mue 2040 introduction to music...

Introduction to Music Education

MUE 2040 Introduction to Music Education

Fall 2013

Dr. Patrick Schmidt Associate Professor of Music Education

[email protected] 609-532-6316


Course Description: This course will provide an introduction to the basic principles of music education (e.g. history, philosophy, types of school programs, organizations of instruction). It will also provide an entry point to creative practices in music education today. The assignments in this course have been designed to provide opportunities for students to critically consider and reflect upon issues related to their personal development as music teachers. A portion of this course will also be devoted to field-experiences and observations of teachers in surrounding communities. During this seminar all students will have an opportunity to plan and implement a peer teaching experiences. Learning Outcomes: Upon completion of this class, students will be able to:

• Understand a variety of facets of music teaching and pedagogy through observation, reading, and discovery experiences.

• Consider ethical parameters of teaching music within and outside schools. • Understand social, political, cultural and economic issues and their impact upon educating in and

through music. • Identify the elements of learning and teaching. • Identify National, State, and Local standards of music outcomes, and the impact of high-stakes

testing within a school setting. • Initiate planning for a variety of levels within a multicultural and inclusive music classroom. • Initiate the assembly of a professional portfolio. • Provide historical insight regarding the development of music education in the United States. • Provoke thoughts leading to the development of a personal philosophy of music education.

Lower Division Common Prerequisites

Subgroup 1: Teaching Profession 1, 2, 3, 4, 8, 9, 10 Subgroup 2: Diversity 2, 3, 4, 5, 7, 8, 9 Subgroup 3: Technology 5 Required Text/Readings: Readings can be found on Blackboard and will be taken from a variety of sources. No textbook is required for this class. All assigned readings are to be carefully and promptly completed. Materials and Resources:

• A ‘virtual’ space (website, Prezi, etc) for collection and development of your portfolio is to be acquired. All material is to be catalogued electronically.

• Blackboard will be used for this class. All information and materials regarding this course will be available through Blackboard.

Field Experience: 10 hours of field experience are required for this course. You must see at least 2 different programs, elementary, Band, Orchestra, Chorus, and Non-performance music class (e.g. General Music, Music Tech) Music Education Forum As you know, Music Education Forums happen on Fridays from 10:00 to 10:50am. Attendance at the ALL forums is a co-requisite of this course and therefore required. Absences will impact your grades. The


First Forum will take place on Friday August 30th. In the fall semester we will have a few guest presenters. You are required to attend these at least THREE SATURDAY CLINICS AT FIU. Posters are distributed around the School of Music. Set the dates aside! Assignments: Weekly Weekly Assignments and Reflections – Weekly assignments will be given in accordance to needs, challenges and or questions that arise each week. Presentations: Small groups of 4 students will be assigned each week to deliver a presentation to class. Presentations will be 20 minutes long. All presentation will be delivered using Prezi software (see www.prezi.com). Presentations to be successful must involve all 4 assigned students, must attend to the timeframe and software, must be creative and informative, and bring together videos, images, and text. One-time Assignments Who am I Video – The purpose of this assignment is to encourage you to reflect on your musical/educational background, as well as your personal motivation to teach. The information you provide will help the music education faculty to understand who you are and from where you are coming with respect to a career in music education. Podcasts - Each student will participate in a joined podcast project. Students will select a topic and present an outline that will then be developed. The podcast will present a critical account of a preeminent issue in music education. Podcasts should be 3 minutes in length. Exemplars will be provided. Teacher Interview – Each student (you can pair with someone) must contact a music educator and document their thoughts and ideas regarding selected issues in the music education profession. This research project will be developed throughout the semester. Field Trip & Observation Write-Ups – An observation report will be due after each scheduled field trip. Field trip-specific (i.e., general/choral/instrumental) guidelines for the write-ups will be discussed in class prior to each field trip. Lesson Plan – This assignment will inform and frame the peer teaching lesson taught to the class by the student later in the semester. The plan must include the essential components and follow the format discussed in class. Philosophy – Each student must submit a written personal philosophy of music education. Students should draw on course readings as well as personal experiences. This assignment is meant to challenge each student to think about their primary reasons for choosing this field as a profession and lay a foundation for why they would engage with music teaching and learning. Students are expected to demonstrate their highest writing ability. End-of-Semester Assignments Web-based Portfolio – A professional portfolio is an organized collection of papers, letter, and other media-related materials documenting your professional qualifications, development, philosophy, self-assessment, professional goals, and accomplishments in a clear and concrete way. Each student must collect and organize the appropriate materials as specified in class (An electronic/web-based portfolio is required).


