MOODY 258 M-W-F  11:00 -  11:50

Instructor:  Kenneth McGuire, Ph.D.
Office: Moody 252B / 348-1430
Email:  kmcguire@bama.ua.edu
Office hrs.:   To be determined
 

Course Description:	Comprehensive coverage of the music curriculum in the elementary school, including methodologies. Teaching techniques and materials are demonstrated and applied in field experiences.
Prerequisites:	BEP 205, Admission to Teacher Ed. Prog., Consent of Instructor
Materials:	Madsen & Kuhn, Contemporary Music Education, 2nd ed. Shehan-Campbell & Scott-Kassner, Music In Childhood. Shehan-Campbell, Songs in their Heads. One VHS videotape (labeled and unwrapped) One 3-ring binder notebook (rings at least1 1/2 “ circumference)
Goals:	1) Stimulate thinking concerning the teaching profession and life as evidenced by demonstrating the ability to logically analyze, criticize, and/or choose alternatives consistent with some value orientation. 2) To prepare students with competencies necessary to teach music to children, including musical planning, presentation, and evaluation skills appropriate for specified grade levels. 3) To improve overall teaching skills/behaviors leading to increased comfort in front of a group of children.
Objectives:	Students will: Task analyze behaviors, including appropriate steps and teaching sequence. Lead group singing, including giving correct starting pitch and musical introduction. Demonstrate the ability to accompany songs on the omnichord, piano, or guitar. Teach songs to a group using rote teaching techniques with solfege & handsigns. Adapt musical concepts to a visual-kinesthetic teaching model. Plan, teach, and evaluate lessons based on stipulated criteria. Demonstrate familiarity with a variety of teaching approaches, technological devices, and music materials including those consisting of a multicultural content. Broaden musical observation skills and experiences by reporting on general music classes. Understand similarities and differences between Orff, Kodaly, and Dalcroze teaching methodologies.
Course Requirements:	Students will be responsible for completion of the following:   Assignments Points Professionalism 10 Unaccompanied Rote Song (song 1)  CB Unaccompanied Rote Song Self-Review  CB Accompanied Song (song 2)  10 Accompanied Song Self-Review  CB Pop quizzes on readings (4 @ 5pts. ea.)  20 Lesson 1 utilizing Orff, Kodaly, and/or Dalcroze Tech.  10 Lesson 1 Self-Review   CB Lesson 2 utilizing interdisciplinary topic   10 Lesson 2 Self-Review   CB Library Assignment     5 Music Technology Assessment  CB CME Exam   10 Clinical Field Experience and CFE  Report  15 Notebook  10
Assignment Details:	1)  Professionalism in the working world is best learned when it is first practiced in the scholastic environment. We ought to act our way into new ways of thinking now so   that we may respond and relate to people and situations “naturally” in the future.   Scholarly participation in class discussions, activities, and projects should be approached in a professional manner. 2)  Music Skills   A.  Gain facility of singing voice by accurately singing children’s songs in the appropriate vocal register.   B.  Perform the accompaniment to folk or children’s songs on the omnichord, piano, keyboard, or guitar, maintaining a steady beat, using correct chords and starting pitches, and giving accurate musical introductions.   C.  Demonstrate ability to explain, define, demonstrate, find, and/or recognize visual and/or aural examples of musical concepts relating to music elements. 3)  Music Teaching Skills   A. Task analyze behaviors, including appropriate steps and sequences for teaching.   B. Teach songs to a group using rote teaching techniques. Unaccompanied song should be unfamiliar to respondents while accompanied song should be familiar.  * * * * * * * * * * SHEET MUSIC should be available for instructor during look-over days AND presentation days.   C.  Develop (in writing according to specified format), organize, teach, and evaluate two lessons that include singing, moving, and playing instruments (pitched and nonpitched) [Music Rule 1.b3].    i.  Lesson one: Appropriate for a specified grade level based on a single music element utilizing one or more methodologies.    ii.  