MUSC 2900 Introduction to Music Education and Technology Course Syllabus Spring 2015

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1 MUSC 2900 Introduction to Music Education and Technology Course Syllabus Spring 2015 Course Number: MUSC 2900 (CRN 20389)--Introduction to Music Education and Technology This required course is designed to introduce students to real-life music education through structured observation of and interaction with local music educators. Students will also become familiar with technology, professional journals, and other resources specific to music education. Prerequisites: MUSC 1012 Credit Hours: 2.0 semester credit hours (1-2-0) Class Times: Tuesday and Thursday, 9:50 a.m. -11:05 a.m. Classroom: MEB 221 Textbook Information: There is no required text for this class. Readings will be posted online or distributed in class. You will receive a list of recommended resources. Instructor Information: Nancy Conley MEB Room 225 Phone: Fax: nancyconley@clayton.edu Office hours: Tuesdays, Wednesdays, Thursdays, 12:00-1:00; other times by appointment. Program Learning Outcomes: The following link provides the Clayton State University Core Curriculum outcomes (see Area C): Clayton State University: Bachelor of Music P-12 Music Education Concentration Typical and General Characteristics: Strong desire to teach Excellent musicianship Very good performance ability on the primary instrument Music Education students must demonstrate:

2 Ability to meet deadlines and requirements necessary to obtain and maintain certification through a state agency Good communication and social skills with all age levels Ability to organize, demonstrate, and teach to required state standards Ability to motivate and discipline others Sensitivity to proper social behavior Course Learning Outcomes: Course Outcome 1: To develop an understanding of teaching and effective pedagogical methods. Course Outcome 2: To explore philosophies of education and begin developing a teaching philosophy. Course Outcome 3: To explore technology in music education. Course Outcome 4: To observe teaching in a classroom setting. MUSC 2900 is a required course in the B.M. degree program. MUSC 2900 supports outcomes 3 and 4 of the music major: Music Outcome 3: The ability to collaborate effectively in a variety of situations and settings. Music Outcome 4: The ability to think, speak, and write clearly and effectively about music and related fields that the students chooses to explore. Computer Requirement: Each CSU student is required to have ready access throughout the semester to a notebook computer that meets faculty-approved hardware and software requirements for the student's academic program. Students will sign a statement attesting to such access. For further information on CSU's Official Notebook Computer Policy, please go to Software Requirement: To properly access the course content you will need to download the following free software: Adobe Reader (needed to access files in PDF format): Adobe Flash (needed to access video content): Computer Skill Prerequisites: Able to use the Windows TM operating system Able to use Microsoft Word TM word processing Able to send and receive using Outlook TM or Outlook Express TM Able to attach and retrieve attached files via Able to use a Web browser.

3 In-class Use of Student Notebook Computers: Student notebook computers may be used in the classroom in this course. Computers will be required to access course materials and to communicate with your instructor. Desire2Learn: Resources will be available through D2L. If you experience any difficulties, please or call The HUB at or (678) 466-HELP. Mid-term Progress Report: The mid-term grade in this course, issued on March 2, reflects approximately 30% of the entire course grade. Based on this grade, students may choose to withdraw from the course and receive a grade of "W." Students pursuing this option must fill out an official withdrawal form, available in the Office of the Registrar, or withdraw on-line using the Swan by mid-term, which occurs on March 6. Instructions for withdrawing are provided at this link. The last day to withdraw without academic accountability is Friday, March 6, 2015.