Final Podcasts - These must present the independent and creative work of each student based upon the ideas, texts, videos or discussions developed throughout the semester. The Final Podcast Theme is “Changing the Future of Music Education: My Manifesto.” The following elements are necessary:

• A vision, both practical and conceptual, for music education; • Images, videos and text from a variety of sources, including some discussed in class; • Original text/idea that structures the podcast; • Elements of your own ‘philosophy’ of music education; • Interviews; • Reference to all information used;

Podcasts cannot be longer than 5 minutes and should make full use of current technology. GRADES

GRADE CRITERION % DESCRIPTOR A 93-100 A- 90-92 Excellent B+ 86-89 B 83-85 B- 80-82 Very Good C+ 76-79 C 73-75 C- 70-72 Satisfactory D+ 66-69 D 63-65 D- 60-62 Less than satisfactory F Below 60 Unsatisfactory Policies CELLULAR PHONES AND PAGERS are a distraction and discourteous to everyone in the learning environment. Please ensure yours is turned “off” (or at least “silent”) during class time. Unless you are expecting an emergency call, do not answer phones in class. Text messaging during class in not allowed. Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas, and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of the University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook. ATTENDANCE is a requirement of this course. Unexcused absences will be penalized at the rate of 5% for each missed class being deducted from your final grade. Perfect attendance will attain 10% participation credit. Lateness will also be penalized: two tardies will equal one unexcused absence – a penalty of 5% off your grade. Only documented medical excuses will be considered excused. • It is your responsibility to have your name on the roll each class. • To qualify for the full 10% of participation you must attend all classes on time.


WORK must be handed in by the due date. LATE WORK WILL NOT BE ACCEPTED. Drafts are welcome, and strongly encouraged, for revision before final work is due. Work should be typed, double-spaced and well written. Correct grammar, punctuation, and spelling are expected. Poor writing will be penalized. Students with disabilities, as defined by law, have the right to receive needed accommodations if their disabilities make it difficult to perform academic tasks in the usual way or in the allotted time frame. In order to receive accommodation, however, students with must register with Disability Resource Center, UP GC 190. 305-348-3532. CHANGES to the schedule may be made and will be announced in class or emailed to you. It is your responsibility to note changes on your schedule.

Weekly Schedule

(Subject to changes!) Week Topic Readings/Assignments Assignment Due 1 Introduction Monday Syllabus, Expectations, Class

structure

August 26

Teacher Identity and Development

Who Am I video

2 Monday September 2 -- Memorial Day Holiday -- NO CLASSES

3 Historical Backgrounds Monday Can Music be

Transformative? John Kratus: Tipping Point Article Class website

Who Am I Video Two Articles from Music Education Journal

September 9 Music Education’s Role in School/Society

Glee Episode 1 Season Learning Styles

3 Teaching as a Profession Monday The Teaching Profession P. Block -

Transforming Community

PODCAST Trailler!

September 16

National Standards/Lesson Planning

J. Barrett – Interdisciplinary work

1st presentation Critical Reflection

4 Learning Monday First School Visit M. Thibeault -General

Music as a Cure for the High-Stakes Concert

September 23

Group Podcasts Submissions online


5 Diversity & Equality in the Classroom Monday Equality in the Schools R. Bernard Article on

Urban Schools. J. Kosol – Shame of the Nation

September 30

Diverse Learners R. Hourigan The Invisible Student

2nd presentation Critical Reflection

6 Gender Monday Dr. Benedict as Guest McCarthy – Gender &

Music Ed

October 7

Starting to think as a Researcher

3rd presentation Observation Report

7 Popular Music Monday Second School Visit R. Woody – Popular

Music in Schools

October 14

W. Bowman – Pop Goes…

8 Technology Monday Technology in the classroom B. Leno - Dr. Mashup.

G. Ofiesh - Technology and the Road to freedom

October 21

M. Thibeault - General Music as a Cure for the High-Stakes Concert

4th presentation History Timeline Project

9 Monday Field Observations

(on your own) Dr. Schmidt

Presenting at Conference

October 28

In groups of 4 or 5 Organize school Visit

10 Multiculturalism and Gender Monday The new classroom S. Bartolome – Virtual

Fields

November 4 Classroom as Inviting Spaces L. Bergonzi – Sexual Orientation and Music Ed

5th presentation Critical Reflection

11 Assessment Monday November 11 -- Veterans Day Holiday -- NO CLASSES

12 Classroom Management Monday Class Management &

Motivation A. Kohn – Punished by Rewards. P. Palmer – Culture of Fear

Philosophy Draft

November 18 Alternative/Authentic Assessment

UbD and Marzano Influential Teacher Interview

13 Resources & Advocacy Monday Field Trip November 25 Policy and Advocacy Abril and Gault – Music 8th presentation


Teachers & Principals Schmidt – Teacher as Leader

14 Peer Teaching Monday Peer Teaching in Class Philosophy Final December 2 Peer Teaching in Class Teaching Portfolio

Journal Reflection 15 Final Podcast

mue 2040 introduction to music...

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