Lesson two: Appropriate for a specified grade level based on an interdisciplinary theme. Both lessons may be derived from a lesson in an existing music basal series text [Music Rule 1.a.3.ii-iii]. Accompaniment is at student’s discretion.  * * * * * * * *  WRITTEN PLANS should be available for instructor during look-over days AND presentation days. 4)  Become familiar with a variety of texts and methods in elementary music education by   examining various music basal series texts and resources from different publishers    found in the library. You may not use songs found in your texts. Add 10 folk and/or children’s songs, not taught in class, to your notebook. Five of the songs should be  selected to represent musical elements, i.e., pitch, rhythm, etc.. The other five songs should be selected to represent at least one cultural heritage other than your own   (ex. African-American, Mexican, Japanese, etc.), paying special attention to authenticity and representativeness. The songs may be aimed at one grade level or a  variety ofgrade levels. In addition to regular notebook information, include a lesson plan for teaching each song in a creative way. Consult instructor for alternate configuration. At least three different sources should be used. 5) Examine and assess music software and other media appropriate for use in the    elementary classroom or performance situation [Professional Rule 2.c.1.vi,     Music Rule 1.a.5] Include in your notebook all material presented in class along with any additional info.  6) Broaden musical observation skills and experiences by participating in and reporting on Clinical Field Experiences in public school elementary music classrooms. Time will be spent observing instructor and peers, planning and evaluating lessons taught, and keeping a journal to gain insight into how to use a variety of school, community, and technological resources [Professional Rule 2.c.1.v]. In addition, a written report based on this experience will be submitted detailing   your current philosophy of music teaching, classroom management techniques, assessment strategies, and specific curricular ideas/activities possible for future implementation. Consideration should be given to the “Alabama State Course of Study” and how music can be incorporated into other teaching fields [Professional    Rule 2.c.1.vi, Music Rule 1.a.5].  In addition to content, the report will be evaluated on   its use of standard English prose. It will be returned with revision suggestions, and a final revised copy will be submitted (with the original attached) for final grade assessment. Reports should reflect a synthesis of classroom discussions, observations, and readings from MIC , CME, and SITH. 7) Pop Quizzes: Unannounced written examinations of reading assimilation (in class). 8) Notebook: All songs, lessons, assignments, and activities (as well as all notes from readings and discussions) should be included. Documentation of all retrievable external sources should also be included. Full credit will be given for having a CLEARLY DETAILED table of contents (along with a corresponding system for easy accessibility, i.e., page  numbers), and for having your name legibly written on the outside cover.  Rings  should be no less than 11/2” in circumference. Examples of T.O.C. categories  include: songs that start with “sol-mi”; songs that are in 6/8; songs about a particular  culture; songs about a particular theme (like railroads, New England, patriotism);  activities that reinforce a particular subject (like math); activities for illustrating certain  musical concepts (like internalizing the beat). Use whatever indexing system you  think will work best for you when you get out into the classroom. Must be well-put-together and well-organized throughout.
Procedures:	Put assignment checklist in your notebook and complete it as the semester progresses. All written assignments, including lesson plans, must be typed. Provide enough copies of lesson plans/ songs: one for each of your    classmates, one for your notebook, and one for the instructor. Have a copy ready   when you teach! Also, have copies for instructor on “look-over” days. YOUR OWN video tape should be given to videographer before you teach. Video reviews are not typed.
