Central Washington University Department of Music Fall 2007 MUS 329: General Music Methods Instructor: Professor Mark Lane Phone: 963-1105 Email: [email protected] Course Description MUS 329 (General Music Education) is designed to prepare music education candidates to meet the following 2007 Washington State General Music Endorsement Competencies: 3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4, 6.4, 6.5, 6.6, 6.7, 6.8, 6.10, 6.12, 6.13, 6.14, 6.15, 6.16, 6.18, 6.19, 6.20, 6.21, 6.22, 6.23. • Admission to and continuation in the Teacher Education program requires that you purchase LiveText. You must present “proof of purchase” to the Certification Office, Black 228. Purpose Of The Course MUS 329 is designed for those who will be teaching general music in an elementary, middle, and/or secondary school. Students will also be provided with materials and ideas for integrating music with other curricular areas. The course will include a review of major concepts and philosophies of music education, exposure to a variety of materials and song literature for the general music class and many singing, playing, movement, and exploratory activities. Because of the nature of the course and the emphasis on in-class activities and demonstrations, students are required to attend all class sessions. Even though there are textbooks, the student’s comprehension of the material also depends upon class participation. MUS 329 class sessions will be held in the music education classroom, Rm. 113 (Lecture: MWThF 8:00am-8:50am, Field experience TBD). One class period per week will be spent in the elementary music classrooms in the Ellensburg School District. The particular day in the week will rotate so that you may see and experience multiple grade levels and teachers. You will be expected to observe, take notes, and participate.The student will be responsible for all assignments, whether or not he/she is present when the assignment is made. There may be unannounced group assignments which cannot be made up if the student is not present. LATE ASSIGNMENTS, IF ACCEPTED WILL RECEIVE LOWERED GRADES. In preparation for each class session, read assignments from the texts as well as supplementary materials as required. Class attendance is expected of those choosing the teaching profession. Poor attendance and or tardiness will affect the final grade. Students with disabilities who wish to set up academic adjustments in this class should give me a copy of their “Confirmation of Eligibility for Academic Adjustments” from the Disability Support Services Office as soon as possible so we can meet to discuss how the approved adjustments will be implemented in this class. Students with disabilities without this form should contact the Disability Support Services Office, Bouillon 205 or [email protected] or 963-2171 immediately. Required Text Bourne, Patricia (2007), Inside the Music Classroom – Teaching the Art with Heart. Dayton, OH: Heritage Music Press, A Division of the Lorenz Corp. ISBN: 978-0-89328-560-9 Journal Readings - As Assigned Course Objectives The MUS 329 student will:  Research issues regarding the general music classroom through professional journals and texts.  Demonstrate knowledge of the general music curriculum regarding content and construction.  Plan and implement general music mini-lessons.  Observe and discuss the musical behavior, development and ability of children in an educational setting.  Develop instructional materials appropriate for the general music classroom.  Demonstrate knowledge of classroom management techniques.  Articulate a rationale for music education in the K-12 environment.  Discuss major topics and issues presented throughout the quarter. MUS 329 – Projects and Assignments 1. PROFESSIONAL ARTICLE REVIEWS: Read one article each week for 6 weeks from the Music Educators Journal, current or past issues (not from the required journal readings passed out in class). Choose articles that focus on an aspect of music in the general music classroom. Write a one-page summary of the article stating major points, teaching ideas, etc. (25pts. Each)Due Date: Each Monday beginning April, 2. 2. CURRICULUM CONSTRUCTION: This assignment will involve the analysis of the Northshore School District general music curriculum. 3. INSTRUCTIONAL MATERIALS Select two of the following projects to complete during the quarter. (100 points each) DUE DATE: WEDNESDAY, MAY 30TH RHYTHM INSTRUMENTS – Build a set of rhythm instruments for your elementary students. Include in your set 1 pair of sand blocks, 5 pairs of rhythm sticks, 2 wrist bells, 1 pair of maracas, 3 drums of various sizes, and chimes. Feel free to substitute your own creative ideas, but aim for a variety of sound in the areas of membrane, wood, and metal. These instruments will be played by your future students, therefore give careful consideration to durability, playability, and attractiveness. KODALY – Construct the following materials: ¾ Rhythm notation sticks ¾ 10 felt staves with pockets containing note heads and note stems ¾ Sol-Fa ladder (instructions will be distributed during class) ORFF-SCHULWERK – Select and orchestrate a combination of five poems and songs. Write an educational strategy for each of the works. ACTIVITY CARDS – Plan and write 10 job cards for learning stations appropriate for upper-elementary of middle school students. Write the details for the games, instrument directions, and other aspects of music that you plan to include. MUSIC UNIT: Prepare a music unit for the middle school or secondary school general music class. The unit should focus on an aspect of music whether it be a music concept (i.e. rhythm, melody, form, etc.) or, perhaps, a musical style (i.e. jazz, musicals, rock, etc.). The unit should consist of several lessons (each approximately 45 minutes in length). Each lesson plan should include the following information: (provide copies for each class member) ¾ Grade level ¾ Topic (concept, style, etc.) ¾ Objectives ¾ EARL’s ¾ Procedure Outline ¾ Evaluation/Assessment4. CLASSROOM MANAGEMENT PROFILE Describe your future general music classroom (elementary or secondary). Include your room set-up (physical environment), the expectations you have of your students regarding overall behavior, classroom management issues you will be face (rules, consequences,