THE UNIVERSITY OF TEXAS AT ARLINGTON
MUSI 4216
Strategies and Assessment in Music Pedagogy
Fall, 2012
Name: Dr. Diane Lange
Office Number: FA367B
Office Telephone Number: 817.272.2434
Email Address:
Office Hours: 1:00 – 1:50 p.m. – Monday, Wednesday, Friday & By Appointment
Course Number, Section Number, and Course Title: MUSI 4216 – 001 Strategies and Assessment in Music Pedagogy
Time and Place of Class Meetings: FA 311 – Monday, Wednesday, and Friday 11:00 – 11:50 a.m.
Description of Course Content: Current trends in music education will be examined. Topics include behavior management, learning styles, students with special needs, exceptional students, and examination of major learning theories and principles of cognitive, social, emotional, physical and aesthetic development. This course will also examine a variety of assessment techniques that are used in a music classroom. Assessment tools such as rubrics, rating scales, National Standards, TEKS, TAKS, and TExES will be examined and implemented into lesson planning. This course has a field experience component.
Requirements: Open to music education majors only. Prerequisite: MUSI 2112 and admission into the College of Education.
Student Learning Outcomes:
Upon successful completion of MUSI 4216 the student will be able to:
1. Explain the educational learning theories of Piaget, Dewey, Erickson, Montessori, Vygotsky, and Bloom.
2. Define learning modalities, learning styles, and multiple intelligences.
3. Evaluate his/her learning modalities and learning style.
4. Apply the various learning modalities and learning styles to musical instruction.
5. Discuss appropriate classroom management techniques.
6. Identify terminology and Texas state laws regarding diversity in the classroom.
7. Discuss methods of inclusion of special learners in the music classroom.
8. Construct rubrics.
9. Explain and create observation assessment and performance measures.
10. Write a multiple choice test for music students.
11. Discuss written and oral testing and grade assignment.
12. Apply the various ways to teach social skills to students.
13. Write a resume and prepare for a job interview.
All-Level music students must be a member of a professional organization. I recommend NAfME (www.nafme.org - Cost $24.00) or TMEA (www.tmea.org – Cost $20) and as a result can become a member of CTME (Collegiate Texas Music Educators) for an additional small fee.
Required Textbooks and Other Course Materials:
Title: Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget, & Vygotsky
Author: Carol Garhart Mooney
ISBN # 188483485X
Publisher: Redleaf Press
Copyright: 2000
Title: Prelude to Music Education
Authors: Joanne Erwin, Kay Edwards, Jody Kerchner, & John Knight
Publisher: Prentice Hall
Copyright: 2003
Title: Introduction to Effective Music Teaching
Author: Alfred S. Townsend
ISBN# 978-1-4422-0946-6
Publisher: Rowman & Littlefield Publishers, Inc.
Copyright: 2011
To Apply for Student Teaching
You must have purchased access to our UTA Tk20 system in order to access the Field Application. If you have already purchased your account and have access to the UTA Tk20 system you do not need to purchase it again.
If this is your first time to access the UTA Tk20 system and you need to purchase your account, follow these steps:
- Go to https://tk20web.uta.edu
- On the lower left hand side, far under the Username and Password input boxes, click on the link to "purchase or register your student account". This will take you to the payment gateway where you can purchase or register your account.
- It takes 2 to 3 business days for the account to activate. Check your email for the activation notification.
Descriptions of major assignments and examinations with due dates:
Tentative Daily Schedule
August 24 Overview of Course
(Friday)
Due August 27
1. Read Chapter 1 in Prelude to Music Education.
August 27 Becoming a Teacher in Texas (Print handouts from Blackboard)
(Monday) Criminal History Checks in Schools
Due August 29
1. Read Chapter 2 in Prelude to music education.
2. Bring in a copy of a Dress Code Policy (for teachers and from any ISD in Texas.
August 29 Developing Tools for Teaching
(Wednesday) Observations
Dress Codes of Teachers
Due August 31
1. Read Theories in childhood p. 1 – 19 (John Dewey).
2. Read Theories in childhood p. 21 – 36 (Maria Montessori).
August 31 Dewey/Montessori
(Friday)
Due September 5
1. Read Theories in childhood p. 59 – 79 (Jean Piaget).
2. Read Theories in childhood p. 81 – 95 (Lev Vygotsky).
September 3 Labor Day – No School
(Monday)
.
September 5 Piaget/Vygotsky
(Wednesday)
Due September 7
1. Read Theories in childhood p. 37 – 57 (Erik Erikson).
2. Go to the following website and print the information about Benjamin Bloom http://oaks.nvg.org/taxonomy-bloom.html
September 7 Erikson/Bloom
(Friday)
Due September 10
1. Read Chapter 10 in Prelude to music education.
2. Submit a paper (typed, double-spaced, no more than 2 pages) reflecting on your K-12 experience with students with special needs.
