Home Syllabus Downloads Blooms 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 MUSC 315 
"Music is a category of social meaning" -- Kingsbury |
Fall 2012 OnlineResources Recorder Karate Accompaniments  Note: This is an organic document! It will change.
You are responsible for what is on this page, not a 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 Advocacy 
| Week 1 (beginning August 27) 
| Mon |
| Wed  | Demonstration of song by rote |
Teaching a Song by Rote |
| Fri | Teacher | Facilitator | BBoard | | | Microteach | | | Orff | | | Solfege | Fredy Mark Lisa | | Song | Whitney Natalie Lauren | | | Check-offs due | | |
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| Assignment:
| Wed | Blackboard /Computer configuration Follow this link and make sure your computer is set to the specifications listed. Testing and assignment submission will not work otherwise |
| Wed | Put this webpage link on your desktop |
| Fri | Have ALL class materials |
| Fri | Discussion 1 (in Blackboard, not graded): My own experience as an elementary music student Please list and briefly describe the things you loved and hated about your own experience in elementary music class. Original post is due by Friday at midnight. Response posts due by Sunday at midnight. |
What teachers make Movement and steady beat The only accurate response of young children to a musical listening experience is movement. (See Musical Development below) Words are so often unnecessary: Bobby Ferrin Mission of Music Education "to help children develop musical capabilities and independence, a hunger for musical experiences, and a sense of confidence to accomplilsh whatever they want to accomplish in music." - Katherine Strand Then Libby Larson (composer) says the mission "allows us to consider how we teach and what we teach in light of the question: 'Is it relevant to the mission?'" |
Week 2 (beginning September 3) | Assignment: Why cover all of the National Standards? I like some so much better than others. “Recipes for Success” With the recipe analogy, you can add twice as much sugar or eggs or milk to a cake because you like that ingredient better. The finished product must be a result of a plan that is tested (using national standards or TEKS, for example) to have a good product. |
| Week 3 (beginning September 10) | Recorder information (Greg Ball) |
FOCUS
 NS #1: Singing alone and with others, a varied repertoire of music.
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| Fri | Teacher | Facilitator | BBoard | Jonathan | | Microteach | | | Orff | | | Solfege | Macie Kim Natalie | | Song | Fredy Mark Lisa | | | Check-offs due | Macie BB Fredy O | |
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| Assignment: |
Week 4 (beginning September 17) FOCUS
NS #2: Performing on instruments, alone and with others, a varied repertoire of music. |
| Mon | Orff Methodology Lightning Talks | | Orff Assignment overview p. 208 Textbook: Ostinati Orff instruments (plus other classroom instruments) instruments |
Orff info |
| Wed | Percussion majors demonstrate proper use of instruments and mallet grips | | Orff project example |
Videos BarredPercussion Gundul Pacul & Gamelan Independent Practice Interest in Lipan opportunity |
| Fri | | Teacher | Facilitator | BBoard | Macie | | Microteach | | | Orff | Fredy | | Solfege | Jonathan | | Song | Kat Mackenzy | | | Check-offs due | Kim BB Mark MT Jonathan O | |
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Mama Paquita Mama Paquita with vocals Mama Paquita accompaniment Instrument BINGO Rhythmic syllables Body Percussion | Assignment:
| Mon | Downloads Carol of the Bells Pachelbel Canon This Train Peace Round Carol of the Bells Ode to Joy Duet |
| Mon | Reading Chapter 8: The Playing Child, pp. 190-221 CPA: Devise one question on each level of the revised Bloom's Taxonomy. Put questions and answers into a Word document to turn in after class. Reading Chapter 3, pp. 52-55 (Orff methodology) CPA: Lightning Talks (Mark, Lisa, Jonathan) Using the PowerPoint template, create one slide highlighting the Orff method. The slide is not to be read, but to serve as a visual addition to your presentation. You may use bullets for main points. Email the completed slide to me by 8:30am Be prepared to present your topic for 2-3 minutes using your slide. You will be timed and cut off at 3 minutes, so practice your timing. Your textbook info is brief. Feel free to include outside resources.
