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Dennis J. Hegg Director of Bands |
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Dennis Hegg Dakota State University - - MUS 353Course Syllabus - - Fall 2007
A. Term:
Fall 2007
B. Prefix, Number & Title:
MUS 353 (Music Methods)
C. Credit Hours:
2.0 Semester Hours.
(Elementary Education curriculum)
D. Approved Course Description:
The rudiments of music and the materials and methods for teaching music
suitable for classroom teachers in the elementary school.
Required for all elementary education majors.
E. Prerequisites:
Admission to Elementary Teacher Education.
F. Additional Course Information:
ADA Statement:
If there is any student in this class who, due to a disability, has need for
non-standard note taking, test taking, or other course modification, please
contact the DSU ADA Coordinator, Keith Bundy, 256-5121, located in the lower
level of the Trojan Center, as soon as possible. The web site for
requesting accommodations is:
http://www.departments.dsu.edu/disability_services/. Please be sure to
fill out this form and be able to provide documentation verifying your
disability.
Academic Honesty:
Cheating and other forms of academic dishonesty run contrary to the
purpose of higher education and will not be tolerated in this course.
All forms of academic dishonesty will result in failure in that aspect of
your class work. Please be advised
that, when the instructor suspects plagiarism, the Internet and other standard
means of plagiarism detection will be used to resolve the instructor’s concerns.
DSU’s policy on academic integrity (DSU Policy 04-05-00) is available
online at http://www.departments.dsu.edu/hr/newsite/policies/040500.htm
Freedom in Learning Statement: Students are responsible for learning the content of any course of
study in which they are enrolled.
Under Board of Regents and University policy, student academic performance shall
be evaluated solely on an academic basis and students should be free to take
reasoned exception to the data or views offered in any course of study. It
has always been the policy of Dakota State University to allow students to
appeal the decisions of faculty, administrative, and staff members and the
decisions of institutional committees. Students who believe that an
academic evaluation is unrelated to academic standards but is related instead to
judgment of their personal opinion or conduct should contact the dean of the
college which offers the class to initiate a review of the evaluation. Policies: Attendance is required at all class sessions. After two unexcused absences, the student must meet with the instructor within one week. Failure to do so will result in the student being dropped from the class after any further unexcused absences. It is the responsibility of the student to get any information missed.
Withdrawal:
November 19, 2007 is the last day for withdrawal from this class and
still receive a (W). Otherwise it is
a grade of F. Those enrolled for no
credit must also do this to avoid a failing mark on the pass/fail system.
G. Text Book:
MUSIC METHODS for ELEMENTARY EDUCATORS (at the Book Store)
H. Computer Skills Used: 1. Word processor for research papers and essays 2. World Wide Web search engines are vital to research papers and essays 3. E-mail is absolutely invaluable for communication between classes and privately with me
4. Printing (or sending as an attachment) gets assignments in my hands
I.
Core Objectives:
Knowledge of Subject Matter
1.
DSU/INTASC #1
Candidates understand the central concepts, tools of inquiry, and
structures of the content, subject matters, disciplines they teach, and can
create learning experiences that make these aspects useful and meaningful for
learners.
DECA 24:16:07:01.
Development of knowledge, skills, and attitudes in teacher candidates.
(2) Integrating pedagogical studies with knowledge of a specific
discipline to create meaningful learning experiences.
NCATE Standard #1
Candidate Knowledge, Skills, and dispositions.
Candidates preparing to work in schools as teachers or other
professional school personnel know and demonstrate the content, pedagogy, and
professional knowledge and skills necessary to help all students learn.
Assessments indicate that candidates meet professional, state, and
institutional standards
at professionally acceptable levels.
2. “Professionally acceptable levels”
means that candidates demonstrate meeting standards through a composite based on
multiple assessments that include passing state licensing examinations where
they exist; performance in professional settings during field experiences and
clinical practice; and other assessments such as portfolios, projects, papers,
case studies, and candidate analysis of P-12 student work samples. The unit is
also expected to use findings from follow-up studies of graduates; evaluations
by employers; and placement rates in determining that program completers meet
standards.
3. Institutional standards
are reflected in the unit’s conceptual framework and include candidate
proficiencies. 4. "All students" includes students with exceptionalities and of different ethnic, racial, gender, language, religious, socioeconomic, and regional/geographic origins.
J. Elementary Competencies:
DECA
24:16:08:05
K-8 Elementary Education; DECA 24:16:08:06 & 05 K-8 Elementary Education
and/or Special Education; DECA 24:16:08:11 7-12 Secondary Education;
DECA 24:16:08:30 K-12 Education.
