| In order to understand music education today, we have to explore how we got to this point. |
Writing Once I have an idea, I begin to read for background, look at the literature in the field, and just generally think about how a paper might be developed. Moreover, does the idea merit time and effort? The question always lingers in the background: will it expand my further understanding of the subject and is it worth sharing within the profession. The next step after preliminary research is to fully develop the background necessary to do the organization, followed by the actual writing. Then the paper sits for a couple of days so that my objectivity returns and I can re-read it from a fresh perspective. Sometimes I do this more than once. Once the paper is written, I pass it by my wife who was an English major. It’s amazing how many little details were passed over, even after my review and proofing. The fact that she has only a modicum of knowledge about music education helps in this sense: if she does not understand something I’ve written, I need to reevaluate how the idea was expressed. All writing should be clear and precise. | |
| Please use Arial or Times New Roman font, 12 point with 1 inch margins and double spaced | |
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Week 2 Lecture: History of Music Education Info on Assignment 2 Although the paper does not have to be very long, you should use formal language, proper formatting, and list your sources in a bibliography at the end. Here is a link to a page that includes some Writing tips. The paper should be double spaced, one inch margins, and a couple of pages long. The bibliography at the end should be formatted in Chicago style. If you have Word 2007, it has a feature that will format the bibliography for you. The instructions on how to use it are in the Writing tips above. Print this Guide for instructions on the Chicago style of formatting. If you use a direct quote in your paper, or refer to an original idea that is not your own, you need to cite the source. Following the quote or the idea, you simply include the author's last name and the date of the source in parentheses. The source can be a book, journal article, speech, web page, etc. Example: "I have a dream" (King, 1963). You would include the full reference at the end of your paper in the bibliography. A word about sources: Use several sources. Beware of Wikipiedia. Some professors will not even allow their students to use Wikipiedia at all. The concept of this tool is that anyone can post information or change what is there. The result is that it cannot be assumed to be reliable. Having said that, I use Wikipiedia all the time. Often there is a terrific bibliography on the subject at the end of the Wikipiedia entry. Use Wikipiedia as a portal. It's a great tool if used for that purpose. Use the TSU Library link. From there, choose 'Music.' A couple of my favorites from that page are JSTOR, IIMP (International Index to Music Periodicals) and Oxford Music Online but take a little time to browse the others. You'll be using these resources throughout your graduate career, so get to know them! If you have any questions, remember to use the 'Ask Vicky' forum under 'Discussions.' Others probably have the same questions you do. 
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| Reading Chapter 1 |
| Assignment 2: Choose a culture outside the United States. Do a little research and find out what their system of music education is like. In other words, how is music taught? How is music learned? How is their system of music education of benefit to their culture? Synthesize your findings into a paper that is 2-3 pages long. Submit your paper in Word document form. Name the file Assignment2_YourName (substituting your name, of course ;-) These papers will be published for your classmates to read after they are graded. No grades or comments will appear on the papers to be read by your classmates. |
| Discussion 2: Based upon your reading in Chapter 1, answer the following question: Do you think music education in American public schools is relevant to our culture today? Why or why not? Answer the question by Friday (midnight) and post responses to your peers by Sunday (midnight). |
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Week 3 Lecture: Philosophies of Music Education
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| Reading Chapter 2 |
| Assignment 3: There are two philosophies of music education that seem to hold opposite views: the Aesthetic philosophy vs. the Praxial philosophy. Do some research on your own and write a short paper explaining the differences between the two philosophies. Conclude your paper by justifying your support for one or the other. Here are some resources to get you started. Tarleton library online databases Access to the TSU library from off-campus locations JSTOR |
| Discussion 3: After reading the lecture material for this week, list for your discussion post: List 5 of your "beliefs" about music education. List 5 of your "findings" about music education. List 5 of your "philosophies" about music education. Construct an overall all-encompassing statement that summarizes your philosophy of music education.
In responding to your classmates' posts, analyze these lists and lend your opinion as to whether they are correctly categorized. Answer the question by Friday (midnight) and post responses to your peers by Sunday (midnight). |
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Week 4 Lecture: Curriculum in Music Education
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| Reading: Chapter 3 Curriculum Seminars 1-4 (Linked on Lecture page) |
| Assignment 4: Read the 4 documents in the Curriculum Seminar grid. Pretend that you are writing a review of the curriculum articles for a scholarly journal. You would briefly summarize or outline the project, note important points, analyze the author's intent, assess the general applicability of the curriculum seminar to classroom application, etc. The result of your 'review' should be a paper 3-5 pages long. Use standard formatting. If you have other questions, please submit them in the "Ask Vicky" forum as others will likely benefit from your inquiries. |
| Discussion 4: Read the TEKS for Grades 5, 8, and 12. Do you think they are realistic? Do you think they are possible? Are the majority of your students at the prescribed level of competency? If not, under what circumstances would it be possible? Any other thoughts on these competencies and Post by Friday (midnight) and post responses by Sunday (midnight). |
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Week 5
Lecture: Learning Theories in Music Education |
| Reading: Chapter 4 |
| Assignment 5: Instead of an assignment this week, please follow this link to the page for your Final Project instructions. Browse the subject titles and choose your first and second choices that you would like to research for your final project. Submit those choices in the Assignment tab. You don't have to attach a Word document. Just use the comment space. The reason for having 2 choices is that I want all of you to pick a different topic. Everyone will get their first choice unless two of you choose the same one. In that event, the one I receive first will get their first choice and the other will get the second choice. Clear as mud?? |
| Discussion 5: Based upon your reading and the lecture for this week, answer the following questions: Considering Bloom's Taxonomy, do you get to the top of the pyramid as much as you would like? Remember that 'exploring' is not 'creating' in the hierarchy of levels of thinking. What was the result of your own Multiple Intelligence test? Setting your musical score aside, what were your highest scores/lowest scores? How do you think your strengths/weaknesses affect the way you teach music?
