COURSE SYLLABUS. COURSE PREREQUISITES Approved catalog prerequisites.

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1 COURSE SYLLABUS GENERAL INFORMATION College of Arts and Letters, School of Music MUS , Contemporary Developments, Class Guitar Programs in the 7 th - 12 th Grades Fall 2015 Fridays, 1:50pm 2:40pm 1 credit hour Thomas Byers Instructor [email protected] - for all correspondences - for all resources COURSE PREREQUISITES Approved catalog prerequisites. COURSE DESCRIPTION Examines recent trends and investigations in classroom guitar instruction for 7 th -12 th Grades. Letter grade only. May be repeated for credit. Course fee required. STUDENT LEARNING EXPECTATIONS/OUTCOMES FOR THIS COURSE Students will be able to find quality guitar teaching resources on the web and in print. Students will be able to demonstrate professional-level technique. Students will know how to execute classroom management strategies for guitar. Students will be able to assess guitar students and determine a students appropriate level of playing. Students will be able to design a syllabus and handbook related to classroom guitar instrution. COURSE STRUCTURE/APPROACH This class will be structured as a workshop, with each class meeting demonstrating a facet of guitar instruction. I will actively use appropriate terminology and model classroom best practices. Assignments for reading and research will be simple and designed to open up resource possibilities for non-guitarists and guitarists alike. Enthusiasm and positive attitudes are required for an engaging learning space and I will expect that from you, as you will get it from me. TEXTBOOK AND REQUIRED MATERIALS No textbooks are required. A pen or pencil and paper will be needed every class. All other materials will be distributed digitally, including lists of useful resources. Many items will be required to print and bring to class.

2 COURSE OUTLINE Week 1 September 4th Intorductions Disucss major homeworks and projects Syllabus (explain) Open discussion with initial questions Google, GFA, Guitar Societies, other sites that help with homework o HW: Search online for 2 different guitar syllabi or handbooks. On a clean sheet paper or in a word processor, create a working list of similar topics found in the syllabi or handbook and dissimilar topics. Be prepared to share in class during week 2. Week 2 September 11th A day in the Life Create working list of common content and unique content Discuss the terminology of the content and define everything clearly Begin addressing the 9 levels of guitar presented by ACGS o Foundations, Foundations, Foundations, Foundations HW. Read the Introduction to Cuaderno N. 1, N. 2. And N.3 Diatonic Scales, Technique of the Right Hand, and Technique of the Left Hand and use online resources to watch 2 videos concerning how to sit with a guitar, site these videos. Prepare a document listing the ideals of sitting with the guitar according to your video. Be prepared to share in class during week 3. Week 3 September 18th Professional Technique o Sitting and holding the guitar o Right hand placement Beginning guitar rote learning to aid technique Setting up the classroom o Materials needed Guitar, footstool, strings, string winder, chairs, stands, instrumental chairs, white board, loaner guitars HM: Prepare a well-formatted materials required list for students AND yourselves. This should include where to purchase/rent these items. Please prepare this document so you can edit it if you need to according to our discussions in class, also you need to be able to easily copy and paste it for your handbook. Furthermore, to acquaint yourselves with some important classic guitarists please watch the videos below and be prepared to discuss the players and music during week 4.

3 Week 4 September 25th Continue right hand technique o Using p,i,m,a Begin Scope and Sequence o Best Practices for two levels of guitar ensemble vs. solo o Create topics that would fit well into these sequences HM: Find 3 print or online resources for classroom guitar instruction. Investigate the table of contents of each and prepare a summary of each source. For print resources please know the publisher. Be prepared to share your findings week 5. We will compile a list together. Listen to the two artists below for further exploration of guitarists and literature. Week 5 October 2nd Compile working resource list Continue Scope and Sequence o First and second semesters for beginning guitar the myth of differentiated teaching HM: Using resources discussed in class and class discussion create a simple, yet clear backwards design for first and second semester guitar. This will be edited and refined in week 6. Please submit these via Google Docs before our class meets on October 2nd. Week 6 October 9th Refine first and second semester backward design Review right hand technique Begin left hand technique o Foundations, Foundations, Foundations HM: compose a description of your first year guitar course. Cite main objectives and primary materials used in class. Complete a backwards design for your second year of guitar that reflects a clear sequence from your first-year guitar outline. Listen to David Russell and Abel Carlevaro for further exploration of the guitar and its literature. Week 7 October 16th Continue left hand technique