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| Fri | Recorder Karate Due: #1, 2, 3 by noon |
| Fri | Discussion: 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? |
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Week 5 (beginning September 24) FOCUS
NS #3: Improvising melodies, variations, and accompaniments. |
| Assignment:
| Mon | Downloads Goldilocks 1 Goldilocks 2 Jazz Improvisation on Piano Rhythm canon Weather Rondo |
| Mon | Reading Chapter 10: The Creating Child, pp. 248-255 |
| Wed | Reading Chapter 6: The Moving Child, pp. 119-153 Chapter 3, pp. 44-49 (Methods of Teaching Music; Dalcroze) CPA: Lightning Talks (Fredy, Mark, Mackenzy) Using the PowerPoint template, create one slide highlighting the Dalcroze method. Feel free to use other sources. The slide is not to be read, but to serve as a visual addition to your presentation. You may use bullets for main points. Email the completed slide to me by 8:30am Be prepared to present your topic for 2-3 minutes using your slide. You will be timed and cut off at 3 minutes, so practice your timing. Your textbook info is brief. Feel free to include outside resources.
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| Fri | |
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Week 6 (beginning October 1) FOCUS
NS #4: Composing and arranging music within specific guidelines. |
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. There once was an old man of Esser, Whose knowledge grew lesser and lesser, And now he's a college professor. | Assignment:
| Mon | Downloads Compose a Melody Do-It-Yourself Country & Western Song Kit with disclaimers! Instrument Limericks Polyrhythm Unit Song Parody Song Parody webpage Telephone Number Music Variations and Arrangements Write a Rap Song |
| Mon | Reading Chapter 10: The Creating Child, pp. 255-269 (The Creating Child, cont.) CPA: |
| Wed | Reading Chapter 3, pp. 56-65 (Methods of Teaching Music; Other Approaches) CPA: Lightning Talks (Macie, Whitney, Natalie)Using the PowerPoint template, create one slide highlighting other approaches (methodologies) for teaching elementary music. The slide is not to be read, but to serve as a visual addition to your presentation. You may use bullets for main points. Email the completed slide to me by 8:30am Be prepared to present your topic for 2-3 minutes using your slide. You will be timed and cut off at 3 minutes, so practice your timing. Your textbook info is brief. Feel free to include outside resources.
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| Fri | Discussion: Methodologies There are distinct differences in the methodologies in elementary music pedagogy. Here are a few of the ones most widely used (designated by the man who formulated the pedagogy): Orff Kodaly Dalcroze Suzuki Gordon Are these methods very different? Is it possible to use parts of several of these methods to formulate a teaching plan for your students? Would this be a good idea? Why or why not? |
| Sun | Assignment 2: Limerick compositions Look at the limericks in the Instrument Limericks sheet. Copy them onto a Word document and complete them with the proper rhyme scheme. Name your document Assignment2_yourname.doc and submit your paper through the Assignment tab by Sunday at midnight. |
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Week 7 (beginning October 8)
| Mon |
| Wed | Review music books & teacher's editions | | Song parody composition assignment |
Movement Video Great Big House in New Orleans |
| Fri | Teacher | Facilitator | BBoard | Natalie | | Microteach | Jonathan Mark | Macie Lisa | Orff | Kim | | Solfege | | | Song | | | | Check-offs due | Lauren BB Macie MT Kat O | |
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| Assignment:
| Wed | Mid-term exam Note: Do not add "with mallets" or any additional information in parentheses to your answers |
| Fri | Discussion: 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? |
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| | Week 8 (beginning October 15) FOCUS
NS #5: Reading and notating music. |
| Assignment:
| Mon | Reading Chapter 5: Pitch and the Child, pp. 101-118 CPA: |
| Wed | Reading Chapter 7: Rhythm and the Child, pp. 155-189 (Rhythm and the Child) CPA: |
| Fri | Assignment 3: Song Parody Composition |
| Sun | Recorder Karate Due: #4, 5, 6 by noon |
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Week 9 (beginning October 22) FOCUS
NS #6: Listening to, analyzing, and describing music. |
| Assignment: |
Week 10 (beginning October 29) FOCUS
NS #7: Evaluating music and music performances. |
| Mon | Curriculum Mini-Lesson |
Pedagogy on Elementary Links page
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| Wed | Pumpkin carols! |
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| Fri | Teacher | Facilitator | BBoard | Lisa | | Microteach | Kat | Whitney | Orff | Lauren | | Solfege | | | Song | | | | Check-offs due | Whitney BB Natalie MT Mark O | |
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| Assignment:
| Mon | Downloads Audience Etiquette Note Concert Manners Pumpkin Carols |
| Mon | Reading Chapter 12: Curriculum Design, pp. 300-326 CPA: |
| Mon | Reading Chapter 4: The Singing Child, pp. 66-100 CPA: Lightning Talks (Questions below)Should voice lessons be given to elementary age children? (Lauren) What are some of the ways that children naturally demonstrate their singing potential? (Kat) Should children be allowed to sing "wherever they are" (their own pitch level)? (Macie, Lisa) How should you deal with 5th grade boys whose voices are beginning to change? (Mark) List some strategies to motivate students to exhibit good posture. (Kim) How should you deal with monotone singers? (Whitney) How should recordings be used in teaching children to sing? (Natalie) Explain the process of teaching children to sing in parts? (Fredy) What are the pros and cons of starting a children's choir at your school? (Mackenzy, Jonathan)
Using the PowerPoint template, create one slide supporting the answer to your question. Email the slide to me (vjohnson@tarleton.edu) by 8:30am |
| Wed | Assignment 4: 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.
