Home Syllabus Music Dept. 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 Music 3243 
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Fall 2007  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 27)  | Course introduction | | Website tour | | Assignment dates | | Intro to the recorder |
Recorder medley (YouTube) Play 2 at once Interactive fingering chart for recorder
| Bulletin Board assignment overview | | Demonstration of recorder consort |
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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| Assignment: | Thurs | WebCT /Computer configuration Follow this link and make sure your computer is set to the specifications listed. Testing and assignment submission will not work otherwise | | Thurs | Put this webpage link on your desktop | | Thurs | Have ALL class materials | | Thurs | Register clickers Register your clickers The class key is I33036J657 | | 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. Submit your assignment in WebCT. 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 Chicago 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. |
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Week 2 (beginning September 3) MENC: Arts Education in Public School stats What are Multiple Intelligences? | Mon | Tues | Thurs | BBoard | | | Stanley Melissa |
Solfege syllables Hand signs chart (printable version) Animated hand signs to follow Solfege assignment begins on Monday. It would be wise to have a couple of options in case someone scheduled before you uses your song first. They cannot be repeated.
Don't forget the test Monday/Tuesday (whichever is your class day) on the 9 National Standards for Music Education. | Assignment: | Tues | Take the Multiple Intelligence Inventory test. Use only your first name, and print the results page to turn in. Use the link below. Multiple Intelligence Inventory Test | | Fri | Discussion 1: 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 WebCT. 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: Answer the questions under "Review" in your textbook on p. 42. Submit the assignment according to the guidelines in WebCT |
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| Week 3 (beginning September 10) | Orff Assignment overview p. 208 Textbook: Ostinati | | Instrument BINGO |
Go over Orff packet Methods of Teaching Music to Children Orff info | Mon | Tues | Thurs | BBoard | Shawn | Jerry | | Solfege | Jud Brian Joni Nick Bobby Jordan Melissa | Justin Tom Cody Tracy | Eric Naomi Vanessa Morgan |
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| Mon Tues | Test National Standards for Music Education Orff instruments (plus other classroom instruments) instruments | | Fri | Discussion 2: 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 WebCT. Your answer is due on Friday at midnight. Posts to at least 2 of your classmates are due on Sunday at midnight. | | Sun | Assignment 3: Orff Paper Using your textbook as a starting point, but also including at least two other reliable sources as well, write a paper of 500-750 words explaining the Orff method of teaching music. Use citations in Chicago style and include a bibliography. Submit your paper through Turnitin and then through the Assignment tab. In Turnitin, your class name is DME2007 and the Class ID is 1996368 If you have not yet done so, please refer to the Writing page. There are instructions and guidelines for which you will be held accountable when your papers are graded. |
Bulletin Board topic disclaimer |
Week 4 (beginning September 17) Mama Paquita Mama Paquita with vocals Mama Paquita accompaniment | Mon | Tues | Thurs | BBoard | Chris K. | Tracy | | Solfege | Chris K. Shawn Stanley Isaac Chris T. Tami | Jonathan Nathan Steven | Jerry Cassie Sarah S. Sarah W. | Orff | Jordan Bobby Nick | Cody Tom | Eric Tracy |
Follow-up Discussion 2 Sacred Music in the Classroom Rhythmic syllables Body Percussion | Assignment: | Fri | Discussion 3: 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 WebCT. Your answer is due on Friday at midnight. Posts to at least 2 of your classmates are due on Sunday at midnight. | | Sun | Assignment 4: Kodaly Paper Using your textbook as a starting point, but also including at least two other reliable sources as well, write a paper of 500-750 words explaining the Kodaly method of teaching music. Use citations in Chicago style. Submit your paper through Turnitin and then through the Assignment tab. |
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Week 5 (beginning September 24) | Steady beat | | Improvisation |
| Mon | Tues | Thurs | BBoard | Joni | Vanessa | | Orff | Brian Chris T. Jud | Sarah W. Justin | Jerry Nathan |
| Assignment: | Fri | Discussion 4: 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 WebCT. 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: Dalcroze Paper Using your textbook as a starting point, but also including at least two other reliable sources as well, write a paper of 500-750 words explaining the Dalcroze eurhythmics method of teaching music. Use citations in Chicago style. Submit your paper through Turnitin and then through the Assignment tab. |
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Week 6 (beginning October 1) Kodaly info Kodaly How to hold an autoharp Musical Guinea Pigs | Mon | Tues | Thurs | BBoard | Jud | Justin | Steven | Orff | Melissa Shawn Isaac | Steven Cassie | Jonathan Morgan |
