Home

 

Syllabus 

 

Blooms

 

Turnitin

 

Musical Development

 

Elementary Music Links

 

Recorder Karate

 

General Links

 

Bulletin

Board

 

Micro-

teach

 

Orff Lesson

 

Discussion Forum

 

Notebook

 

Recorder

 

Solfege

Lesson

 

Song Lesson

 

Cross-curricular Composition

DME COURSE OUTLINE

 

 

MUSI 3315

 

"Music is a category of social meaning" -- Kingsbury

Random student

OnlineResources

Recorder Karate Accompaniments

 

Skip to current Week #

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

 

Accountability is what is left when responsibility is taken away. ~ Finland

 

Note:   This is an organic document!  It will change. 

You are responsible for what is on this page, not a 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

Advocacy

 

 

Week 1 

Aug 25-29

 

 

bullet

Course introduction/Syllabus

bullet

Website tour

bullet

Assignment dates

bullet

Musical Development:  Use this information on every teaching assignment!  Also, p. 69 from textbook

bullet

Learning   Reading

 

 

 

bullet

Solfege assignment overview

Have a couple of options in case someone scheduled before you uses your song first.  They cannot be repeated.

Song list or printable version Song list

 

Solfege syllables

Hand signs chart (printable version)

Animated hand signs to follow

 

 

bullet

Demonstration of song by rote

          

            Teaching a Song by Rote

 

bullet

Bulletin Board assignment overview

 

Bulletin Board examples

Musical Royalty   or Famous Father

Music Vocabulary   Elements of Music

Name that Tune

Instrument Families

National Standards

 

 

  

Why cover all of the National Standards?  I like some so much better than others.

“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.

 

 

What teachers make

The music teacher you wish you had

http://blog.ted.com/2012/08/13/the-music-teacher-you-wish-you-had/

Mission of Music Education

"to help children develop musical capabilities and independence, a hunger for musical experiences, and a sense of confidence to accomplish whatever they want to accomplish in music." - Katherine Strand

Then Libby Larson (composer) says the mission "allows us to consider how we teach and what we teach in light of the question: 'Is it relevant to the mission?'"

 

This is why I teach music . . .

Save this as a poster for your class

Assignment:

 

Thu

Assigned teaching

 

Roxanne: solfege

Scott: solfege

Sam: solfege

Lisa: song

Cary: song

Molly: song

   

 

Week 2

Sep 1-5

 

bullet

Multiple Intelligences

What are Multiple Intelligences?

Howard Gardner

 

bullet

Musical Development:  Use this information on every teaching assignment!

 

bullet

Test next Wednesday on the 9 National Standards for Music Education.

bullet

Intro to the recorder

Videos

In a real classroom

Who Has Seen the Wind?

bullet

Demonstration of recorder consort

 

Sopranino recorder solo

Play 2 at once

Jingle Bells

Interactive fingering chart for recorder

 

 

bullet

Recorder demonstration (Greg Ball)

 

 

bullet

In class discussion:  Describe your own experience in elementary music class.  How often did you have music?  What did you do in class?  What were the things you loved and hated about your experience in elementary music class.  Be specific. 

 

 

Assignments:

 

Tue

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

Tue

Put this webpage link on your desktop

 

Tue

Have ALL class materials

Put the class schedule in an outside sleeve or first thing in your notebook

Tue

Downloads

Hand signs chart (printable version) (12)

Song list (12)

Developmental Levels (6)

Books You Should Own (6)

National Standards for Music Education (8)

Tue

Reading

Chapter 2:  From Theory to Practice in Teaching Music to Children, pp. 15 - 42

 

There will be a quiz

 

Thu

Assigned teaching

 

Brandon: solfege

Cary: solfege

Cody: solfege

Roxanne: song

Scott: song

Sam: song

Cary: BB check-off

Fri

Discussion 1 (in Blackboard): 

 

Read the following blog entry.  This was written by Jonathan Hooper who was the Director of Bands at Tarleton for 25 years.  What are your thoughts about his essay?  Have you ever heard someone say that they want teaching to "fall back on"?   Have you said that?  How have your perceptions changed about music education since you first came to college?  This should be an interesting discussion.

 

http://hooperthoughts.wordpress.com/2013/05/26/a-hard-rains-a-gonna-fall/

 

Original post is due in Blackboard by Friday at midnight, although more points are given if posted earlier.  Response posts due by Sunday at midnight.

 

Review the Discussion information before answering.

Remember:  The original posts are NOT intended to be short answers.  They are intended to be short essays.

 

 

 

Week 3

Sep 8-12

 

FOCUS

NS #1:  Singing alone and with others, a varied repertoire of music.