4 o Fretting, mixed formations, etc... Refine course descriptions and make sure they align with backward design HW: Prepare the first draft of your Guitar Handbook and submit the hard copy. It must include: o PRIMARY GOAL OF YOUR GUITAR PROGRAM o DESCRIPTIONS OF TWO LEVELS OF GUITAR o BACKWARD DESIGN CONTENT o CLASSROOM POLICIES o DISCIPLINE PROCEDURES o CONCERT ATTIRE o CONCERT SCHEDULE o REQUIRED MATERIALS LIST o FUNDRAISING GOALS AND PROJECTS Be prepared to discuss these in week 8 Week 8 October 23rd Refine guitar handbook and give suggestions for: o Class room management o Concert procedures, etc. Complete Review of technique with demonstration HW: Using online resources, find the following and the links to where you've located them: 1) A blank Fretboard Diagram 2) Blank Manuscript Paper 3) Blank Tablature Paper 4) Blank Chord Diagrams. Week 9 October 30th Expanding your program o Festivals, recordings, competitions, and jazz Review all technique HW: Prepare and submit, via , your finalized handbook. Use suggestions I ve given and any discussion in class. Week 10 November 6th Assessments o Positive and constant assessments for successful students Expanded syllabi o Adding picking technique, adding levels of guitar Ensembles, popular music, etc.

5 HW: Find and cite 2 examples of guitar festivals and/or competitions, send the citations via . Select a lesson topic from your first two levels of guitar to teach as an end of the semester project. Week 11 November 13th A Day in the life Discuss competitions and resources for guitar opportunities Prepare for presentation on chosen topic HW: Prepare presentation Week 12 November 20th Review handbooks and syllabi Work in pairs for practice presentations HW: Prepare for lesson presentation Week 13 December 4th Lesson Presentations Project Completions Week 14 December 11 th Lesson Presentations Project Completions ASSESSMENT OF STUDENT LEARNING OUTCOMES Homework and discussions pertaining to prepared homework, found as HW in syllabus = 50% Project Completions, found as Project Completions in syllabus o Completed handbook and syllabus = 25% Based on perfectly formatted, clearly written and well designed standards o Prepared Lesson from topics in backward design = 25% Based on well articulated, well designed lesson plans that demonstrate a clear knowledge of the guitar, its notations, technique and the instructor s ability to assess students formatively and summatively Clear feed back will be given on all projects Timeline for Assessment o Your completed handbook and syllabus is due on November 6th, 2015 o Each homework assignment will be due the very next class period referred to as weeks in the syllabus o Presentations will be given on December 6th and December 11 th, 2015 GRADING SYSTEM

6 Undergraduate: A excellent B above average C average D below average F unprepared COURSE POLICIES Makeups and Homeowrk Homework must be submitted via regardless of attendance No late homework will be accepted for credit Projects may not be submitted late Attendance You are responsible for regularly attending all courses for which you are enrolled. Should an absence from class be unavoidable, you are responsible for reporting the reason to your instructors. (Be aware that Fronske Health Center does not provide documentation of your health problems.) In addition, you are responsible for making up any work you miss. Your instructors are under no obligation to make special arrangements for you if you are absent. Elsewhere, the University allows for absences connected to Institutional Excuses, health concerns, religious observance, and, soon, bereavement. If you miss more than two classes your letter grade will automatically drop 1 grade. You are responsible for timely homework submissions via if you are not in class. Your homework is due regardless of your presence. EMERGENCY TEXTBOOK LOAN PROGRAM To help students acquire the materials they need to be successful in class. NAU has partnered with Follett to create the Emergency Textbook Loan program. The program is administered by the LEADS Center. The program assists students with unmet financial need in obtaining required textbook(s) and other materials for courses. Students must apply and meet eligibility criteria before textbooks are purchased on their behalf. Textbooks must be returned at the end of the term in which the textbooks were loaned. More information can be found online: NORTHERN ARIZONA UNIVERSITY POLICY STATEMENTS Also available online at SAFE ENVIRONMENT POLICY NAU s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual orientation, gender identity, disability, or veteran status by anyone at this university.

