Approved by Faculty Senate

 

University Studies Course Proposal Z
Arts and Science Core, Fine and Applied Arts--MUS 320
University Studies Course Approval:

Department or Program:    Music
Course Number:    320
Number of Credits    3
Course Title:     Music for Elementary Teachers

Catalog Description:
Study of the fundamentals of music and methods for teaching music in the kindergarten and elementary grades. Prerequisite: admittance to the Professional Education Sequence. Not for Music Majors. Not applicable toward B.A. degree.

This is an existing course that has previously been approved by A2C2: Yes

Department Contact Person for this Course:    Cathy Schmidt

Email:        cschmidt@winona.edu


Rationale:

USP Outcome #1:
    Students in this course explore the language, skills, and materials of music in their study of music fundamentals and in preparing creative ways to create music within a classroom context. Students learn to read music notation. They learn about the elements of music and how these elements combine to create different styles. They also learn to play recorder and read/sing music using solfege.

USP Outcome #2:
    Assignments that involve students in actively engaging in creative processes include a creative packet in which they choose between several alternatives for creating a musical activity/composition to use in the classroom. Examples of these are making "sound carpets" for poems (accompaniments that use instruments or found objects to make an accompaniment that fits the feeling of the poem; they work with tone color, texture, and dynamics in this project), and ostinati patterns to accompany poetry using rhythm and textural elements. These projects are also done in groups during the class as models so all students have these experiences whether or not they choose them for their packet. Students also interpretively perform music through movement, playing recorder, and singing.

USP Outcome #3:
    The musical repertoire for this course includes folk songs from all over the world. Cultural contextual background is given for each, including any gender issues inherent in the lyrics. Cultural and gender issues that relate to music are part of classroom discussion. They have a reading assignment that deals specifically with presenting the cultural contexts of music in depth when teaching. They also write an integrated lesson plan in which many choose to integrate music with social studies. They all study an example of a lesson that does this whether or not they themselves write with this in mind. Although these materials are focusing on teaching music, the students must learn the background information and work with the concepts to understand the teaching aspects.

UPS Outcome #4:
    Students in Music for Elementary Teachers write reflective papers on their creative projects and respond to group creative projects in class discussion. In-class discussion also involves listening to recorded music and analyzing it for style, use of musical elements, and expression.

MUSIC 320--MUSIC FOR ELEMENTARY TEACHERS


Course Description:   
"Music for Elementary Teachers" is a course designed to provide the classroom teacher with the knowledge and skills necessary to effectively teach music. Emphasis is placed on the acquisition of practical skills in music, an understanding of musical concepts, and knowledge of the various approaches and methods used in the classroom to teach these concepts. This course is designed to fulfill the Fine and Performing Arts University Studies Program Requirements.

Text and other required materials:
Rozmajzl, Michon and Rene Boyer-Alexander. 2000. Music Fundamentals, Methods, and Materials for the Elementary Classroom Teacher. New York: Addison Wesley Longman, Inc.
Page, Nick. 1995. Sing and Shine On! The Teacher's Guide to Multicultural Song Leading. Heinemann.
Course Materials Packet; Packet of materials for Music 320 and 322 available at the bookstore.
Aulos Soprano Recorder

Course Objectives:

This course fulfills the requirements for the Fine and Performing Arts category of the University Studies Program by including learning activities that promote students' abilities to:

a. explore the language, skills, and materials of an artistic discipline;
b. use the methods of an arts practitioner to actively engage in creative processes or interpretive performances;
c. understand the cultural and gender contexts of artistic expression; and
d. engage in reflective analysis of their own art work or interpretive performance.

(USP letters in parentheses refer to University Studies Program Outcomes for Fine and Performing Arts listed above.)

1.     understand basic music concepts through performing, creating, describing and listening to music. (USP Outcome a, b, & d)

2.     relate music concepts to other disciplinary areas and understand how music may be integrated into the rest of the elementary curriculum. (USP Outcome a & c)

3.     understand and relate methods of teaching the discipline of music to theories of multiple intelligences, learning styles, and other theories related to learning in the classroom.

4.     understand the role music plays in culture, the rich variety of different musical cultures found in the school population, and the multiple perspectives a diverse student population brings to the classroom regarding music. (USP Outcome c)

5.     develop and expand skills in singing, playing recorder, and interpreting music notation. (USP Outcome b)

6.     choose and design appropriate materials for teaching music to elementary school students. (USP Outcome b)


7.     develop skills in creatively choosing and adapting music materials to fit varying contexts, needs, cultural perspectives, and developmental levels. (USP Outcome c)

8.     be aware of technology and software available for teaching music to elementary students.

9.     be aware of the variety of ways music may effectively be used in the elementary classroom to contribute to classroom management, building community, motivation, and establishing a positive classroom environment.

10.     become familiar with the foundations of several current approaches to music education curriculum.

11.    become familiar with the music standards in the Minnesota State Graduation Rule as well as the Minnesota FACS guide.

l2.     understand and appreciate the value of music education in the elementary school.

Attendance and Success:
    Attendance is required in this course. Active participation in class activities may not be replicated in notes and represents an important part of the learning experience. Attendance will be factored into the final grade. Students are required to be on time and to remain the entire class period. Work for other classes will not be considered an excused absence.
   
Success in this class will depend upon:
--willingness to accept responsibility for learning
--active, respectful and willing participation in class
--thorough and thoughtful preparation of assignments and readings
--punctuality in completing assignments
--checking the web site prior to every class for syllabus updates and announcements!

Assignments:
(USP letters in parentheses refer to University Studies Program Outcomes for Fine and Performing Arts.)
--textbook and other assigned readings (USP Outcome a)
--written responses to Page book (USP Outcome c)
--peer-teach one poem and one poem with movement activity in class (USP Outcomes b and d)
--music autobiography and circles graph (USP Outcome c)
--creative project packet (USP Outcomes b and d)
--integrated lesson unit (USP Outcomes a and c)
--practice on voice, recorder and other classroom instruments (USP Outcome b)
--participate in class group projects and discussion (USP Outcomes b and d)

Evaluation:
--Midterm (100 points)                         Total Points: 450
--Final (100 points)           
--two quizzes (25 points each)                         Grading Scale
--integrated lesson unit (50 points)                     Based on a percentage of total
--creative packet (50 points)                     points: 90% and above = A
--music autobiography & "circles" assignment (15 points)         80% - 89% = B
--web-page discussion group participation (25 points)         70% - 79% = C
--skill checks (20 points)                         60% - 69% = D                
--article reaction papers (20 points)                     59% and below = F           
--attendance and class participation (15 points)