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. Dr. Pollard said I should use this one!! There once was an old man of Esser, Whose knowledge grew lesser and lesser, And now he's a college professor. | Assignment: | Fri | Discussion 5: Meeting with New Principal This was an actual event recounted by an elementary music specialist on the mk8list. What advice would you give her? Are there legal ramifications here? What do you need to know about the law to advise this teacher? Here is her story: I just had a meeting with my new principal. She called together PE, Art, Music, librarian and special ed for a get acquainted meeting. It started out pretty well, but then, out of the blue, she turned to me and said, "Just to let you know, the students at my other school signed a petition, which ended up at the school board, complaining about the music teacher. They didn't like the activities she used in her classroom. Just to play devil's advocate, that can happen anywhere. Can you reassure me it won't happen here?" My response included the phrase "I think the children would tell you they enjoy coming to music." To which she responded, "You THINK?" And it went downhill from there. This was the first time she ever set eyes on me, and she couldn't have been more positive to the others, who all folded in as if to say, at least it isn't me! Not one came to my defense, even though I teach some of their children. Even though one of them wrote me a letter at the end of the year saying how much her children loved my class, and how one of them kept a calendar on his wall so he knew when it was music day. They all just sat there with their eyes in their laps and their mouths closed. Finally, she moved on, saying, "Andrea and I have agreed to disagree, but I'm sure we can work that out." ?????? I asked for a second meeting tomorrow, just the two of us, so I can show a sample of what I do, but now I'm afraid I'll get all emotional and defensive. I've written out descriptions of my major curriculum components with correlations to district, state and MENC standards. I've collected pictures of kids and parents enjoying music activities. I've printed out my list of awards and publications. Any other suggestions? Post your answer in the Discussion section of WebCT. Your answer is due on Friday at midnight. Posts to at least 2 of your classmates are due on Sunday at midnight. | | Sun | Assignment 6: Limerick compositions Choose 2 of the limericks in the Instrument Limericks sheet. Copy the two limericks onto a Word document and complete them with the proper rhyme scheme. Name your document Assignment6_yourname.doc and submit your paper through the Assignment tab by Sunday at midnight. | | | | |
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Week 7 (beginning October 8) | Micro-teach overview | | Review music books & teacher's editions | | Review for Mid-term Exam |
Study Guide for Mid-term Exam | Mon | Tues | Thurs | BBoard | Brian | Eric | Cody | Orff | Joni Stanley Tami Chris K. | Vanessa Sarah S. | Naomi |
| Assignment: | | No assignment for this week: Study for Mid-term exam! | | | | |
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| | Week 8 (beginning October 15) | Mid-term exam | | Dress Code MiniLesson | | NS #5 Games |
Rhythm BINGO Melody BINGO Musical Symbol BINGO Music JEOPARDY I Music JEOPARDY II | Mon | Tues | Thurs | Orff | Chris T. Jud | | | BBoard | Nick | Tom | |
FOCUS
 NS #5: Reading and notating music.
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| Assignment: | Mon/Tues | Mid-term exam | | Fri | Discussion 6: 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. Comment on what you would do under these same circumstances or other comments related to this situation. “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.” Post your answer in the Discussion section of WebCT. Your answer is due on Friday at midnight. Posts to at least 2 of your classmates are due on Sunday at midnight. | | | Assignment 7: 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. | | | | |
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Week 9 (beginning October 22) | Motivation and Management |
Early tantrum http://www.youtube.com/watch?v=8eCfnrGu5xo | Room Arrangement Mini-Lesson | | Listening BINGO |
| Mon | Tues | Thurs | BBoard | Bobby | Jonathan | | MTeach | Isaac Joni | Jerry Naomi | Cody |
Micro-teaches begin | Assignment: | Thurs | Rebecca Mobley Everyone (Monday night class also) should be there. | | | | | | | | |
Rebecca Mobley's email address is RMobley@nisdtx.org if you have any other questions, or if you'd like to send a thank you message. |
Week 10 (beginning October 29) | Costumes and Pumpkin carols! | | Chapter 12: Curriculum Design | | Curriculum Mini-Lesson |
| Mon | Tues | Thurs | BBoard | Jordan | Morgan | | MTeach | Chris T. Chris K. | Nathan Justin | Sarah S. |
| Assignment: | Fri | Discussion 7: 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 WebCT. Your answer is due on Friday at midnight. Posts to at least 2 of your classmates are due on Sunday at midnight. | | | | No additional assignments this week |
Wear a costume on Halloween for extra credit 
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Week 11 (beginning November 5) | Budget Mini-Lesson | | Explanation of Budget Assignment | | Music in stories |
List of children's books for music educators | Mon | Tues | Thurs | BBoard | Isaac | Sarah W. | | MTeach | Melissa Tami | Cassie Jonathan | Steven |
| Assignment: | | | | | 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 WebCT. Your answer is due on Friday at midnight. Posts to at least 2 of your classmates are due on Sunday at midnight. | | Sun | Assignment 8 Budget assignment due at midnight |