7 Retaliation of any kind as a result of making a complaint under the policy or participating in an investigation is also prohibited. The Director of the Office of Affirmative Action & Equal Opportunity (AA/EO) serves as the university s compliance officer for affirmative action, civil rights, and Title IX, and is the ADA/504 Coordinator. AA/EO also assists with religious accommodations. You may obtain a copy of this policy from the college dean s office or from the NAU s Affirmative Action website nau.edu/diversity/. If you have questions or concerns about this policy, it is important that you contact the departmental chair, dean s office, the Office of Student Life ( ), or NAU s Office of Affirmative Action (928) (voice), (928) (fax), (928) (TTD) or [email protected]. STUDENTS WITH DISABILITIES If you have a documented disability, you can arrange for accommodations by contacting Disability Resources (DR) at (voice) or (TTY), [email protected] ( ) or (fax). Students needing academic accommodations are required to register with DR and provide required disability related documentation. Although you may request an accommodation at any time, in order for DR to best meet your individual needs, you are urged to register and submit necessary documentation ( 8 weeks prior to the time you wish to receive accommodations. DR is strongly committed to the needs of student with disabilities and the promotion of Universal Design. Concerns or questions related to the accessibility of programs and facilities at NAU may be brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity ( ). ACADEMIC CONTACT HOUR POLICY Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for every unit of credit, a student should expect, on average, to do a minimum of three hours of work per week, including but not limited to class time, preparation, homework, studying. ACADEMIC INTEGRITY Integrity is expected of every member of the NAU community in all academic undertakings. Integrity entails a firm adherence to a set of values, and the values most essential to an academic community are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic integrity is expected not only in formal coursework situations, but in all University relationships and interactions connected to the educational process, including the use of University resources. An NAU student s submission of work is an implicit declaration that the work is the student s own. All outside assistance should be acknowledged, and the student s academic contribution truthfully reported at all times. In addition, NAU students have a right to expect academic integrity from each of their peers. Individual students and faculty members are responsible for identifying potential violations of the university s academic integrity policy. Instances of potential violations are adjudicated using the process found in the university Academic Integrity Policy. RESEARCH INTEGRITY The Responsible Conduct of Research policy is intended to ensure that NAU personnel including NAU students engaged in research are adequately trained in the basic principles of ethics in

8 research. Additionally, this policy assists NAU in meeting the RCR training and compliance requirements of the National Science Foundation (NSF)-The America COMPETES Act (Creating Opportunities to Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C , Section 7009, and the National Institutes of Health (NIH) policy on the instruction of the RCR (NOT-OD ; Update on the Requirement for Instruction in the Responsible Conduct of Research ). For more information on the policy and the training activities required for personnel and students conducting research, at NAU, visit: SENSITIVE COURSE MATERIALS University education aims to expand student understanding and awareness. Thus, it necessarily involves engagement with a wide range of information, ideas, and creative representations. In the course of college studies, students can expect to encounter and critically appraise materials that may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are encouraged to discuss these matters with faculty. CLASSROOM DISRUPTION POLICY Membership in the academic community places a special obligation on all participants to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive. Instructors have the authority and the responsibility to manage their classes in accordance with University regulations. Instructors have the right and obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are responsible for establishing, communicating, and enforcing reasonable expectations and rules of classroom behavior. These expectations are to be communicated to students in the syllabus and in class discussions and activities at the outset of the course. Each student is responsible for behaving in a manner that supports a positive learning environment and that does not interrupt nor disrupt the delivery of education by instructors or receipt of education by students, within or outside a class. The complete classroom disruption policy is in Appendices of NAU s Student Handbook. OTHER The instructor reserves the right to change this syllabus.