September 10 How to Prepare for a Presentation
(Monday) (Print handouts from Blackboard)
Due September 14-21
1. You will be assigned a special need to research and present to the class on September 14, 17, 19, or 21. Research Paper (8-10 pages typed) will be due on September 24.
September 12 Diversity Presentations: Special Learners
(Wednesday) Terms in Texas
Senate Bills
(Print handouts from Blackboard)
September 14 Diversity Presentations: Special Learners
(Wednesday) Strategies for working with special learners
September 17 Diversity Presentations: Special Learners
(Wednesday) Strategies for working with special learners
September 19 Diversity Presentations: Special Learners
(Wednesday) Strategies for working with special learners
Due September 24
1. Research Paper addressing special need that you presented in class (8-10 pages typed). This needs to be submitted to Blackboard. No late papers will be accepted!
September 21 Diversity Presentations: Special Learners
(Friday) Strategies for working with special learners
(Print handouts from Blackboard)
September 24 Diversity: Special Learners – Gifted & Talented
(Monday) Diversity Paper Due
Due September 26
1. Go to the TEA website http://www.tea.state.tx.us/index2.aspx?id=2147499769&menu_id=798&menu_id2=2147483722 and watch/read the Overview in the General NCLB Information. The Overview is a PowerPoint Presentation.
September 26 Diversity: Special Learners
(Wednesday) No Child Left Behind
(Print handouts from Blackboard)
Due September 28
1. Read Chapter 3 & 4 in Introduction to Effective Music Teaching.
2. Submit a paper (typed, double-spaced, no more than 2 pages) reflecting on how a teacher’s attitude (positive or negative) contributed to a specific occurrence/decision during your K-12 experience.
September 30, 2012 –Student Teaching Applications due to the Field Experience Office in the College of Education and Health Professionals– Late applications will not be accepted. No exceptions! You must be accepted into the College of Education and Health Professionals prior to submitting an application to the Field Experience Office.
September 28 Effective Instruction
(Friday) Teacher Attitude
Due October 1
1. Go to http://www.disciplinehelp.com and read two Misbehaviors at School and two Misbehaviors at Home. Be prepared to discuss the four misbehaviors you read in class.
October 1 Classroom Management
(Monday) Discipline & Documenting Behavior and Progress
(Print handout from Blackboard)
Due October 3
1. Read chapter 5 in Introduction to Effective Music Teaching.
October 3 Classroom Management
(Wednesday) Effective Communication
October 5 Classroom Management
(Friday) Survival Skills & Consistency
Due October 8
1. Go to http://www.boystown.org and click on Our Approach in About Boys Town (at bottom of page). Read Our Approach Home, Boys Town Model, and Research in the Our Approach section.
2. Go to http://loveandlogic.com and click on Educators. Read What is Love and Logic for Teachers and FAQS in the Educators section.
October 8 Teaching Social Skills and Appropriate Behaviors
(Monday) (Print handout from Blackboard)
October 10 No Class – Go on one of your observations today
(Wednesday)
October 12 Reporting Abuse: What is your responsibility as a teacher?
(Friday)
October 15 Reporting Abuse: What is your responsibility as a teacher?
(Monday)
Due October 17
1. Re-read pp. 43-45 in Introduction to Effective Music Teaching.
October 17 What is Measurement & Evaluation:
(Wednesday) Observational Assessment & Performance Measures
(Print handout from Blackboard)
Due October 22
1. Write an additive rating scale/rubric.
October 19 No Class – Go on one of your observations today
(Friday)
October 22 Measurement & Evaluation: Performance Measures
(Monday) Rating Scales/Rubrics
October 24 Measurement & Evaluation: Performance Measures
(Wednesday) Rating Scales/Rubrics
October 26 Measurement & Evaluation: Written & Oral Testing
(Friday)
Due October 29
1. Write a multiple-choice test that could be used with elementary/middle/high school students. Bring a copy of your exam for everyone in your small group.
Due November 2-7
1. You will be assigned an aspect of the Copyright Law to research and present to the class on November 2, 5, or 7.
October 29 Measurement & Evaluation: Written & Oral Testing
(Monday) Take Multiple-choice test as that particular age
(Print handout in Blackboard)
October 31 Measurement & Evaluation: Giving Grades
(Wednesday) (Print handout in Blackboard)
November 2 Copyright Law Presentations
(Friday)
November 5 Copyright Law Presentations
(Monday)
November 7 Copyright Law Presentations
(Wednesday)
November 9 Copyright Law
(Friday)
Due November 14
1. Go to http://www.nald.ca/clr/csa/appx_d.htm and complete Questionnaire 1
2. Go to http://www.vark-learn.com/english/index.asp and complete Questionnaire. Be prepared to discuss the results in class.