Grading:	A+ = 100–98 pts.  B+ = 89–87 pts.  C+ = 79–77 pts. A  =  97-93 pts.  B  = 86–83 pts.  C  = 76–73 pts. A- =  92–90 pts.  B- = 82–80 pts.  C- = 72–70 pts. D+ =  69–67 pts.  F  = 59-below  D  =  66-63 pts.  D- =  62–60 pts.  I  = Never given
•Presentations must be given on the date scheduled if full credit is desired.  •Credit for late assignments (see calendar for dates due) will be reduced 10% -   this includes video reviews!  •Extra Credit will be given for submission of a final project that demonstrates  evidence of extra scholarship (1 to 5 pts.). Students must get consent from  instructor before embarking on this.  •Students must supply their own videotapes on presentation days. You may not use   another person’s videotape to record your song/presentation.  •There will be no final exam.  •Any assignment may be changed with prior approval of the instructor. Do not engage  in busy work if you already know the material.  •Any assignment may be redone for full credit within the time limits of the course   calendar. In other words, everything is competency-based.  •A student who does not write with the skill normally required of an upper division  student will not be given a passing grade, no matter how well the student performs  other course requirements.    A C C O M M O D A T I O N          P O L I C Y  • It is the policy of the College of Education to make reasonable accommodations  for qualified individuals with disabilities. To request disability accommodations,  please contact Disabilities Services (348 – 4285). After initial arrangements are  made with that office, contact this professor to discuss your request.   A C A D E M I C          M I S C O N D U C T          P O L I C Y  • Acts of dishonesty in any work constitute academic misconduct. The Academic   Misconduct Policy will be followed in the event of academic misconduct. [This statement is required by the College of Education and does not reflect any distrust of you on our part]   A T T E N D A N C E          P O L I C Y !!!!!!!!!!!!!!!!!!!!!!!!!! •Miss no more than two classes for any reason; each additional absence deducts 10% off final grade. Absences may not be taken on presentation days. Two tardies will constitute one absence.     MUE     387     COURSE     CALENDAR * = Alternate Times/class splits
Week 1	Orientation / Learning Pyramid /MIC  pp.126-156, The Singing Child; pp.51-53,  88, 94, 110 - 116, Kodaly  (ask instructor about typos on pg. 128) / SITH pp.vi-12, Forward; Preface; Intro.
Week 2	Song 1 titles (M) /MIC pp.73-104, Rhythm; pp.106-123, Pitch / *Song 1 trial runs (W & F)
Week 3	No class on (M) (Happy MLK, jr. day) / *Song 1 @ UA CDC (W) / No class on (F) [AMEA] / SITH pp.13-70, Part I
Week 4	*Song 1 @ UA Child Development Center (M) / Song 1 self-review (W) /MIC pp.267-286, Curriculum Design and Evaluation / Song 2 titles (F)  SITH pp.71-165, Part II
Week 5	*Song 2 trial runs (M & W) / *Song 2 @ Matthews (F)  MIC  pp.15-45, Theory to Practice ; pp.47-70, 77, 82, Methods (also review pages on Kodaly  from wk. 1); pp.185-214, The Moving Child
Week 6	*Song 2 @ Matthews (M) / Song 2 self-review (W) /  MIC pp.275-283, Evaluating Music Behavior  /  Methodologies demo /   FE Journals & Reports (F)
Week 7	Methodologies demo contin. /MIC pp.216-244, The Playing Child;   pp.246-264, The Creating Child / *Lesson 1 (written plan) look-over (W, F)
Week 8	*Look-over (contin) (M)/ *Lesson 1 @ Matthews (W, F) / CME pp.1-27;  28-53.
Week 9	*Lesson 1 @ Matthews (M, W) /CME pp. 54-72
Week 10	Lesson 1 self-reviews (M) / MENC national conference - no class on W & F
Week 11	*CME  Exam (F)
Week 12	MIC pp.356-381, Integrated Curriculum / *Lesson 2 (written plan) look-over  (F) / SITH pp.167-232, Part III
Week 13	S    P    R    I    N    G                B    R    E   A    K ! ! !                (Go and smell the flowers)
Week 14	*Look-over (contin.) (M, W) /MIC pp.158-182, The Listening Child  /  *Lesson 2 @ Matthews (F)
Week 15	*Lesson 2 @ Matthews (M-W-F) /MIC pp.289-306, Technology  For  Music Instruction; MIC pp.331-354, Music for Exceptional Children
Week 16	Lesson 2 self-reviews (M) /MIC pp.310-329, Music, Multiculturalism, and  Children / Library Assignment (F) / Course Evals. (F)
Week 17	FE Journals & Reports (M) / ! All Notebooks handed in by (F)12  noon if full credit is desired !