 

 

 

 

bullet

Kodaly Methodology Lightning Talks

Kodaly info

Kodaly

 

bullet

50 Folksongs review

 

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)

 

Assignment:

 

Tue

Downloads

Teaching a Song by Rote (6)

50 Folksongs Kids Should Know (12)

The Choir (12)

I Am a Fine Musician (12)

Mama Paquita (12)

Partner Songs (12)

Same Train (12)

Taco Bell Canon (12)

Texas, Our Texas (12)

High on Harmony (12)

Thu

Assigned teaching

 

Cary: BB

Lisa: solfege

Molly: solfege

Matt: solfege

Brandon: song

Cary: song

Cody: song

Matt: Orff check-off

Roxanne: BB check-off

Thu

Reading

Chapter 3, pp. 49-52 (Kodaly methodology)

 

Lightning Talks: Roxanne, Scott

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.

  • Your textbook info is brief.  Feel free to include outside resources.

Thu

Test

National Standards for Music Education

 

Mama Paquita

Mama Paquita with vocals

Mama Paquita accompaniment

 

Week 4

Sep 15-19

 

FOCUS

NS #2:  Performing on instruments, alone and with others, a varied repertoire of music.

 

 

 

bullet

Orff Assignment overview

p. 223 Textbook:  Ostinati

 

Orff instruments (plus other classroom instruments) instruments

 

Orff info

 

bullet

Orff Methodology Lightning Talks

bullet

Orff project example

 

Videos

BarredPercussion

Gundul Pacul & Gamelan

Independent Practice

 

Complete guide to the Cup Song

 

 

 

Instrument BINGO

 

 

Assignment:

 

Tue

Downloads

Carol of the Bells (13)

voice, Orff instruments, percussion

Carol of the Bells (13)

recorder, voice, Orff instruments

Pachelbel Canon (13)

voice, recorder, Orff instruments (with "The First Noel")

This Train (13)

voice, Orff instruments

Peace Round (13)

voice, recorder, Orff instruments

Ode to Joy Duet (13)

recorder duet

Entre le boeuf et l'ane gris (13)

recorder trio

 

Tue

Reading

Chapter 8: The Playing Child, pp. 190-221

 

There will be a quiz

 

Thu

Reading

Chapter 3, pp. 52-55 (Orff methodology)

 

Lightning Talks Sam, Brandon

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.

  • Your textbook info is brief.  Feel free to include outside resources.

Thu

Assigned teaching

 

Roxanne: BB

Matt: Orff

Sam: Orff check-off

Lisa: Orff check-off

Molly: BB check-off

   

Fri

Discussion 3:  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? 

For the purpose of this discussion, also read the following article:

 

Rethinking Religion in Music Education

 

Based upon the hypothetical 5th grader scenario and the linked article, 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?

 

Sun

Recorder Karate 

Due:  #1, 2, 3 by noon

 

Week 5

Sep 22-26

 

FOCUS

NS #3:  Improvising melodies, variations, and accompaniments.

 

Social Skills

 

 

 

 

Follow-up Discussion 3

Sacred Music in the Classroom

 

bullet

Improvisation

bullet

Micro-teach overview  Prezi resource

bullet

Dress Code MiniLesson

 

Difference between improvisation and exploration

Mode loops

  1. Dorian

  2. Phrygian

  3. Lydian

  4. Mixolydian

  5. Aeolian

  6. PentatonicMinor

Video

Punchinella (improvisational movement)

 

Assignment:

 

Tue

Downloads

Goldilocks 1 (14)

Goldilocks 2 (14)

Jazz Improvisation on Piano (14)

Rhythm canon (14)

Weather Rondo (14)

Tue

Reading

Chapter 10: The Creating Child, pp. 248-255

 

There will be a quiz

 

Thu

Reading

Chapter 6: The Moving Child, pp. 119-153

Chapter 3, pp. 44-49 (Methods of Teaching Music; Dalcroze)

 

Lightning Talks Cary, Cody

Using the PowerPoint template, create one slide highlighting the Dalcroze method.  Feel free to use other sources. 

  • 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.

  • Your textbook info is brief.  Feel free to include outside resources.

Thu

Assigned teaching

 

Molly: BB

Sam: Orff

Lisa: Orff

Cody: Orff check-off

Scott: Orff check-off

Matt: BB check-off

 

 

 

 

Week 6

Sep 29-Oct 3

 

FOCUS

NS #4:  Composing and arranging music within specific guidelines.