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Extra credit for wearing a costume on Halloween!! |
Week 11 (beginning November 5) FOCUS
NS #8: Understanding relationships between music, the other arts, and disciplines outside the arts. Musical Instruments in Art (book) |
| Mon |
| Wed |
| Fri | Teacher | Facilitator | BBoard | Whitney | | Microteach | Natalie | Lauren | Orff | Mark Kat | | Solfege | | | Song | | | | Check-offs due | Fredy BB Whitney MT Lisa O | |
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| Assignment:
| Mon | Downloads Because I Have a Brain Groundhog Day Song Music Math Bingo Musical Writing Prompts |
| Mon | Reading Chapter 14: Music in an Integrated Curriculum, pp. 345-370 CPA: |
| Wed | Boomwhacker activity Find a boomwhacker activity online to share with the rest of the class. The activity can involve reading, improvisation, accompanying, group work, rote or signal playing, etc. |
| 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?” |
| Sun | Assignment 5 Budget assignment due at midnight |
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Week 12 (beginning November 12) FOCUS
NS #9: Understanding music in relation to history and culture. |
Rubric Template Rubric Construction Set Assessment Links Video End of Lesson Assessment End of Lesson Assessment 2 We Are Dancing in the Forest | Assignment:
| Mon | Downloads Message Drums Colonial Parody African Lesson Integrated Learning: Pilgrims Polyrhythms to perform |
| Mon | Reading Chapter 15: Music, Children, and Cultural Diversity, pp. 371-394 (Music, Children, and Cultural Diversity) CPA: |
| Wed | Reading Chapter 13: Assessment and Evaluation, pp. 327-344 (Assessment and Evaluation) | | Fri | Recorder Karate Due: #7, 8, 9 by noon |
| Fri | Discussion 9: Cultural Diversity Based upon your reading in Chapter 15 in your textbook, 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? |
| Sun | Assignment 6 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. PowerPoint Game Evaluation Form Burton, Kim Eoff, Kat Frank, Mark Gonzalez, Fredy Johnson, Lauren Rogers, Mackenzy Rose, Natalie Unzicker, Macie Valerio, Jonathan VanZandt, Whitney |
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| | Week 13 (beginning November 19) FOCUS Programs/Programming |
Preparing to Teach Special Needs Children | Assignment: 
| Mon | Downloads America the Beautiful PowerPoint Children's Choirs Project List |
| Mon | Reading Chapter 16: Music for Exceptional Children, pp. 395-417 CPA: |
| Wed | Discussion 10: Exceptional Children Read Chapter 16 in your textbook and the article "Preparing to Teach Special Needs Children" and be prepared to answer the following questions: 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?
