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1 MUE 236: Music-Literature Integration for Early Childhood Spring 2016: University of South Alabama Tuesdays, 3:30 p.m. 6:00 p.m. and January 30, 9:00 Noon Instructor: Dr. Jeannette Fresne Phone: Office: LPAC 1121 Office Hours Additional hours Tuesday and Wednesday, 12:30 3:30 by appointment COURSE DESCRIPTION This course examines the use of music and literature integration in the early childhood classroom establishing an active-learning environment, identifying elements of music in children s literature, engaging students in the storytelling process, and preparing music-literature instruction. Three-credit course Meets in the Laidlaw Performing Arts Center Prerequisites: None COURSE GOALS Examine elements of music used in children s literature Examine the use of integration music and English language arts to facilitate learning Using developmentally appropriate practices for early childhood, experience the process of creating music-literature connections for the early childhood classroom COURSE OBJECTIVES Demonstrate a working knowledge of music-literature integration in early childhood education Demonstrate an understanding of the National Music Education Pre-K Standards and the Alabama Course of Study and how they relate to music and literature from early childhood through Kindergarten Play various classroom instruments, including pitched/unpitched percussion Compose developmentally appropriate activity plans that demonstrate musicliterature integration strategies that address child development (cognitive, physical, social, emotional) issues Compare/contrast literature objectives with the objectives of music Identify logistical elements necessary in planning physical activities (facilities, safety issues, equipment, space and sound issues, etc.) and differentiate according to specific populations, e.g. toddlers, 4-year-olds, ESL, special needs students, etc. IMPORTANT DATES Holidays: January 18; February 9; March Last Day of Classes: April 28 Final exam: May 5, 3:30 to 5:30

2 TEXTS AND SUPPLIES Greata, J. An Introduction to Music in Early Childhood Education, Cengage Pub., Machado, J. Early Childhood Experiences in Language Arts: Early Literacy. 9h. ed. Wadsworth Pub., Chapters 8-10, 17. Additional books on reserve in the University Library. Jaguar account. Reynolds, A., Bolton, B., Taggart, C., Gordon, E., Valerio, W. Music Play: The Early Childhood Music Curriculum Guide for Parents Teachers & Caregivers, GIA Pub., ATTENDANCE POLICY Most classes will require your active participation and discussion. Regular attendance is vital to the success in this course. Due to the limited number of class meetings and the length of each class, one absence is allowed. Two unexcused absences will result in a lowering of the final grade by one letter grade. Three unexcused absences will result in overall course failure. In the event of an excused absence, the student is solely responsible for everything covered in class including, but not limited to, new material presented, deadlines, review sessions, assignment criteria, quizzes and activities. Students will be considered absent at 30 minutes after the start of class. Three tardies = one absence. TOPICAL OUTLINE WEEK ONE: The Influence of Music on Child Development WEEK TWO: The Influence of Music Related to Literacy WEEK THREE: The Elements of Music WEEK FOUR: I m only 4. Age-appropriate musicking and reading. WEEK FIVE: Gathering Clouds, part I (or Reading with Movement and Instruments) WEEK SIX: Gathering Clouds, part II (or Space Issues and Classroom Management in the Active-Learning Classroom) WEEK SEVEN: Music, Reading, and Technology WEEK EIGHT: Developing a Library with a Repertoire of Songs and Rhymes WEEK NINE: Music, the Alphabet, and Spelling WEEK TEN: Rhythmic Reading and Rhyming WEEK ELEVEN: Identifying and Assessing Content Retention WEEK TWELVE: Developing Listening Skills WEEK THIRTEEN: Achieving Literacy through Music and Music through Literacy WEEK FOURTEEN: Exploring Sound and Storytelling

