MWF 10:00 am - 10:50 am
This course is designed to develop your knowledge, ability, confidence and interest to teach elementary music. Students will learn age appropriate activities that reflect both TEK’s and the National Standards of Music. This includes singing, movement, listening, composition, playing instruments, and reading musical notation.
Required Textbooks and Materials
Shehan Campbell, P. & Scott-Kassner, C. (2010). Music in Childhood: From Preschool through the Elementary Grades (3rd edition) Enhanced Edition. Schirmer Cengage Learning.
Hammel, A.M. & Hourigan, R.M. (2011). Teaching Music to Students with Special Needs: A Label-Free Approach. Oxford University Press.
Tuning Fork A=440
Students are required to participate in all class activities. Students are to read weekly assignments, prepare written responses, and discuss assigned material. All readings are reviewed in class for clarity and understanding. Students are to conduct themselves in a professional manner so that all students may learn without distraction and disruption. This includes cell phones turned off and no texting.
5% Philosophy of Music Education Paper
10% In-Field Class Observation/Journal including WFYSO Rehearsal
10% Students with Special Needs Project (Case Study)
25% Weekly Written Assignments/Discussion
25% Teaching Opportunities with Lesson Plans (10)
10% Task Analysis/Assessment (Report Cards)
5% Notebook with all materials from class
10% Final Exam - Unit Plan including teaching part of the MISL (In preparation for the MISL)
The instructor reserves the right to cancel or adjust assignments as the course progresses. Students will be informed how this may effect grading.
Project Due Dates
Projects are due on designated dates. All projects are developed over a period of several lessons. Therefore, late assignments are not accepted. All projects are to be submitted hard copy and not emailed.
Weekly Written Assignments
The instructor will assign a grade that represents your ability to satisfactorily complete your homework, weekly reading assignments, and classroom participation. Weekly written assignments from the textbooks may be submitted in outline form when appropriate. Clarity and understanding of material will be assessed through written and discussion. Written responses are to be typed.
Students must observe a total of 30 hours between Classroom Management and Foundations of Music III courses. During one weekly observation, students are to answer music questions regarding observations. See attached music questions. If placed in a secondary school, the student is to adapt questions for his/her placement.
Each student is to maintain an organized three ring binder. Included will be songs, chants, and fingerplays and games for each grade level, lesson plans for each grade, handouts, observation forms, written assignment, class notes, and activities for movement, literacy, improvisation, and composition.
Unit Lesson Plan (Final Exam)
Students will pick a music concept, a grade to teach the concept, and design a pre- and post- assessment. Three lesson plans to will be written to teach the concept as well as other activities that would also be taught in a lesson (7 activities for a 30 minute lesson).
The Teaching Rubric will be used to grade each teaching presentation. Students are to self-evaluate their teaching by recording themselves by phone, computer, flip camera, etc. Watch the video, fill out the rubric, and give yourself a grade and comments.
Lesson plans will be evaluated separately.
15% Class Participation
15% Quizzes and Online Assignments
10% In-Field Class Observation/Journal
15% Students with Special Needs Project (Case Study)
20% Teaching Opportunities
10% Final Project
Students participate daily in group activities designed for elementary class instruction. Activities are cumulative in organization, building on previously learned concepts. Therefore, attendance is crucial to personal development. Students may miss class three times without a final grade reduction. Each absence above the one excused absence reduces the final grade ten points. Nonparticipation in class equals one absence for each occurrence. Class participation includes all classroom activities (movement, rhythmic, melodic, play parties, singing, folk dancing, presentations and discussions). Attendance on the final exam date is required for the final project. Missing the final exam results in no credit earned for the final project in addition to counting as an absence.
If you need course adaptations or accommodations because of a disability, if you have emergency medical information that needs sharing, or if you need special accommodations in case the building must be evacuated, please make an appointment with the professor as soon as possible.
Federal privacy law prohibits the instructor from releasing information about students to certain parties outside of the university without the signed consent of the student. Thus, in almost all cases the professor will not discuss students’ academic progress or other matters with their parents. Please do not have them call. Regardless of these important legal considerations, the professors’ general policy is to communicate with the students, not their parents, even when a student has signed a consent form. College students are adults and are expected to behave accordingly.
Academic dishonesty including plagiarism and giving or receiving unauthorized assistance is prohibited. Plagiarism is (1) the use of source material of other persons (either published or unpublished, including the Internet) without following the accepted techniques of giving credit or (2) the submission for credit of work not the individual’s to whom credit is given. If a student in the class plagiarizes material, appropriate disciplinary action will be taken. The Student Honor Creed developed and adopted by the MSU Student Government reinforces the discouragement of plagiarism and other unethical behaviors. The first statement of the creed reads, “As an MSU student, I pledge not to lie, cheat, steal, or help anyone else do so.” Plagiarism is lying, cheating, and stealing.
Social justice is one of Midwestern State University’s stated core values, and the professor considers the classroom a place where students are treated with respect as human beings, regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Moreover, diversity of thought is appreciated and encouraged, provided the students can agree to disagree. The professor’s expectation is that ALL students consider the classroom a safe environment.