use bullets for main points. Email the completed slide to me by 8:30am Be prepared to present your topic for 2-3 minutes using your slide. You will be timed and cut off at 3 minutes, so practice your timing.
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| Thu | Test National Standards for Music Education | | | | | | Fri | Discussion 3 : A Sound Decision Helen Larson was a music specialist in a prestigious prep school. She had built the program up from a “singing time” to a comprehensive music curriculum. In addition to her regular classes, she had organized two choirs, had an after school hand chime group and had beginning and advanced Orff ensembles. She produced a school musical each year and had brought in a Suzuki violin teacher to begin string instruction in the lower grades. A new headmaster was hired whose focus was fund-raising and development. He was delighted with Helen’s work, but encouraged her to spend less time on “music literacy activities” (reading music, analyzing, appreciating) and more on performance. He communicated his assurance that the parents and community were of the same mindset and that the children would benefit as well. Although Helen recognized the value of musical performance, she preferred a program that had more of a balance, with more emphasis on the development of musical skills. Many of us have wonderful memories of school performances, and maybe not so many from classroom activities. With whose philosophy would you most closely align yourself – Helen’s or the Headmaster’s, and why? Post your answer in the Discussion section of Blackboard. Your answer is due on Friday at midnight. Posts to at least 2 of your classmates are due on Sunday at midnight. |
Videos BarredPercussion Gundul Pacul & Gamelan Independent Practice Orff instruments (plus other classroom instruments) instruments |
Week 4 (beginning September 20) Mama Paquita Mama Paquita with vocals Mama Paquita accompaniment | Tues | Thurs | BBoard | TKay | | Solfege | | | | Song | Jake | |
Rhythmic syllables Body Percussion Kodaly info Kodaly Should voice lessons be given to elementary age children? (Tkaye) What are some of the ways that children naturally demonstrate their singing potential? (Paul) Should children be allowed to sing "wherever they are" (their own pitch level)? (Mary) How should you deal with 5th grade boys whose voices are beginning to change? (Steve) List some strategies to motivate students to exhibit good posture. (Alicia) How should you deal with monotone singers? (Jake) How should recordings be used in teaching children to sing? (Clint) Explain the process of teaching children to sing in parts? (Jeremy) What are the pros and cons of starting a children's choir at your school? (Jenny)
| Assignment: | Tue | Downloads Mama Paquita 50 Folksongs Kids Should Know Anacreon in Heaven The Choir Ear-Training Mysteries I Am a Fine Musician Line Up Songs Mama Paquita Melody Freeze Partner Songs Pumpkin Carols Radio Game Same Train Song List Master Star Spangled Banner Taco Bell Canon Teaching a Song by Rote Texas, Our Texas | | Tue | Reading Chapter 4, pp. 66-100 CPA: Lightning Talks (See questions in left column) | | Thu | Reading Chapter 3, pp. 49-52 (Kodaly methodology) CPA: Lightning Talks (Jake, Paul, Steve) Using the PowerPoint template, create one slide highlighting the Kodaly method. The slide is not to be read, but to serve as a visual addition to your presentation. You may use bullets for main points. Email the completed slide to me by 8:30am Be prepared to present your topic for 2-3 minutes using your slide. You will be timed and cut off at 3 minutes, so practice your timing.