 

Methodology Conclusion

 

 

Follow up Discussion

Methodologies

House Bill 815 info

 

PREZI:  http://prezi.com/kwnxaehznsbb/methods-and-approaches-to-music-education-chapter-9/

 

 

Musical Guinea Pigs

Morse Code Musical Composition

 

Video

Gundul Pacul & Recorders

 

Study Guide for Mid-term Exam

 

 

 

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,

It at last grew so small

He knew nothing at all

And now he's a college professor.

 

LIMERICK STRUCTURE

 

 

 

 

 

 

 

 

 

1

2

3

4

Rhyme scheme

Line 1

(w) w

S w w

S w w

S (w) (w)

 

A

 

 

5

6

7

8

 

Line 2

(w) w

S  w w

S w w

S (w) (w)

 

A

 

 

9

10

 

 

 

Line 3

(w) w

S w w

S (w) (w)

 

 

B

 

 

11

12

 

 

 

Line 4

(w) w

S w w

S (w) (w)

 

 

B

 

 

13

14

15

16

 

Line 5

(w) w

S w w

S w w

S (w) (w)

 

A

 

 

 

 

 

 

 

 

Assignment:

 

Tue

Downloads

Compose a Melody (15)

Do-It-Yourself Country & Western Song Kit (15)

     with disclaimers!

Instrument Limericks (15)

Polyrhythm Unit (15)

Song Parody (15)      

     Song Parody webpage

Telephone Number Music (15)

Variations and Arrangements (15)

Write a Rap Song (15)

 

Tue

Reading

Chapter 10: The Creating Child, pp. 255-269 (The Creating Child, cont.)

 

There will be a quiz

 

Thu

Reading

Chapter 3, pp. 56-65 (Methods of Teaching Music; Other Approaches)

Lightning Talks Lisa, Molly

Using the PowerPoint template, create one slide highlighting other approaches (methodologies) for teaching elementary music. 

  • 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.

  • Your textbook info is brief.  Feel free to include outside resources

Thu

Assigned teaching

 

Matt: BB

Cody: Orff

Scott: Orff

Cary: Orff check-off

Brandon: Orff check-of

Cody: BB check-off

Thu

Assignment:  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. 

Fri

Discussion 4:  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?

 

 

Criteria

Performance Indicators

Failing

Acceptable

Good

Excellent

Content

Not completed

Last line complete but not related to topic

Last line is in same subject area

Last line cleverly completes the rhyme

Rhyme scheme

Unacceptable rhyme scheme

Incorrect rhyme scheme in at least one verse

One or more close rhyme schemes

Exact rhyme schemes

Rhythm

No regard for rhythm

Inconsistent rhythm

Partially consistent rhythm

Consistent rhythm

 

0

C

B

A

 

 

Week 7

Oct 6-10

 

bullet

Methodology discussion follow-up

bullet

Song parody composition assignment

bullet

Review for Mid-term Exam

 

bullet

Mid-term exam

 

 

Movement

Video

Great Big House in New Orleans

 

Assignment:

 

Tue

Mid-term exam

Note:  Do not add any additional information in parentheses to your answers

 

Thu

Lightning Talks

Latest trends in music education Matt

 

Thu

Assigned teaching

 

Cody: BB

Cary: Orff

Brandon: Orff

Molly: Orff check-off

Roxanne: Orff check-off

Scott: BB check-off

Brandon: MT check-off

Fri

Discussion 5:  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?

 

 

Week 8

Oct 13-17

 

FOCUS

NS #5:  Reading and notating music.

 

Rhythmic syllables

Body Percussion

 

Rhythm BINGO

Melody BINGO

Musical Symbol BINGO

Music JEOPARDY I

Music JEOPARDY II

Louis Armstrong Name the notes

Rhythm Fling the Teacher

Half Steps Teacher Walk the Plank

Music Hangman

 

 

Assignment 4 will be to make your own game!

 

Video

Echo Rhythmic Patterns

Who's That Tapping at the Window

 

Assignment:

 

Tue

Downloads

Ear-Training Mysteries (16)

 

Tue

Reading

Chapter 5: Pitch and the Child, pp. 101-118

 

There will be a quiz

 

Thu

Reading

Chapter 7: Rhythm and the Child, pp. 155-189 (Rhythm and the Child)

 

There will be a quiz

 

Thu

Assigned teaching

 

Scott: BB

Molly: Orff

Roxanne: Orff

Brandon: MT

Sam: BB check-off

Cary: MT check-off

Lisa: MT check-off

Thu

Assignment: 

Song Parody Composition

 

Sun

Recorder Karate 

Due:  #4, 5, 6 by noon

 

Music Advocacy:

 

Why is music important in our society?  Why is it important to teach music in our schools?

