Instructor: Dr. Katherine Norman
Office: HFA Rm. 280, Phone: 777-2827
Office Hours: Monday 10 a.m. 11 a.m. and noon 1 p.m., Tuesday 10 a.m. 11 a.m., or by appointment.
Co-Requisite: T&L 486 Field Experience
Hoffer, C. (2001). Teaching music in the secondary schools. Belmont, CA: Wadsworth.
Spanko, J. (1985). Taming the anthill. Memphis: Memphis Musicraft.
Elkind, D. (1998). All grown up and no place to go. Menlo Park: Addison-Wesley.
Fowler, C. (2000). Music! Its role and importance in our lives. New York: Macmillan/McGraw-Hill.
Your grade will be determined on the basis of the following:
Assignments, quizzes, class participation 50%
Topical Notebook 10%
Major Project 20%
Note: Regular, punctual attendance and adherance to assignment deadlines are expected. For legitimate reasons, students may receive permission to reschedule tests if they submit written requests at least one class period (i.e., 3 days) in advance of the test date. Without advance permission, tests will be rescheduled only in the case of documented medical emergencies. The course schedule makes it almost impossible to reschedule presentations unless another student will switch a presentation time with you.
Notebook Due: December 12
Students will assemble a topical notebook of resources related to the teaching of music in secondary schools. Each notebook should include: (1) numbered pages, (2) a table of contents, and (3) labelled dividers (to distinguish major topic areas). A well organized basic collection of class handouts and notes will receive a grade of "C." To improve that grade students may independently enrich the notebook with material related to the course.
Assignments and Quizzes
There will be ongoing written and aural assignments related to the topic under discussion for a particular day or week. There may also be short quizzes based on readings or class activities that will take place throughout the semester.
A. Planning and Designing an Instructional Unit Due: On the day of the presentation
An instructional unit describes how a topic at a particular grade level is to be taught. It consists of several important components.
a. Title/topic or unifying theme to be covered
b. An outline and rationale describing the content to be covered
c. Duration of the unit
II. Goals and Objectives
d. A set of goals and sub-goals to clarify the value and direction of the topic
e. A set of objectives derived from the goals and sub-goals and defining the scope of the unit
f. Prerequisite experiences (knowledge, skills etc.)
III. Learning Materials
g. A list of repertoire appropriate for achieving the objectives
h. A list of new vocabulary to be presented during the course of the unit
i. A list of other unit learning materials
IV. Learning Experiences
j. A sequence of sample learning strategies, student assignments/projects (include instructional materials such as listening charts, cooperative learning tasks etc.)
V. All Evaluation Procedures and Tasks
VI. List of Resources (bibliography, discography, filmography)
B. Putting Your Teaching Strategies to the Test Due: TBA
Teach one of the lessons from your unit to your colleagues in MUS 400. (Plan the lesson for a 40 minute music class.)
Hanson, J.R., Silver, H.F., & Strong, R.W. (1991). Square pegs: Learning styles of at-risk students. Music Educators Journal, 78(3), 30.
Modugno, A.D. (1991). The lost student found. Music Educators Journal, 78(3), 50.
Scripp, L., & Meynard, J. (1991). Encouraging musical risks for learning success. Music Educators Journal, 78(3), 36.
Schuler, S.C. (1991). Music, at-risk students, and the missing piece. Music Educators Journal, 78(3) 46.
Taylor, J.., Barry, N., & Walls, K. (1997). Music and Students at Risk: Creative Solutions for a National Dilemma. Reston, VA: MENC.
Cultural and Social Issues
Anderson, W. M., & Campbell, P. S. (Eds.). (1989). Multicultural perspectives in music education. Reston, VA: MENC.
Butcher, V., Levine, T., & Standifer, J. (1980). From Jumpstreet: A story of Black music (secondary school teaching guide). Washington, DC: WETA.
Campbell, P. S.. (1992). Lessons from the World. Schirmer: New York.
Religious Music in the Schools (brochure). Reston, VA: MENC.
Atterbury, B.W. (1992). Old predjudices, new perceptions. Music Educators Journal, 78(7), 25.
Buehlman, B. (1966). Should a woman be a band director? Instrumentalist, 21(2), 56.
Caputo, V. (1993-1994). Add technology and stir: Music, gender, and technology in today's music classrooms. Quarterly Journal of Music Teaching and Learning, 4(4) & 5(1), 85-90.
Comber, C., Hargreaves, D., &Colley, A. (1993). Girls, boys, and technology in music education. British Journal of Music Education, 10(2), 123-134.
Costley, C. (1993). Music and gender at key stage three (11-14): An action research project. British Journal of Music Education, 10(3), 197-204.
Delzell, J.K. (1993-1994). Variables affecting the gender-role stereotypingof high school band teaching positions. Quarterly Journal of Music Education, 10(3), 219-254.
Glover, J. (1993). Music, gender, and education conference, Bristol University, March 1993. British Journal of Music Education, 10(3), 151-152.
Green, L. (1993). Music, gender, and education: A report on some exploratory research. British Journal of Music Education, 10(3), 219-254.
Koza, J.E. (1993). The missing males and other gender issues in music education: Evidence form the Music Supervisor's Journal, 1914-1924. Journal of Research in Music Education, 41(3), 212-232.
Koza, J.E. (1994). A place at the table. Quarterly Journal of Music Teaching and Learning, 4(4) & 5(1), 3-4.