| | | | | | Fri | Discussion 4: For Heaven’s Sake Consider a hypothetical 5th grader in your music class. She is an atheist. She is an atheist because these are the values her parents have taught her. They have just as sincerely taught her that there is no God, as have other children's parents taught them the opposite. And yet every morning at school, she is led by her teacher in a public school to say the Pledge Of Allegiance which states "one nation, under God". Think of yourself as a 5th grader standing with your classmates each morning having to say (or at best, having to listen to) "There is no God". That sounds worse, doesn't it? But is it any different? Based upon this scenario, how would you handle programming for a holiday PTO performance and for classroom activities during traditional holiday seasons? Secondly, should these standards be different for younger children than for other levels, such as Jr. High, High School, or College? Post your answer in the Discussion section of Blackboard. Your answer is due on Friday at midnight. Posts to at least 2 of your classmates are due on Sunday at midnight. | | Fri | Recorder Karate Due: #1, 2, 3 by noon | | | | |
Videos Echo Singing Ding-Dong Merrily on High Ding-Dong Merrily on High II Go Tell It on the Mountain Warm-ups, Grades 3 & 4 Vocal coaching Fly, Fly, Fly (hand signs and tuning) Here Comes a Bluebird (part-singing introduction) Here Comes the Mailman (falsetto, matching pitch) |
Week 5 (beginning September 27) Follow-up Discussion 3 Sacred Music in the Classroom | Tues | Thurs | BBoard | Jeremy | | Solfege | | T-Kay | | Song | Alicia | Jenny Clint | | Orff | | |
| Assignment: | Tue | Downloads Goldilocks 1 Goldilocks 2 Jazz Improvisation on Piano Rhythm canon Weather Rondo | | | | | | Tue | Reading Chapter 10, pp. 248-255 (The Creating Child) CPA: | | | | | | Thu | Reading Chapter 6, pp. 119-153 (The Moving Child) CPA: | | Fri | Discussion 5: Methodologies There are distinct differences in the methodologies in elementary music pedagogy. Here are a few of the ones most widely used (designated by the man who formulated the pedagogy): Orff Kodaly Dalcroze Suzuki Gordon Are these methods very different? Is it possible to use parts of several of these methods to formulate a teaching plan for your students? Would this be a good idea? Why or why not? | | | | | | | | |
Video Punchinella (improvisational movement) Difference between improvisation and exploration |
Week 6 (beginning October 4) Follow up Discussion Methodologies PREZI: http://prezi.com/kwnxaehznsbb/methods-and-approaches-to-music-education-chapter-9/ How to hold an autoharp Musical Guinea Pigs | Assignment: | Tue | Downloads | | | | | | Tue | Reading Chapter 10, pp. 255-269 (The Creating Child, cont.) CPA: | | | | | | Thu | Reading Chapter 3, pp. 56-65 (Methods of Teaching Music; Other Approaches) CPA: | | Fri | Discussion 6: NCLB Should the “No Child Left Behind” philosophy apply to music? The concept of NCLB is a promise to raise standards for all children and to help all children meet those standards. In most music classroom settings, there always seems to be that one child who just doesn't seem to grasp what you are trying to teach. For instance, a particular child cannot keep a steady beat, has no sense of tonality, and has no clue that he or she is in error. In what ways do you deal with this child to bring him or her up to the level of the rest of the class? Is it even necessary for the child to reach a specific level of competency? Post your answer in the Discussion section of Blackboard. Your answer is due on Friday at midnight. Posts to at least 2 of your classmates are due on Sunday at midnight. | | | | | | Sun | Assignment 2: Limerick compositions Look at the limericks in the Instrument Limericks sheet. Copy them onto a Word document and complete them with the proper rhyme scheme. Name your document Assignment2_yourname.doc and submit your paper through the Assignment tab by Sunday at midnight. | | | | |
House Bill 815 info Limerick Examples When symphony instruments tune,
They’re not matching the flute or bassoon;
It’s the first oboe’s “A”
That the strings must obey.
If they don’t, be prepared for High Noon. There once was an old man of Esser, Whose knowledge grew lesser and lesser, And now he's a college professor. |
Week 7 (beginning October 11) Follow up Discussion 4 NCLB | | | Review music books & teacher's editions | | Review for Mid-term Exam |
Study Guide for Mid-term Exam | Tues | Thurs | | Orff | Paul | | | Solfege | Mary | Clint | | BBoard | Jake | | MTeach | | TKay (Steve) |
Song parody composition assignment | Assignment: | Tue | Downloads | | | | | | Tue | Reading pp. xx CPA: | | Thu | Reading pp. xx CPA: | | | | | | Thu | Mid-term exam Note: Do not add "with mallets" or any additional information in parentheses to your answers | | | | Discussion 7: Squeeze Play Is elementary music education getting squeezed out? from the public schools by emphasis on standardized tests? from everyday life by the abundance of movies/video games/entertainment? from higher education curriculums (like your degree plan) by a greater emphasis on individual performance/performing groups/core curriculum/other? Your answer might be yes, because . . . and here's what I think we should do about it: - or no, this is the way it should be because . . . and the future of children's music should be . . . Use the questions as a springboard into a discussion of your perception of the state of elementary music education and where it is headed from here. Post your answer in the Discussion section of Blackboard. Your answer is due on Friday at midnight. Posts to at least 2 of your classmates are due on Sunday at midnight. |
Movement Video Great Big House in New Orleans |
| | Week 8 (beginning October 18) | NS #5 Games |
Rhythm BINGO Melody BINGO Musical Symbol BINGO Music JEOPARDY I Music JEOPARDY II | Tues | Thurs | BBoard | Jenny | | | Solfege | Alicia | Paul | | Orff | Jake | | MTeach | | Mary (Clint) |
FOCUS
 NS #5: Reading and notating music.