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Week 6
Lecture: Teaching in Music Education Abrahams: "Critical Pedagogy for Music Education" |
| Reading: Chapter 5 |
| Assignment 6: Please define each of the following terms and put them into a framework of "Teaching in Music Education." In other words, how do they apply or how are they used in the teaching process. Use other sources as well as your textbook. For example, the definition of 'principle' given in your book uses the word "rule" in its definition, which is misleading. Feel free to divide the terms into more than one part. For example, 'objective' may be of more than one type. The terms are in alphabetical order. You may reorder them for clarity of type or function. assessment competency goal objective outcome plan principle sequence strategy Submit your paper in Word document form. Name the file Assignment6_YourName by the deadline on Sunday at midnight.
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| Discussion 6: Read the article by Abrahams. One of the innovative notions about this experimental practice as described by the author is that the lessons were not based upon objectives. After reading the article, share your opinion about the process described. Then share a hypothetical example of how you might use that same process in your own classroom situation. Post by Friday (midnight) and post responses by Sunday (midnight). |
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Week 7
Lecture: Recent Developments in Music Education
Regelski: Music Education for a Changing Society |
| Reading Chapter 6 Regelski article |
| Assignment Work on Final Paper |
| Discussion 7: After reading Chapter 6 in your textbook, which do you think is the most significant development in music education since 1980? Which development impacts your classroom the most? Considering the Regelski article, how does the changing view of music education as expressed in the article change the way you see the role of music in society and in your own classroom? Post by Friday (midnight) and post responses by Sunday (midnight). |
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Week 8
Now What? Lehman_HowCanTheSkillsBeTaught Here is a helpful list of journals to use in your research Music Research Journals |
| Reading Chapter 7 |
| Assignment 7 Your Final Project research paper is due Sunday at midnight. |
| Discussion 8: After reading Chapter 7 in your text, read the Lehman article. What do you think of the model for music education in the year 2020? Is it a better system than the one we have now? Why or why not? Post by Friday (midnight) and post responses by Sunday (midnight). |
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Week 9 |
| Assignment 8: PowerPoint Presentation Be sure and review the information on the PowerPoint Project link before submitting your file. This project is due on Sunday, Oct 26 at midnight. Save your document as Powerpoint_YourName.zip and submit it by Sunday at midnight. |
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Week 10
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| Project Critiques View the PowerPoint Presentations of your peers. They are posted in the "Published" tab under "Assignments." Read the presentations and critique them. In a couple of paragraphs (respond to each presentation separately), give your assessment of the presentation. Did you learn something you didn't know? Did the presentation draw some conclusions and employ critical thinking within the specified topic area? Did the presentation fulfill all of the requirements of the assignment as outlined on the PowerPoint Project webpage? Post your findings under PowerPoint Critiques in the Discussion section. |
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 END OF SEMESTER
Hope to see you in the next class.  |
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Act as if what you do makes a difference. It does. - William James
Belief is the wound that knowledge heals. - Ursula Le Guin | In order to understand music education today, we have to explore how we got to this point. Webster |
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| "Herbert Read, in "Chains of Freedom," writes that we need a "Black Market in culture, a determination to avoid the bankrupt academic institutions, the fixed values & standardized products of current art & literature; not to trade our spiritual goods through the recognized channels of Church, or State, or Press; rather to pass them 'under the counter.'" If so, one of the first items to be passed under the counter must surely be the literature that speaks, counter to all the falsifications, about the ideas & imaginings of anarchism." |  |
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Suggested Texts These texts are not required, but will be referenced in the course. It may be necessary to access them in some form during the course. They will be put on reserve in the Tarleton library. | Elliott, David J. Music Matters: A New Philosophy of Music Education. New York, NY: Oxford University Press, 1995. |
| Reimer, Bennett. A Philosophy of Music Education. Englewood Cliffs, NJ: Prentice Hall, (There are 3 editions. Any will work) |
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| "The Socratic professor aims for "productive discomfort," not panic and intimidation. The aim is not to strike fear in the hearts of students so that they come prepared to class; but to strike fear in the hearts of students that they either cannot articulate clearly the values that guide their lives, or that their values and beliefs do not withstand scrutiny." The posting below looks at Socratic method in teaching . It is from the newsletter, Speaking of Teaching, produced by the Center for Teaching and Learning (CTL), Stanford University , http://ctl.stanford.edu/Newsletter/ Fall 2003, Vol. 13, No.1. Speaking of Teaching is compiled and edited by CTL Associate Director Mariatte Denman at [mdenman@ stanford.edu.] Reprinted with permission |
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Created and maintained by Vicky Boucher 
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