3 GRADING POLICY Assignments are designed to help students reach the goals of the course. Early submission is encouraged. Late work will be penalized by a deduction of ten points each day, including weekends. Since all classes due not progress at the same rate, the following requirements and dates are to be referred to as guidelines. Dates are either due dates or must be completed by dates. Grading Scale: A D B Below 59.9 F C There is no final exam for this course. The Compilation of Activities serves as the final project. CHANGES IN COURSE REQUIREMENTS Since all classes do not progress at the same rate, the above requirements or their timing may be modified as circumstances dictate. For example, the instructor may wish to change the number and frequency of exams, or the number/sequence of assignments. However, the students must be given adequate notification. Moreover, there may be nontypical classes for which these requirements are not strictly applicable in each instance and may need modification. If such modification is needed, it must be in writing and conform to the spirit of this policy statement. STUDENTS WITH DISABILITIES In accordance with the Americans with Disabilities Act, students with bona fide disabilities will be afforded reasonable accommodation. The Office of Student Disability Services will certify a disability and advise faculty members of reasonable accommodations. If you have a specific disability that qualifies you for academic accommodations, please notify the instructor/professor and provide certification from the Office of Student Disability Services located at 320 Alumni Circle, Educational Services Building, Suite 19. The phone number is WRITING If you need assistance with writing skills, please consult the writing center in Alpha Hall East 207, by phone at , or at their website. COUNSELING AND TESTING SERVICES Counseling and Testing Services provides a variety of free and confidential services for students. I recommend that all students look into taking the MBTI and Strong s Inventory for intrapersonal skill development. For further information regarding these resources go to or call the office at PARTICIPATION Participation assignments allow the student to experience an activity as demonstrated by the instructor. Leading a song requires a three-step process. Singing a storybook requires the student to not only use the three-step process experienced when leading a song but also demonstrate the knowledge of choosing the appropriate literature for this activity. demonstrate basic skills in singing with children demonstrate the ability to choose developmentally appropriate literature to sing

4 MUSIC-LITERATURE INTEGRATION The music-literature integration assignments develop the skills in creating engaging activities for students while reading. demonstrate use of the Kindergarten level of the Alabama Course of Study for music and English language arts create multiple integrated activities that address child developmental issues STORYBOOK PRESENTATION The storybook presentation includes a book with sequencing, a recurring declaration, or repeated poetry. Activities will be prepared for a variety of objectives utilizing various methodological approaches to teach specific elements. create an activity addressing the developmentally appropriate practices for an early childhood music-literature integrated lesson identify logistical elements necessary for movement and playing instruments COMPILATION OF ACTIVITY PLANS Each activity should include the following: (1) one music objective at the Kindergarten or 1 st grade level; (2) one English language arts objective at the Kindergarten or 1 st grade level; (3) list of materials needed to teach the activity, including space requirements; (4) step-by-step sequence of activity; and (5) assessment tool to evaluate content mastery. Follow the format presented in the handout in class as it includes all items listed above. This project is to be a compilation of teaching materials developed this semester. You may include additional items but the following are required. Cover Table of Contents Activity Plans, final draft only ALCOS Music for Kindergarten and First Grade ALCOS English Language Arts for Kindergarten and First Grade This final project is due at the Final Exam time determined by USA. There is no Final Exam for this course. ACADEMIC DISRUPTIONS POLICY The University of South Alabama respects the right of instructors to teach and students to learn. Maintenance of these rights requires an academic environment that does not impede their exercise. Disruptive academic behavior is defined as individual or group conduct that interrupts or interferes with any educational activity or environment, infringes upon the rights and privileges of others, results in or threatens the destruction of property, and/or is otherwise prejudicial to the maintenance of order in an academic environment. An academic environment is defined as a classroom, laboratory, library, study hall, field trip or similar setting in which formal learning is taking place. Though dependent upon the size and nature of the academic setting, disruption refers to behavior a reasonable

5 person would view as substantially or repeatedly interfering with the conduct of an activity. Disruptive behavior may range from the mildly annoying (which should be tolerated as much as possible) to clearly disruptive, dangerous and/or violent behavior which should never be tolerated. Common examples of disruptive student behavior include (abbreviated list): The use of cell phones or pagers. Physical display of anger (such as throwing books or other items). Sleeping in class. Routinely entering class late or departing early. Repeatedly talking in class without being recognized, talking while others are talking, or dominating class discussion. USA s policy regarding Academic Disruption only available online is in The Lowdown, the student handbook. This is excerpted from The Lowdown. STUDENT ACADEMIC CONDUCT POLICY As a community of students and scholars, the University strives to maintain the highest standards of academic integrity. All members of the community are expected to exhibit honesty and competence in academic work. This responsibility can be met only through earnest and continuing effort on the part of all students and faculty. Any dishonesty related to academic work or records constitutes academic misconduct including, but not limited to, activities such as giving or receiving unauthorized aid in tests and examinations, improperly obtaining a copy of an examination, plagiarism, misrepresentation of information, altering transcripts or university records. Academic misconduct is incompatible with the standards of the academic community. Such acts are viewed as moral and intellectual offenses and are subject to investigation and disciplinary action through appropriate University procedures. Penalties may range from the loss of credit for a particular assignment to dismissal from the University. Degree revocation may be warranted in cases involving academic misconduct by former students while they were students at USA. Note that dismissal from any University of South Alabama college or school for reasons of academic misconduct will also result in permanent dismissal from the University. Students are expected to be cordial, courteous, and respectful of faculty members and fellow students. Academic Misconduct will result in an F for the course.