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Video Echo Rhythmic Patterns Who's That Tapping at the Window | Assignment: | Tue | Downloads | | | | | | Tue | Reading Chapter 5, pp. 101-118 (Pitch and the Child) CPA: | | Thu | Reading Chapter 7, pp. 155-189 (Rhythm and the Child) CPA: | | | | | | | Assignment 3: Song Parody Composition | | Fri | Recorder Karate Due: #4, 5, 6 by noon | | | | |
Scenario: Babysitter? The following is from an actual music teacher. This situation is not to convey that all or even most situations are like this, although they certainly do exist. “The biggest challenge I face is figuring out how to actually teach in an atmosphere in which I am increasingly viewed as a babysitter, hired only to provide conference time to the "real" teachers. In my nine years teaching, I have seen my per-student contact time decrease by half while my class sizes have doubled. "Real" teachers would never be asked to succeed under those conditions. The implicit statement, clearly understood by all the "real" teachers, is that what I do doesn't matter. All that matters is what I can do for them.” |
Week 9 (beginning October 25) | Motivation and Management |
Early tantrum http://www.youtube.com/watch?v=8eCfnrGu5xo Video Going Down to Cairo (dance movement efficiency) | Room Arrangement Mini-Lesson | | Listening BINGO | | Pumpkin carols! |
| Tues | Thurs | BBoard | Mary | | | Song | | Steve | | Orff | Clint | | MTeach | | Paul (Alicia) |
Micro-teaches begin | Assignment: | Tue | Downloads | | | | | | Tue | Reading Chapter 9, pp. 222-247 (The Listening Child) | | | | | | Thur | Assignment 4: Make your own Jeopardy game Choose a game template and construct your own game. How to use MP3 audio files with PowerPoint Save your PowerPoint file in a new folder and name it PPGame_yourname Copy all of the mp3 files that you plan to use into the same folder (do this first, before you link them to the slides) On the slide in which you wish to insert the audio file, click insert - movies and sounds - sound from file and choose the mp3 from the folder containing your PowerPoint and mp3 files. This will link the mp3 to the PowerPoint slide.
This will be due at the beginning of your first class next week. | | | | |
Classics for kids Listening Maps 
Pumpkin Carols |
Week 10 (beginning November 1) | Curriculum Mini-Lesson |
| Tues | Thurs | BBoard | Steve | | | Song | | T-Kay | | Orff | Jenny | | MTeach | | Jake (Mary) |
| Assignment: | Tue | Downloads Audience Etiquette Note | | | | | | Tue | Reading Chapter 12, pp. 300-326 (Curriculum Design) CPA: | | | | | | Tue | PowerPoint game due Name your document Assignment4_yourname.doc and submit the Powerpoint file through the Assignment tab before class on Tuesday. | | | | |
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Week 11 (beginning November 8) | Budget Mini-Lesson | | Explanation of Budget Assignment | | Music in stories |
List of children's books for music educators | Tues | Thurs | BBoard | Clint | | | Orff | Jeremy | | | Song | | Mary | MTeach | | Steve (Jenny) |
| Assignment: | Tue | Downloads | | | | | | Tues | Reading Chapter 14, pp. 345-370 CPA: | | | | | | Tues | Boomwhacker activity Find a boomwhacker activity online to share with the rest of the class. The activity can involve reading, improvisation, accompanying, group work, rote or signal playing, etc. | | | | | | Fri | Discussion 8: Mixed Group The following is from an actual music teacher. What advice would you give? “I need advice on what I can do with my after school choir. This is my first year to have a choir and I have 13 students. 6 are mentally challenged, 3 don't want to be there, 2 want to be there but can't sing on pitch, then I have my 2 who can sing anything I put in front of them. So...here's the question. What in the world do I do for a concert? I've tried 2 part to no avail. They can't even sing unison very well. I have no idea what to do for a Christmas program, or even in general. Any suggestions?” Post your answer in the Discussion section of Blackboard. Your answer is due on Friday at midnight. Posts to at least 2 of your classmates are due on Sunday at midnight. | | Sun | Assignment 5 Budget assignment due at midnight |
Play boomwhackers online Video By'm Bye 
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Week 12 (beginning November 15) PowerPoint Game Evaluation Form
Rubric Template Rubric Construction Set Assessment Links Video End of Lesson Assessment End of Lesson Assessment 2 We Are Dancing in the Forest Mussorgsky: Lesson in Integration Promenade Gnomes | Tues | Thurs | Orff | Alicia | | MTeach | | Clint (Jeremy) |