4 Course Schedule: Readings must be completed by the class date listed. You will be discussing them in class, writing a response, or both. January 13: Introduction & Connecting to the Past January 15: Past Experiences Due: Connecting to the Past: Powerful Experiences narrative January 20: Teacher as Leader; Dispositions Reading: Battisti, F. L. (1999). Teaching music: The leadership component. Music Educators Journal, 85(5), Due: Written response January 22: Teaching Dispositions January 27: Professionalism/Observation/Field Experience Due: Personal Narrative #1 January 29: GMEA no class February 3: Navigating the Music Education Degree; GMEA share Reading: Williams, D. (2007). What Are Music Educators Doing and How Well Are We Doing It? Music Educators Journal, 94 (1): Due: Written response February 5: Learning Styles, Maslow, Bloom s Taxonomy February 10: Methodologies presentations Due: Methodologies reports February 12: Music Education Philosophers February 17: Lesson Planning February 19: Assessment in the Music Classroom February 24: Music Education Research Reading: Miksza, P. (2013). The Future of Music Education: Continuing the Dialogue about Curricular Reform. Music Educators Journal, 99 (4), Due: Mini-teaching plans February 26: History of Music Education /National Standards/ Curriculum Development Reading: Shuler, S., Norgaard, M. and Blakeslee, M. (2014). The New National Standards for Music Educators. Music Educators Journal 101: March 3: Mini-teaching March 5: Review Due: Research article submitted for approval March 10: Spring Break March 12: Spring Break

5 March 17: The Other 80% Reading: Williams, D. (2011). The Elephant in the Room. Music Educators Journal, 98 (1), Due: Written response March 19: Exceptional Learners Reading: Hammel, A. (2004). Inclusion Strategies that Work: Special Learners in the Music Classroom. Music Educators Journal, 90 (5), March 24: Musician Wellness Readings: Sternbach, Horvath March 26: Musician Wellness Readings: Chesky, LaPine March 31: Research article presentations Due: Written summary of research article April 2: Professional Organizations April 7: Technology in the Music Classroom Due: Personal Narrative #2 April 9: Technology in the Music Classroom Due: Résumé April 14: Communication/Collegiality April 16: Ethics April 21: Advocacy Presentation Due: Advocacy paper/speech April 23: Open topic April 28: Mock sophomore barrier interviews April 30: Review Due: Final Critical Reflection

6 Assignments (not including written responses to readings) Due: Tuesday, January 27 Personal Narrative #1--Uncovering Past Experience A 2-3 page narrative of your personal background in music education. Using rich description, tell the story of your experiences with music teachers and describe your journey to becoming a musician. Due: Tuesday, February 10 Teaching Methodologies Presentations on your assigned methodology. You will prepare to teach the class about the methodology history, people, philosophy, characteristics, resources, lesson examples. You should use a Power Point to illustrate to the class. A printed, written summation will be submitted to me at the start of class. Due: Tuesday, February 24 Mini-teaching lesson plan Lesson plan and assessment for your mini-teaching. Due: Thursday, March 31 Research article summary and presentation. This is an opportunity to research a music education topic of interest to you, as we have discussed in class. The article must come from a refereed journal (JRME, CRME, Update) and be approved by me by March 5. You will present in class on March 31. Due: Tuesday, April 7 Personal Narrative #2--A Self-Analysis of Teaching Potential A 2-3 page narrative exploring your personal strengths and weaknesses as you perceive they relate to your ability to teach others. Include personality characteristics, prior preparation (both as a musician and teacher), and any other factors you feel might impact your ability to lead others. Include a plan for addressing concerns identified or ways of enhancing strengths. Due: Thursday, April 16 Personal Narrative #3--A Philosophy of Music Education A 2-3 page narrative describing your current philosophy of music education. Why is music education important and what do you value? How can you express this to those not in our field (administrators, colleagues, parents)? We will look back at your writing from the first week of class. How has your philosophy evolved? Due: Thursday, April 30 (Final Project) Personal Narrative #4--A Critical Reflection A 5-7 page written narrative exploring your experience in this course. Using the tools for critical reflection we have practiced in class, conduct an internal inquiry into your past experiences, personal reactions, and feelings, and how they have shaped your experience in class this semester.