Week 9

Oct 20-24

 

FOCUS

NS #6:  Listening to, analyzing, and describing music.

 

Classroom Management

 

 

bullet

Listening BINGO

bullet

Classics for kids Listening Maps

bullet

Carnegie Hall Listening Adventures (link)

bullet

Cloudburst Powerpoint (Grofe)

bullet

Peter and the Wolf Powerpoint (Prokofiev)

bullet

More Peter and the Wolf

 

 

bullet

Motivation and Management

 

Early tantrum

http://www.youtube.com/watch?v=8eCfnrGu5xo

 

bullet

Principle-Centered Classroom

bullet

Setting Limits in the Classroom

bullet

Room Arrangement Mini-Lesson

bullet

Videos

Going Down to Cairo

(dance movement efficiency)

Transitions

 

Assignment:

 

Tue

Downloads

Song Map Lesson Plan template (17)

Copland Appalachian Spring (17)

Fantasia on Greensleeves  (17)

     (Vaughan Williams)

Melody Freeze (17)

Radio Game (17)

Line Up Songs (7)

Filler Activities (7)

AV Equipment (7)

Tue

Reading

Chapter 9: The Listening Child, pp. 222-247

 

There will be a quiz

 

Thu

Assigned teaching

 

Sam: BB

Cary: MT

Lisa: MT

Brandon: BB check-off

Sam: MT check-off

Scott: MT check-off

 

 

Words are so often unnecessary:  Bobby Ferrin

Elephant in the Room

 

 

 

Week 10

Oct 27-31

 

FOCUS

NS #7:  Evaluating music and music performances.

 

Curriculum

 

bullet

Curriculum Mini-Lesson

Review music books & teacher's editions

Pedagogy on Elementary Links page

 

bullet

Pumpkin carols! Pumpkin Carols

 

  

Assignment:

 

Tue

Downloads

Audience Etiquette Note (18)

Concert Manners (18)

Conductor (18)

Conducting (18)

 

Tue

Reading

Chapter 12: Curriculum Design, pp. 300-326

 

Thu

Reading

Chapter 4: The Singing Child, pp. 66-100

 

Thu

Assigned teaching

 

None

Fri

Assignment:  Make your own Jeopardy game

Choose a game template and construct your own game.

 

Submit your game in Blackboard under the Assignment tab by 8:30am.  Name your file YourName_Game

 

How to use MP3 audio files with PowerPoint

  1. Save your PowerPoint file in a new folder and name it PPGame_yourname

  2. 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)

  3. 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.

 

Extra credit for wearing a costume on Halloween!!

Week 11

Nov 3-7

 

 

FOCUS

NS #8:  Understanding relationships between music, the other arts, and disciplines outside the arts.

 

Budget

Music in Children's Literature

 

bullet

Budget Mini-Lesson

bullet

Explanation of Budget Assignment

bullet

Music in stories

bullet

List of children's books for music educators

bullet

Musical Instruments in Art (book)

 

bullet

Play boomwhackers online

bullet

Video

By'm Bye

 

 

 

Assignment:

 

Tue

Downloads

Because I Have a Brain (19)

Groundhog Day Song (19)

You Ain't Nothin' But a Groundhog (19)

Music Math Bingo (19)

Musical Writing Prompts (19)

Tue

Reading

Chapter 14: Music in an Integrated Curriculum, pp. 345-370

Thu

Assigned teaching

 

Brandon: BB

Sam: MT

Scott: MT

Lisa: BB check-off

Cody: MT check-off

Matt: MT check-off

Thu

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

Assignment

Budget assignment

 

Submit your game in Blackboard under the Assignment tab by 8:30am.  Name your file YourName_Budget

Please include both spreadsheets in one file.

Week 12

Nov 10-14

 

FOCUS

NS #9:  Understanding music in relation to history and culture.

 

Assessment

 

Star Spangled Banner

SSB Jeopardy

Composer Caricatures and Bios

 

Recorders and Midi

Mussorgsky:  Lesson in Integration

Promenade

Gnomes

 

Movement and steady beat

The only accurate response of young children to a musical listening experience is movement. (See Musical Development below)

 

Rubric Construction Set

Assessment Links

 

Videos

End of Lesson Assessment

End of Lesson Assessment 2

We Are Dancing in the Forest

 

 

Assignment:

 

Tue

Downloads

Message Drums (20)

Colonial Parody (20)

African Lesson (20)

Integrated Learning:  Pilgrims (20)

Polyrhythms to perform (20)

Anacreon in Heaven (20)

Star Spangled Banner(20)

Gospel Music (20)

Rubric Template (10)

4Step Assessment (10)

 

Tue

Reading

Chapter 15: Music, Children, and Cultural Diversity, pp. 371-394 (Music, Children, and Cultural Diversity)

 

Thu

Reading

Chapter 13: Assessment and Evaluation, pp. 327-344 (Assessment and Evaluation)

Thu

Assigned teaching

 

Lisa: BB

Cody: MT

Matt: MT

Roxanne: MT check-off

Molly: MT check-off

Sun

Recorder Karate 

Due:  #7, 8, 9 by noon

Sun

Assignment

Game assessment:  Play the posted games (see link to Dropbox below) of the 4 students whose last names are just past yours in the alphabet.  Using this rubric, give them a grade.