Composer Caricatures and Bios Music Hangman Recorders and Midi | Assignment: | Tue | Downloads | | | | | | Tue | Reading Chapter 15, pp. 371-394 (Music, Children, and Cultural Diversity) CPA: | | | | | | Thu | Reading Chapter 13, pp. 327-344 (Assessment and Evaluation) CPA: | | | | | | Fri | Discussion 9: Cultural Diversity Based upon your reading in Chapter 15 in your textbook, answer the following questions in your discussion post: 1. Based on the reading in your text, what will be your philosophy and general practice regarding cultural diversity in your classroom? 2. In Ms. Johnson’s scenario (p. 392), what would you have done differently along the way? Post your answer in the Discussion section of Blackboard. Your answer is due on Friday at midnight. Posts to at least 2 of your classmates are due on Sunday at midnight. | | Fri | Recorder Karate Due: #7, 8, 9 by noon | | Sun | Assignment 6 Game assessment: Play the posted games of the 4 students whose last names are just past yours in the alphabet. Using this rubric, give them a grade. Arruda Banks Bowen Contreras Cooper Cox Kassen Norris Seymour |
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| | Week 13 (beginning November 22) no class on Thursday, Thanksgiving holiday Cross-curricular composition | Tues | Thur | Orff | TKay | | MTeach | | Jeremy (Paul) |
Star Spangled Banner SSB Jeopardy Louis Armstrong Name the notes Rhythm Fling the Teacher Half Steps Teacher Walk the Plank | Assignment: | Tue | Downloads | | | | | | Tue | Reading Chapter 16, pp. 395-417 CPA: | | | | | | | | | | | Work on cross-curricular assignment | | | | | Fri | Discussion 10: Exceptional Children | | | | Read Chapter 16 in your textbook and answer the following questions in your discussion post: Based on the reading in your text, should all special needs children be mainstreamed? Why or why not? Your text defines “exceptional children” as “those who require special education and related services if they are to realize their full human potential.” How can this be accomplished in a music classroom which may include both gifted children, and those with various mental and physical challenges?
Post your answer in the Discussion section of Blackboard. Your answer is due on Friday at midnight. Posts to at least 2 of your classmates are due on Sunday at midnight. | | | | |
 http://www.musictechteacher.com/musicquizzes.htm
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Week 14 (beginning November 29) | Tues | Thur | MTeach | | Alicia (Jake) | Orff | Mary | |
Arrange notebooks | | | | | | | | | | Tue | Assignment 7 Cross-curricular composition due Be sure to double-check the Cross-curricular Composition Page before submitting the assignment for formatting requirements. This assignment is due Tuesday morning by 9:00 Bring a hard copy for each person in the class | | Thu | Guest Speaker | | | | |
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Week 15 (beginning December 6) Last class day: Dec. 9 Note: Final grade will not be entered into the system until all materials are returned to 112A (teacher's manuals, CDs, instruments, etc.) 
Final Exam: Thursday, Dec. 15 3:00pm | Assignment: Merry Christmas |
Discussion Info
| Requirements and deadlines: You will have a discussion question each week. You should post an answer to the question by Friday at midnight. At least two additional posts (responses to other students' posts) are due by Sunday at midnight. Ten points will be deducted from the week's discussion grade if posted late. Be aware that doing the bare minimum will not earn an "A." NOTE: You should read all posts, not just the ones to which you intend to respond. Blackboard logs all activity and I am aware if you only read 2 posts in a discussion. You will be accountable for reading all posts, even if they are posted after the deadline. When I grade the discussion, I will look at the total number at that time. In addition, please rate all original posts that you read by clicking on the "Review" tab just below it. You don't have to do this for responses, just original posts. |
| Answer the question entirely, not just one thought. Don't just paraphrase something in the lecture - do some thinking, reading on your own. It doesn't have to be a long answer, but it should not consist of a single point. It should also not be a simple yes or no answer, even if you put the word "definitely" in front of it. If you were an experienced teacher having taught successfully for years, we might be interested in your unsubstantiated opinion. Otherwise, do some research on the question! Your book is a good place to start, but not a good place to finish. |
| In responding to others' answers, feel free to ask them for clarification or for further information to justify their answers. "I agree" is not a discussion. Neither is a paraphrase of their post. If you ask a question, you must also provide additional new material for your response to count. Your response should add something to the original post. Remember that chit chat responses ("I saw you at the movies last night," etc.) will not be counted toward the response post requirement. As a matter of fact, those belong in the Water cooler! Also, you are welcome to respond to as many posts as you like, but again, with something of substance, not just a "me, too!" answer. I am suspect of any answer that begins with "I agree . . . " This is sometimes called "sheeping." 