Professional education shall include:
1. Knowledge of Human
Development and Learning
a.
DSU/INTASC
#2:
Candidates understand how children learn, construct knowledge, and
develop, and can provide learning opportunities that support their intellectual,
social, and personal development.
DECA 24:16:07:01.
Development of knowledge, skills, and
attitudes in teacher candidates. (1) Understanding principles of how all
students develop and learn and using that knowledge to design active learning
opportunities. NCATE Standard #1
Candidate Knowledge, Skills, and
dispositions. (See above.)
b. Application:
Students will complete 6 music classroom observations and complete
a form of the class structure and developmental activities.
Students will write a brief essay about each observation based on the
forms. Observations should be at
least a week apart. These
applications also apply to parts B, C, D, and E below.
The essay shall incorporate all of these as noted on the provided forms.
c. Assessment:
Students are given letter grades on essays related to the classroom
observations. 2. Multiple Instructional Strategies
a.
DSU/INTASC #4.
Candidates understand and use a variety of instructional strategies to
encourage learners’ development of critical thinking, problem solving, and
performance skills.
DECA 24:16:07:01.
Development of knowledge, skills, and attitudes in teacher candidates.
(3) Designing a variety
of instructional strategies based on knowledge of subject matter, students,
materials, technology, and curriculum frameworks, including the South Dakota
K-12 content standards as provided in SDCL 13-3-48 and other established
academic standards. NCATE
Standard #1
Candidate Knowledge, Skills, and
Dispositions.
b.
Application
and
Assessment will be part of the expectations outlined in
part A above.
3.
Classroom Motivation and
Management Skills
a.
DSU/INTASC #5
Candidates use an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation.
DECA 24:16:07:01.
Development of knowledge, skills, and attitudes in teacher candidates.
(4) Establishing a safe,
orderly, and equitable learning environment that fosters positive social
interaction, active engagement in learning, and self-motivation.
NCATE Standard #1
Candidate Knowledge, Skills, and
Dispositions.
b.
Application
and
Assessment will be part of the expectations outlined in
part A above.
4.
Classroom Interaction Skills
a.
DSU/INTASC #6
Candidates use knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and supportive
interaction in the classroom.
DECA 24:16:07:01.
Development of knowledge, skills, and attitudes in teacher candidates.
(4) Establishing a safe,
orderly, and equitable learning environment that fosters positive social
interaction, active engagement in learning, and self-motivation.
NCATE Standard #1 Candidate
Knowledge, Skills, and Dispositions.
b.
Application
and
Assessment will be part of the expectations outlined in
part A above.
5.
Instructional Planning Skills
a.
DSU/INTASC #7
Candidates plan instruction based upon knowledge of subject matter,
learners, the community, and curriculum goals.
DECA 24:16:07:01.
Development of knowledge, skills, and attitudes in teacher candidates.
(3) Designing a variety
of instructional strategies based on knowledge of subject matter, students,
materials, technology, and curriculum frameworks, including the South Dakota
K-12 content standards as provided in SDCL 13-3-48 and other established
academic standards. NCATE
Standard #1 Candidate Knowledge,
Skills, and Dispositions.
b.
Application
and
Assessment will be part of the expectations outlined in
part A above.
6.
Adapting Instruction for Diverse Learners
a.
DSU/INTASC #3
Candidates understand how learners differ in their approaches to learning
and create instructional opportunities that are adapted to diverse learners.
DECA 24:16:07:01.
Development of knowledge, skills, and attitudes in teacher candidates.
(1) ...design active learning opportunities that are appropriately
adapted for varied developmental levels and diverse approaches to learning.
NCATE Standard #4:
Diversity. The unit designs,
implements, and evaluates curriculum and experiences for candidates to acquire
and apply the knowledge, skills, and dispositions necessary to help all students
learn. These experiences include working with diverse higher education and
school faculty, diverse candidates, and diverse students in P-12 schools.
b.
Application:
Students
will attempt to make email contacts with institutions which have a significant
diverse population. They also will
attempt to make email contacts with institutions which have a high population of
exceptional children (such as the South Dakota School for the Blind) to learn
how music is taught under these circumstances.
Students will survey the ethnic content of music series to understanding
that folk music, children’s songs, and art music are all multi-ethnic and
multi-cultural. Students will write
a brief essay on diversity in the music classroom.
c.
Assessment:
Students
will incorporate information about diverse learners where available.
Search for such information in this area.
This will provide data for the paper detailed below.
K. Assessment of Student Learning
1.