7 The following questions must be answered in the course of your narrative: What experiences in your past determined the way you approached class experiences such as observations, case studies, and class discussion? How will past experiences and those in class impact future experiences in music or music education? What do you still want to learn about becoming a music teacher? What was the most meaningful or valuable part of this class for you and why? What did you learn about yourself this semester that was surprising to you? How will you develop your strengths and address your weaknesses? What did you learn about music teaching that was surprising to you? How have your beliefs about what it means to be a music teacher changed and why? If they have not changed, why not? Evaluation: Class preparation and participation 15% Written responses to readings 10% Observation reflections (10 hours required) 10% Personal narratives 10% Research article summation 10% Mini-teaching projects 10% Presentations 10% Teaching philosophy 10% Final project 10% Self-assessment rubric 5% Grading: A (90-100), B (80-89), C (70-79), D (60 69), F (below 60) Course Policies: General Policy Students must abide by policies in the Clayton State University Student Resource Handbook, and the Basic Undergraduate Student Responsibilities. University Attendance Policy Students are expected to attend and participate in every class meeting. Instructors establish specific policies relating to absences in their courses and communicate these policies to the students through the course syllabi. Individual instructors, based upon the nature of the course, determine what effect excused and unexcused absences have in determining grades and upon students ability to remain enrolled in their courses. The university reserves the right to determine that excessive absences, whether justified or not, are sufficient cause for institutional withdrawals or failing grades.

8 Course Attendance Policy Attendance is expected for all class periods. Attendance is required for quiz and examination periods. Any absence must be accompanied by a written excuse from a doctor or other competent authority. Class Participation The majority of class activities are class discussions based on the readings and I expect that you will prepared to engage actively and respectfully in class discussion. You must complete the required reading and actively participate in class every day so that discussions can be as meaningful as possible. This is an interactive class, and we will be learning from each other. At this point, you are preparing yourself for the professional world. I would not expect a professional to skip work; therefore, I do not expect you to skip class. Missed Work Without a valid excuse, a grade of zero points will be assigned for the missed work. If a valid excuse is provided, late work will be accepted. Academic Dishonesty Any type of activity that is considered dishonest by reasonable standards may constitute academic misconduct. The most common forms of academic misconduct are cheating and plagiarism All instances of academic dishonesty will result in a grade of zero for the work involved. All instances of academic dishonesty will be reported to the Office of Community Standards. Judicial procedures are described in the Student Resource Handbook (Procedures for Adjudicating Alleged Academic Conduct Infractions beginning on page 16). Plagiarism Detection Software Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. You should submit your papers in such a way that no identifying information about you is included. Disruption of the Learning Environment Behavior which disrupts the teaching learning process during class activities will not be tolerated. While a variety of behaviors can be disruptive in a classroom setting, more serious examples include belligerent, abusive, profane, and/or threatening behavior. A student who fails to respond to reasonable faculty direction regarding classroom behavior and/or behavior while participating in classroom activities may be dismissed from class. A student who is dismissed is entitled to due process and will be afforded such rights as soon as possible following dismissal. If found in violation, a student may be administratively withdrawn and may receive a grade of WF. A more detailed description of examples of disruptive behavior and appeal procedures is provided at:

9 Writing Assistance The Writers Studio 224 is located in the A&S building, room 224. There you can talk with trained writing consultants about your writing projects. They are available to work with you at any stage of your paper, from generating ideas to organizing your paper to understanding how to format it correctly. The service is free; you may drop in and wait for a consultant or sign up for a regular appointment. But remember: you, not your consultant, are ultimately responsible for the quality and content of the papers you submit. Aside from meeting with consultants one-with-one, you can also participate in writing workshops. In these workshops, faculty and consultants will guide you in discussions and activities important to academic writing topics. You will be identify, analyze, integrate, and synthesize writing principles through a series of writing exercises. Remember that we are here to collaborate with you as you develop your own experiences as a student-writer. Visit our website for more information: you will find a link to register for appointments online: You will need to do a one-time registration. Simply click on the Click here to register link once at MYWCONLINE. Operation Study At Clayton State University, we expect and support high motivation and academic achievement. Look for Operation Study activities and programs this semester that are designed to enhance your academic success such as study sessions, study breaks, workshops, and opportunities to earn Study Bucks (for use in the University Bookstore) and other items. See the following site for details: Last day to withdraw without academic penalty: Friday, March 6, 2015 Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator, Student Center 255, (678) , disabilityservices@mail.clayton.edu.