Play boomwhackers online 
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Week 12 (beginning November 12) PowerPoint Game Evaluation Form
Rubric Template Rubric Construction Set Assessment Links Mussorgsky: Lesson in Integration Promenade Gnomes | Mon | Tues | Thurs | BBoard | Chris T. | Naomi | | MTeach | Shawn Nick Jordan | Eric Morgan | Tom |
Composer Caricatures and Bios Music Hangman Recorders and Midi Opportunity-to-learn standards | Assignment: | Fri | Discussion 9: Cultural Diversity Read Chapter 15 in your textbook and 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 WebCT. Your answer is due on Friday at midnight. Posts to at least 2 of your classmates are due on Sunday at midnight. | | Sun | Assignment 9 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. Berry Best Camarillo Clay Cooper Hurst Jobe Knott Lafountain Petrisky Ristow Russell Stiles Tackett Warner Wiebe Wier |
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| | Week 13 (beginning November 19) no class on Thursday, Thanksgiving holiday Cross-curricular composition | Mon | Tues | BBoard | Tami | Sarah S. | MTeach | Bobby Stanley | Sarah W. Nathan |
Star Spangled Banner SSB Jeopardy Louis Armstrong Name the notes Rhythm Fling the Teacher Half Steps Teacher Walk the Plank | Assignment: | | | Work on cross-curricular assignment Due at 5pm Monday! | | | | | | | |
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Week 14 (beginning November 26) | Mon | Tues | Thurs | BBoard | | Nathan Cassie | | MTeach | Brian Jud | Tracy | Vanessa |
Additional degrees past black belt are posted on the Recorder page if you need a few extra points. | Assignment: | | | | | Mon 8am | 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 at 8am: Important: email me a copy of the Finale file by 5pm on Monday and then bring a hard copy for every class member to your regular Monday or Tuesday class time. | | | | | | 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 WebCT. Your answer is due on Friday at midnight. Posts to at least 2 of your classmates are due on Sunday at midnight. |
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Week 15 (beginning December 3) | Recorder music, Christmas carols | | Notebooks |
Note: Final grade will not be entered into the system until all materials are returned to 112A (teacher's manuals, CDs, instruments, etc.) 
| Assignment: | Tues | Sarah Petrisky | | | Last chance for Recorder proficiency | | | | | | | FINAL EXAM INFO The final exam will have 2 parts: the mid-term exam (the same one you took before - you STILL need to know that stuff) a written part (take home final) Read this article: Philosophy and the Music Teacher Then write a short paper entitled "My Philosophy of Music Education." It should be 250 to 300 words Use standard formal formatting (double spaced, heading, etc.) Do NOT use any quotes or citations Do not ask questions. State your principles.
Imagine that you are submitting a job application and you have been requested to include a statement of your philosophy of music education. Note: a philosophy of music education is not an essay on "how," but an essay on "why." Do not make your essay specific to any particular job; i.e., band director, choir director, elementary specialist. A philosophy is a set of principles, not a 'to do' list or a curriculum plan. Note #2: I can tell by what you write whether you have read the article or not. Don't chance it. Bring this hard copy with you to the final exam. You do not need to submit it online. Also bring your recorders with the belts you have earned. |
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. |
| 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. |
| 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. Your response should add something to the original post, ask, or answer a question. Ask questions like "I wonder why . . .," "Why is it that . . . ," "Do you think . . . ," to encourage others to delve deeper into the subject. 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! |
| 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. You will be graded on this as a writing assignment, both on content and form. |
| 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 WebCT, I am looking at only your posts, so keep that in mind when you judge your own participation. |
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 and the assignment number. |
| Upload the Word document in the assignment section as an attachment. |
| If you have Word 2007, save your file with a .doc extension, and not a .docx extension. |
| Occasionally your assignments may be returned to you for a redo. Make your corrections and resubmit through the Assignment section as before. |
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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. |
Comparing methodologies: complete this on p. 336 of text below extracted from: Choksy, Lois, et al. 2001. Teaching Music in the Twenty-First Century. 2nd ed. Upper Saddle River, N.J.: Prentice Hall. Wouldn't it be preferable to use the best of each approach, each method? Evan a superficial perusal of these methods will show the impossibility of combining them effectively. Consider the different subgoals or ojectives at the core of each method: Jaques-Dalcroze Each student should develop the ability to express what is heard securely, effectively, and knowledgeably through movement before transferring those physical sensations into other |
 
 Created and maintained by Vicky Boucher |