Application:
Students
will write a research paper
summarizing what the student has learned and observed about the above areas (parts A through F).
This paper will be a valuable evaluation tool for the student and the
instructor. This paper will have the
same weight than the mid-term exam.
Lateness will result in lowered points.
Students will turn in six (6) observation forms from an elementary music classroom.
These forms are to reflect on the incorporation of the above areas (parts
A through F).
These observations will be scheduled once per week,
no more,
no less. Observations
done at more than once in a week shall not be accepted.
Observations late shall also be lowered in points.
Students will prepare two (2)
micro-lessons. The first lesson
will be done in the classroom with your peers.
The second lesson will be done at either Lincoln or the Madison
Elementary schools with students.
Students will take a mid-term examination
and a final examination.
See final test week schedule on the Dakota State University calendar.
Students will do assignments on
chapters. They are in the
textbook at the end of the chapter.
2.
Assessment:
The
entire course can earn a total of 1600
points. The points can be earned
as follows: The
final examination is worth
300 points, research paper on
observations is worth 150 points, mid-term examination is worth
200 points, class micro-lesson is
worth 80 points,
Lincoln or Madison Elementary micro-lesson is worth
120 points, and six
(6) classroom observations are worth
100 points each for a total of 600
points. Assignments from the
textbook are worth 150 points.
3.
Grades:
1600 to 1481 points earn
an A,
1480 to 1361 points earn
a B,
1360 to 1241 points earn
a C,
1240 to 1121 points earn
a D,
1120 or less earns an F.
In a required class like this, anything below
1240 points would have to be taken
again.
L. Clinical / Field Experiences:
Students
will complete focused observations of 6 elementary music classes.
Students will present a music concept type of presentation to their peers
in this classroom. Students will
utilize the World Wide Web to develop e-mail contacts with an urban,
predominantly Black, Afro-American, or predominantly Mexican-American elementary
school compare cultural differences about how the main elementary music
education concepts derived from the work of Orff, Kodaly, and Dalcroze are
adapted in a predominantly black school or Mexican-American school.
M. Relationships to Mission:
The
mission of this University includes: “A special emphasis is the preparation of
elementary and secondary teachers with expertise in the use of computer
technology and information processing in the teaching and learning process.”
This course helps prospective elementary Teacher Education graduates from
Dakota State University in meeting South Dakota Teacher Certification
requirements. It prepares them to able to teach the subject of music in
elementary classrooms.
N. Diversity:
This class provides numerous activities which increase the diverse
cultural experiences of the students enrolled. (1) Students survey elementary
music teaching materials and discover that children’s songs and folk songs
originate in a world-wide variety of ethnic and cultural neighborhoods across
the world. (2) They use the World
Wide Web to discover information and even hear many different ethnic music of
many different cultures from around the world.
(3) The songs and art music used in class by the instructor for
demonstration and in the student’s presentations to the class and to an
elementary class of children come from many countries.
COURSE OUTLINE:
This outline may vary depending on the needs and skills of the class.
The objective is to give the students skills enough to teach elementary
music in a competent fashion.
MUS 353
(Music Methods) Schedule – FALL 2007
Classes are 1:00 p.m. to 1:50 p.m. unless announced otherwise.
Thursday, September 6th:
Class (SYLLABUS)
Tuesday, September 11th:
Class
Thursday, September 13th:
Class
Thursday, September 20th:
Class
Tuesday, September 25th:
Class
Thursday, September 27th:
Class
Tuesday, October 2nd:
Class (FIRST OBSERVATION DUE)
Thursday, October 4th:
Class
Tuesday, October 9th:
Class (SECOND OBSERVATION DUE)
Thursday, October 11th:
Class
Tuesday, October 16th:
Class (THIRD OBSERVATION DUE)
Thursday, October 18th:
Class
Thursday, October 25th:
Class
Thursday, November 1st:
Class
Tuesday, November 6th:
Class (SIXTH OBSERVATION DUE)
Thursday, November 8th:
NO CLASS (ASSESSMENT DAY)
Tuesday, November 13th:
Class (MICRO LESSONS – 10 Students)
Thursday November 15th:
Class (MICRO LESSONS – 10 Students)
Tuesday, November 20th:
Class
Thursday, November 22nd:
NO CLASS (THANKSGIVING)
Thursday, November 29th:
Class
Wednesday, December 5th OR Thursday, December 6th:
TEACHING AT MADISON ELEMENTARY
Tuesday, December 11th:
Class (PREPARE FOR FINAL EXAM)
Thursday, December 13th:
SOS and FINAL TEST (continued in Test Week for Essays) |