Lamb, R. (1993). The possibilities of/for feminist music criticism in music education. British Journal of Music Education, 10(3), 169-180.
Lawson, K.D. (1984). A woman's place is at the podium. Music Educators Journal, 70(9), 46.
Little, L. (1957). Should girls play wind and percussion instruments? Instrumentalist, 12(1). 49.
Trollinger, L. M. (1993-1994). Sex/gender research in music education: A review. Quarterly Journal of Music Teaching and Learning, 4(4) & 5(1), 22-39.
Zervoudakes, J., & Tanur, J. (1994). Gender and musical instruments: Winds of change? Journal of Research in Music Education, 42(1), 58-67.
Mainstreaming in music
Atterbury, B.W. (1987). The perplexing issues of mainstreaming. Bulletin ofthe Council for Research in Music Education, 94, 17-28.
Atterbury, B.W. (1993). Preparing teachers for mainstreaming. Quarterly Journal of Music Teaching and Learning, 4(1), 20-26.
Darrow, A.A. (1990). Beyond mainstreaming: Dealing with diversity. Music Educators Journal, 76(8), 36.
Gilbert, J.P., & Asmus, E. Mainstreaming: Music educators'participation and professional needs. Journal of Research in Music Education, 25(4), 283-289.
Graham, R.M. (1988). Barrier-free education methods to make mainstreaming work. Music Educators Journal, 74(5), 29-33.
Jellison, J.A. (1985). An investigation of the factor structure of a scale for the measurement of children's attitudes toward handicapped peers within regular music environments. Journal of Research in Music Education, 33(3),167-178.
Lam, R.C., & Wang, C. (1982). Integrating blind and sighted through music. Music Educators Journal, 68(8), 44.
Neidig, K.L. (ed.). (1972). New challenges for instrumental teachers. Instrumentalist, 27(2), 28.
Schaberg, G. (Ed.). (1989). TIPS: Teaching music to special learners. Reston, VA: MENC.
Walczyk, E.B. (1993). Music instruction and the hearing impaired. Music Educators Journal, 80(1), 42.
Music Across Disciplines
Aaron, J.C. (1994). Integrating music with core subjects. Music Educators Journal, 80(6), 33.
Burnaford, G. (1993). The challenge of integrated curricula. Music Educators Journal, 79(9), 44.
Carter, W.L. (1993). Personal observations on integration and school music programs. Quarterly Journal of Music Teaching and Learning, 4(2), 5-11.
Jorgensen, E.R. (1990). Philosophy and the music teacher: Challenging the way we think. Music Educators Journal, 76(5), 17.
Kite, T., Smucker, T., Steiner, S., & Bayne, M. (1994). Using program music for interdisciplinary study. Music Educators Journal, 80(5), 33.
Landon, J.W. (1985). Project Ideal: Interdisiplinary education through arts and language. Bulletin of the Council For Research in Music Education, 83, 57-70.
O'Brien, J.P. (1994). A path to understanding and enjoying the arts. Music Educators Journal, 80(6), 37.
Shelter, D. J. (1990). Crossing disciplinary lines for music learning. Music Educators Journal, 76(5), 32.
Verney, J.P. (1991). The integrated instrumental teacher: Learning to play through performance, listening, and composition. British Journal of Music Education, 8(3), 245-269.
Cutietta, R. (1985). Using rock videos to your advantage. Music Educators Journal (Mar), 47-49.
Music Educators Journal . (1991). Special Focus: Pop music and music education. (Apr).
Struessy, J. (1994). When the music teacher meets Metallica. Music Educators Journal (Jan), 28-32.
Curriculum Design and Teaching Strategies
Alexander, L., & Dorow, L.G. (1983). Peer tutoring effects on the music performance of tutors and tutees in beginning band classes. Journal of Research in Music Education, 31(1), 33.
Caissy, G. (1985). Curricular design for the early adolescent. Music Educators Journal (Feb), 37-41.
Consortium of National Arts Education Associations. (1994). National standards for arts education: What every young American should know and be able to do in the arts. Reston, VA: MENC.
Davidson, J. (1994). TIPS: Thinking skills in the music classroom. Reston, VA: MENC.
Gerber, T., & Hughes, W. (Eds.). (1986). Music in the high school: Current approaches to secondary general music instruction. Reston, VA: MENC.
Hinckley, J. (Ed.). (1994). Music at the middle level: Building strong programs. Reston, VA: MENC.
Music Educators National Conference. (1994). An agenda for excellence in music at the middle level: A statement by MENC on middle-level music education. Reston, VA: Author.
Music Educators National Conference. (1989). Teaching general music: A course of study. Reston, VA: Author.
Music Educators National Conference. (1989). Readings in general music. Reston, VA: Author.
Moore, J. (1991). General music within the mission of the middle school. General Music Today 4 (3), 19-22.
Music Educators Journal . (1992). Special Focus: Middle School Music Education. (Feb).
Music in the high school: Current approaches to secondary general music instruction. Reston, VA: MENC.
Palmer, M. (Ed.). 1989. High School General Music Instruction (Promising Practices Series). Reston, VA: MENC.
Regelski, T. (1981). Teaching general music: Action learning for middle and secondary schools. New York: Schirmer.
Regelski, T. (1979). Aim for the inner life: Teaching early adolescents. Music Educators Journal (May), 25- 29.
Spanko, Jean. (1985). Taming the anthill. Memphis, TN: Memphis Musicraft Publications.
What works: Instructional Strategies for music education. (1989). Reston, VA: MENC.
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