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| Please write in complete sentences and use correct punctuation, capitalization, etc. We do become accustomed to shorthand in e-mails and text messages, but you should be able to do it the other way also, and this is a good forum in which to practice. Part of your grade will be based upon your ability to communicate your understanding of the subject, both professionally and effectively, so think of the discussion forum as a writing assignment that will be graded both on content and form. Write your posts on a Word document first with spell-check and grammar-check turned on (instructions). Then copy and paste to the forum. |
| Please begin your response posts with the person's name to whom you are responding. Some of the threads go back and forth between people and when read in compiled format, become very confusing. |
| These submissions are time and date stamped, so don't miss the deadlines. I read all of your posts in context, in the discussion forum. However, When I grade them in Blackboard, I am looking at only your posts, so keep that in mind when you judge your own participation. | | Part of your grade (see rubric below) is to rate the original posts of your classmates. At the bottom of each original post, there is a box that says "Rate This Message." Click the box and then choose the rating (one star to five stars) that you think the post deserves. |
| Grading will be as follows (see rubric below): The answer to the original question is worth 40 points. Responses are required and are worth 30 points. Peer review ratings are worth 10 points and reading the posts and responses are both worth 10 points. No credit will be given for responses that simply agree or that do not add to the discussion. DO NOT copy material from some other source and present it as your own in your discussion answer. The penalty for plagiarism is to fail the class. I check these answers. Don't risk it. |
Discussion Rubric Grades for discussion questions will be based on the following rubric Criteria | Performance Indicators | Failing | Incomplete | Acceptable | Good | Excellent | Original Post | No original post | Incomplete answer | Acceptable answer, but mostly opinion, or some incorrect or incomplete information | Complete answer showing knowledge of reading material | Insightful answer well supported by reading material | 0 points | 28 points | 32 points | 36 points | 40 points | Responses | No responses including “I agree” responses with no new information | One response missing or one response is an “I agree” response with no new information | Acceptable responses, but very little new information | 2 complete responses that include new information | More than 2 responses that include new information | 0 points | 21 points | 24 points | 27 points | 30 points | Peer Review | No ratings given | 1-3 ratings given | 4-6 ratings given | 7-9 ratings given | 10 or more ratings given | 0 points | 7 points | 8 points | 9 points | 10 points | Posts Read includes responses | No posts read | Less than 10 read | Less than half read | More than half read | All posts read | 0 points | 7 points | 8 points | 9 points | 10 points | Writing form | Posts unavailable to grade or unacceptable writing form | Multiple errors in punctuation, capitalization, grammar, and sentence form | Several errors in punctuation, capitalization, grammar, and sentence form | Minimal errors in punctuation, capitalization, grammar, and sentence form | Correct punctuation, capitalization, grammar, and sentence form | 0 points | 7 points | 8 points | 9 points | 10 points | | | | | | | | Total points | 0 | 70 | 80 | 90 | 100 |
Assignment Submission
| Submit assignments as Word documents unless specified otherwise. Do not try to submit the document without saving it first. Be sure and save it to a folder where you can retrieve it later. Sometimes resubmissions are necessary. |
| Save the document as Assignment1_YourName.doc (substituting the correct assignment number and using your own name :-) |
| Always use a heading at the top of the page which includes your name, the assignment number, and the date. |
| Upload the Word document in the assignment section as an attachment. Do not attach it to an e-mail |
| Occasionally your assignments may be returned to you for a redo. Make your corrections and resubmit through the Assignment section as before. If you do not resubmit, you will receive a zero for the assignment. |
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Musical Development Children sing in tune within range of 5 pitches (4-5Kindergarten) begin to perceive tonality (6-7 1st) can discern fast from slow and long from short (6-7 1st ) can perform a beat on a drum (6-7) are capable of reading and writing various rhythmic patterns (7-8 2nd) are developmentally ready to play recorder using full range (9-10 4th) are more accepting of new kinds of music before about age 9 (3rd grade and below) can perform canons, rounds, descants, countermelodies (9-10 4th grade) can perform 2-part songs (10-11 5th grade)
Children can most accurately reproduce a rhythm by chanting. The most natural forms of rhythm are speech and movement. The only accurate response of young children to a musical listening experience is movement. The first stage of the creative process is experimentation and discovery. |
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