3. Go to http://beginnersguide.com/college/learning-styles and read the 5 Learning Style Articles.
November 12 No Class – Go on one of your observations today
(Monday)
November 14 Learning Styles/Modalities
(Wednesday) How to adapt my teaching to meet the needs of all students
Due November 16
1. Go to http://theoriesincareertech.wikispaces.com/Theory+of+Multiple+Intelligence and read the article regarding Multiple Intelligences.
November 16 Multiple Intelligences
(Friday)
November 19 Teaching Concert Etiquette
(Monday) (Print handout from Blackboard)
Due November 21
1. Read Chapter 7 in Introduction to Effective Music Teaching
November 21 Revisiting your Philosophy of Music Education
(Wednesday)
Due November 26
1. While home for Thanksgiving Vacation, find all of the dates and information to put on your resume (e.g. scholarship names and dates, previous employers names and dates, etc.).
2. Go on-line or ask around for copies of resumes to bring to class. Look for different formats and be prepared to discuss advantages and disadvantages of resume formatting. Bring 2 resumes to class.
November 23 No Class
(Friday) Thanksgiving Vacation!
November 26 Reviewing Resumes
(Monday)
November 28 Writing a Resume: Formatting and Organization
(Wednesday) (Print handout from Blackboard)
November 30 No Class – Go on one of your observations today
(Friday)
Due December 3
1. Field experience/observation papers – No Late Papers will be Accepted!
2. Notebook Due – print everything from Blackboard and articles listed in this syllabus.
3. Rough Draft of Resume.
December 3 Resume & Cover Letter
(Monday) Field Experience/Observation Papers Due
Notebook Due – Peer Assessment
December 5 Interviewing Techniques
(Wednesday) (Print handout from Blackboard)
Final Examination date will be on Wednesday, December 12th from 11:00 a.m. – 1:30 p.m. as scheduled.
Teacher Certification in Texas: Process and Procedures
(Print handout from Blackboard)
Student Teaching Expectations
(Print handouts from Blackboard)
Teacher Evaluations
(Print handouts from Blackboard)
(Re-Read pp. 58-61 in Introduction to Effective Music Teaching)
SHORT TERM ASSIGNMENTS:
1. Quizzes: Some quizzes you will know about in advance, some you will not. In other words, read the assigned readings.
2. Reflection Papers
You will be asked to write two-page refection papers regarding your experiences in school. These will need to be typed.
3. Additive Rating Scale (Rubric)
You will be writing rating scales/rubrics to use with your students as a performance measure.
4. Multiple Choice Test
You will be writing a multiple choice test to use in a music classroom. Make sure you have the answer key on a separate sheet for grading these tests after you administer it to a small group in your class.
5. Resume
You will be organizing and writing a draft of your resume.
LONG TERM ASSIGNMENTS:
1. Field Experience/Observations (3)
You will be required to observe three different grade levels in music (K-12).
Due December 3rd – NO LATE PAPERS WILL BE ACCEPTED
· Three observations of elementary music, middle school/junior high, or high school choir/instrumental classes will be required, one which will be a Student-Focused Observation, and two will be Teacher-Focused Observations.
· These observations must be different from the observations in other classes. Observations for this class will focus on diversity, learning styles, and classroom management. Try to schedule these observations after we have discussed these topics in class.
· Complete a Criminal History Form from the school district(s) in which you plan to observe
· Contact the music teacher being observed to arrange a time and date. Ask the teacher to notify his/her school office that you will be visiting on that day.
· Professional dress is required.
· Punctuality, professionalism in conduct is required.
· Sign in at the front office of the school and get a visitor’s pass before going to the music classroom.
· Plan to stay for the duration of the class/rehearsal. Be sure to arrive shortly before the class/rehearsal begins, so that your entry is not disruptive to the group. Sit where you can observe both the teacher and the students.
· Be sure to thank the teacher for allowing you to observe their class. Follow up with a thank you note via email.
· Following the observation, type the reverse lesson plan and the reflection questions in narrative form. You will be graded on the quality and accuracy of writing, content, and objective reporting of details from the class.
Use the following format when conducting observations:
Reverse Lesson Plan
Date/Time:
School:
Teacher:
Subject:
Grade Level/Name of Ensemble:
Objective:
Materials:
Procedures:
Evaluation (Assessment tools used):
Reflection Question:
Student-Focused Observation: Reflection Questions
· Focus on Diversity
o Discuss the make-up of the class and focus on one special student. Describe the way the students interacted with this student and one another.
Teacher-Focused Observation: Reflection Questions
· Focus on Learning Styles
o Is the teacher teaching to the different learning styles of the students (visual, aural, kinesthetic)? Please explain.