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http://www.musictechteacher.com/musicquizzes.htm |
Week 14 (beginning November 26)
| Wed Performances of Cross-curricular compositions |
| Fri | Teacher | Facilitator | BBoard | Mackenzy | | Microteach | Lauren Lisa | Natalie | Orff | Whitney | | Solfege | | | Song | | | | | | |
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| Assignment:
| Wed | Assignment 7 Cross-curricular composition due Be sure to double-check the Cross-curricular Composition Page before submitting the assignment for formatting requirements. Bring a hard copy for each person in the class |
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Week 15 (beginning December 3)
| Mon NOTE: When answering a question such as "What is National Standard #2?" your answer must use the exact punctuation and capitalization as is on your study guide. Leave out a comma, and Blackboard will count it wrong! |
| Wed | | | |
Final Exam: Wednesday, December 12, 3:00-5:30 | Assignment:
| Mon | Turn in notebooks |
Merry Christmas |
Supplemental Discussion 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?
Scenario: 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. “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.” |
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. Be aware that doing the bare minimum will not earn an "A." NOTE: You should read all posts, not just the ones to which you intend to respond. Blackboard logs all activity and I am aware if you only read 2 posts in a discussion. You will be accountable for reading all posts, even if they are posted after the deadline. When I grade the discussion, I will look at the total number at that time. In addition, please rate all original posts that you read by clicking on the "Review" tab just below it. You don't have to do this for responses, just original posts. |
| 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. If you were an experienced teacher having taught successfully for years, we might be interested in your unsubstantiated opinion. Otherwise, do some research on the question! Your book is a good place to start, but not a good place to finish. |
| 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. If you ask a question, you must also provide additional new material for your response to count. Your response should add something to the original post. 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! Also, you are welcome to respond to as many posts as you like, but again, with something of substance, not just a "me, too!" answer. I am suspect of any answer that begins with "I agree . . . " This is sometimes called "sheeping." 
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| 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. Part of your grade will be based upon your ability to communicate your understanding of the subject, both professionally and effectively, so think of the discussion forum as a writing assignment that will be graded both on content and form. Write your posts on a Word document first with spell-check and grammar-check turned on (instructions). Then copy and paste to the forum. |
| 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 Blackboard, I am looking at only your posts, so keep that in mind when you judge your own participation. | | Part of your grade (see rubric below) is to rate the original posts of your classmates. At the bottom of each original post, there is a box that says "Rate This Message." Click the box and then choose the rating (one star to five stars) that you think the post deserves. |
| Grading will be as follows (see rubric below): The answer to the original question is worth 40 points. Responses are required and are worth 30 points. Peer review ratings are worth 10 points and reading the posts and responses are both worth 10 points. No credit will be given for responses that simply agree or that do not add to the discussion. DO NOT copy material from some other source and present it as your own in your discussion answer. The penalty for plagiarism is to fail the class. I check these answers. Don't risk it. |
Discussion Rubric Grades for discussion questions will be based on the following rubric Criteria | Performance Indicators | Failing | Incomplete | Acceptable | Good | Excellent | Original Post | No original post | Incomplete answer | Acceptable answer, but mostly opinion, or some incorrect or incomplete information | Complete answer showing knowledge of reading material | Insightful answer well supported by reading material | 0 points | 28 points | 32 points | 36 points | 40 points | Responses | No responses including “I agree” responses with no new information | One response missing or one response is an “I agree” response with no new information | Acceptable responses, but very little new information | 2 complete responses that include new information | More than 2 responses that include new information | 0 points | 21 points | 24 points | 27 points | 30 points | Peer Review | No ratings given | 1-3 ratings given | 4-6 ratings given | 7-9 ratings given | 10 or more ratings given | 0 points | 7 points | 8 points | 9 points | 10 points | Posts Read includes responses | No posts read | Less than 10 read | Less than half read | More than half read | All posts read | 0 points | 7 points | 8 points | 9 points | 10 points | Writing form | Posts unavailable to grade or unacceptable writing form | Multiple errors in punctuation, capitalization, grammar, and sentence form | Several errors in punctuation, capitalization, grammar, and sentence form | Minimal errors in punctuation, capitalization, grammar, and sentence form | Correct punctuation, capitalization, grammar, and sentence form | 0 points | 7 points | 8 points | 9 points | 10 points | | | | | | | | Total points | 0 | 70 | 80 | 90 | 100 |
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, the assignment number, and the date. |
| Upload the Word document in the assignment section as an attachment. Do not attach it to an e-mail |
| Occasionally your assignments may be returned to you for a redo. Make your corrections and resubmit through the Assignment section as before. If you do not resubmit, you will receive a zero for the assignment. |
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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. |
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