 

PowerPoint Game Evaluation Form

 

Submit this evaluation in Blackboard under the Assignment tab.  Name your file YourName_GameAssessment.

 

Note:  if the one of the persons below did not turn in a game, skip to the next one to make sure you assess 4 games.  For those who did not follow instructions in naming their files :-( , I have included the file name of their game in parentheses).

 

 

Game assessment assignment link to Dropbox:

https://www.dropbox.com/sh/dozhet793bqo34e/elt4NSPPik

 

 

 

Week 13

Nov 17-21

FOCUS

Programs/Programming

Special Needs Children

 

I Am a Fine Musician YouTube

 

Cross-curricular composition (due next Monday)

Be sure to double-check the Cross-curricular Composition Page before submitting the assignment for formatting requirements.

 

Bring a hard copy for each person in the class

 

America the Beautiful PowerPoint

Christmas Singalong

 

Federal and Texas law

 

 

Assignment:

 

 

Tue

Downloads

 

Children's Choirs (11)

Project List (11)

Boomwhacker & Melody Bells Songs (11)

Teaching Children with Disabilities (9)

Tue

Reading

Chapter 16:  Music for Exceptional Children, pp. 395-417

 

Thu

Assigned teaching

 

Roxanne: MT

Molly: MT

Thu

Lightning Talks

  1. Should voice lessons be given to elementary age children?

  2. What are some of the ways that children naturally demonstrate their singing potential?

  3. Should children be allowed to sing "wherever they are" (their own pitch level)?

  4. How should you deal with 5th grade boys whose voices are beginning to change?

  5. List some strategies to motivate students to exhibit good posture.

  6. How should you deal with monotone singers?

  7. How should recordings be used in teaching children to sing?

  8. Explain the process of teaching children to sing in parts?

  9. What are the pros and cons of starting a children's choir at your school?

  10. What kinds of accommodations will you need to be prepared to make for special needs children in your music class?

  11. What are the current laws that apply to teaching special needs children in Texas?

Using the PowerPoint template, create one slide supporting the answer to your question.  Email the slide to me (vjohnson@tarleton.edu) by 8:30am

 

http://www.musictechteacher.com/musicquizzes.htm

 

Week 14

Nov 24-28

 

 

Texas law - requirements for special needs children

Performances of Cross-curricular compositions

Thursday

No class - Thanksgiving Holiday

Assignment:

 

 

 

 

 

Tue

Assignment 7

 

Cross-curricular composition due

Be sure to double-check the Cross-curricular Composition Page before submitting the assignment for formatting requirements.

 

Bring a hard copy for each person in the class

 

Week 15 

Dec 1-3

 

bullet

Review for Final

bullet

Review sheet

 

NOTE:  When answering a question such as "What is National Standard #2?" your answer must use exact punctuation and capitalization.  Leave out a comma, and Blackboard will count it wrong!

 

bullet

Recorder music, Christmas carols

 

  

 

Final Exam:   Thursday, December 11, 3:00-5:30

 

 

Assignment:

 

Tue

Turn in notebooks

 

 

 

Merry Christmas

 

 

 

10 Things No One Tells You About Becoming a Teacher

Supplemental Discussion

Topic:  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?

 

Topic:  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.”

Topic:  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?”  

Topic:  Read Chapter 16 in your textbook and the article "Preparing to Teach Special Needs Children" and be prepared to answer the following questions:

  1. Based on the reading in your text, should all special needs children be mainstreamed?  Why or why not?

  2. 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?

Topic:  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?

 

 

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."

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.

 

 

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.

 

A

 

B

 

C

 

D

 

E

 

F

 

G

 

H

 

I

 

J

 

K

 

L

 

M

 

N

 

O

 

P

 

  

 

   music_ln04.gif (4009 bytes)

 

music_mail.gif (1836 bytes)

 

 

 

Created and maintained by Vicky V. Johnson

 

music_lg.gif (2322 bytes)

 

1abu006.gif