MUS-581-aaron.wacker-2024-09-26-07-40-48
Foundations of Music Education
MUS 581
Semester and Year [tbd]
Number of Credit Hours: 2
Prerequisites: None
Course Details
Day and Time: Online
Meeting Location: [tbd]
Mode of Instruction:
This course is delivered on Canvas learning management system with 100% asynchronous course delivery. Students will work at different times from different locations and will not be required to attend any face-to-face or synchronous meetings at the same time.
Instructor Contact Information
Instructor Name: [tbd]
Instructor Contact Information: [office location, phone, email] [tbd]
Instructor Office Hours: [click here for best practices] [tbd]
TA Name: [tbd]
TA Contact Information: [office location, phone, email]: [tbd]
TA Office Hours: [click here for best practices] [tbd]
Course Description
An examination of the historical, philosophical, and sociological foundations of music education in the United States.
Course Materials
Books:
- Allsup, R. E. (2016). Remixing the classroom: Toward an open philosophy of music education. Indiana University Press. $25.65
Other Materials:
Professional Journal Articles as assigned (accessible through WSU Libraries)
- PDFs provided by the instructor
Fees:
- none
Recommended Texts:
- Reimer, B. (2003). A philosophy of music education (3rd Edition). Englewood Cliffs, NJ, Prentice Hall Inc.
- Elliott, D. (1995). Music Matters: A Philosophy of Music Education. Oxford University Press.
- Bruner, J. (1976). The Process of Education. Harvard University Press.
- American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
University Syllabus
Students are responsible for reading and understanding all university-wide policies and resources pertaining to all courses (for instance, accommodations, care resources, policies on discrimination or harassment), which can be found in the university syllabus.
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Course Learning Outcomes (students will be able to:) |
Activities Supporting the Learning Outcomes | Assessment of the Learning Outcomes |
|---|---|---|
| Analyze and compare diverse philosophical perspectives on music education. |
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| Critically assess the impact of societal changes on the evolution of the music education curriculum. |
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| Design and present a comprehensive analysis of historical and philosophical topics in music education. |
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| Develop and refine a personal philosophy of music education through examination of historical developments, influential figures, and emerging trends. |
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| Dates | Lesson Topic | Assignment | Assessment |
|---|---|---|---|
|
Week 1 |
Music as Auditory Cheesecake | Read: Allsup, Ch. 1 PDF; Bruner PDF; Pinker PDF | Class Discussion |
| Week 2 [dates] |
Contemporary Music Education Events (1950-present day) | Read: Mark, Ch. 1 & 2; Sheridan PDF; McDow & Stiffler PDF | Class discussion |
| Week 3 [dates] |
Remixing Music Education | Read: Allsup, Ch. 2 | Class Discussion |
| Week 4 [dates] |
Democratic Music Education |
Read: Draper; DeLorenzo; Silvey, 2022 Due: Philosophy Statement |
Class dsicussion |
| Week 5 [dates] |
Social Change in Music Education | Read: Jorgensen and Yob; Allsup, Ch. 4 | Class Discussion |
| Week 6 [dates] |
Music Education for the Common Good | Yob, 2020; Shorner-Johnson, 2020 | Class Discussion |
| Week 7 [dates] |
Intellectual Currents in Music Education | READ: Mark, Ch. 3; “Why Do Humans Value Music?” PDF | Class Discussion |
| Week 8 [dates] |
Historical Paper Presentations | Historical Paper | Historical Paper Presentation |
| Week 9 [dates] |
Music Education Advocacy History and Practices | Mark, Ch. 4; Reimer PDF; “Advocacy for What?” PDF | Class Disucssion |
| Week 10 [dates] |
Assessment Practices in Music Education |
Read: Duke PDF; Payne et al. PDF |
Class Discussion |
| Week 11 [dates] |
Music Education as Aesthetic Education (MEAE) | Read: Reimer, Ch. 3 & 4 | Class Discussion |
| Week 12 [dates] |
Music Education Curriculum & Schooling | Read: Elliott. Ch. 12 | Class Discussion |
| Week 13 [dates] |
Evolution of Music Education; Philosophy and the Influence of Psychology | Allsup, Ch. 3 | Class Discussion |
| Week 14 [dates] |
The Future of Music Education | Read: “MENC: From Tanglewood to the Present” Mark; Allan PDF | Class Discussion |
| Week 15 [dates] |
Philosophical Paper Presentations | Philosophy Paper | Paper Presentation |
Expectations for Student Effort
For each hour of lecture equivalent, students should expect to have a minimum of two hours of work outside class.
Grading [add more lines if necessary]
| Type of Assignment (tests, papers, etc) | Points | Percent of Overall Grade |
|---|---|---|
|
Module Videos |
0 | 0% |
|
Reading Assignments and Discussion Participation (Ongoing) |
5 | 20% |
|
Reflection Journals |
5 | 20% |
|
Personal Journal
|
1 | 10% |
|
Philosophy of Teaching Statement
|
5 | 10% |
|
History of Music Education |
5 | 10% |
|
Philosophy of Music Education |
5 | 10% |
|
Paper Presentations |
5 | 20% |
| Grade | Percent | Grade | Percent |
|---|---|---|---|
| A |
94-100 |
C | 73-76 |
| A- | 90-93 | C- | 70-72 |
| B+ | 87-89 | D+ | 68-69 |
| B | 83-86 | D | 60-67 |
| B- | 80-82 | F | 0-59 |
| C+ | 77-79 |
Grades will be rounded up at the .5% level or higher. For example, 79.5% will be rounded to a B -; however, the 79.3% will remain a C+.
All assignments must be word-processed and use proper writing style, correct grammar, spelling, and punctuation.
Assignments should be in a .docx and uploaded to Canvas.
Attendance and Make-Up Policy
Participation in this online asynchronous course is crucial for your success. The course is designed to be interactive, fostering a learning environment where students engage with the material, the instructor, and each other. To meet attendance requirements, you must complete weekly discussion posts and other activities demonstrating your course engagement.
Absence Policy: In this course, attendance is equated with participation. Absences will be recorded if you do not engage as follows:
- Not adhering to participation requirements in the syllabus.
- Failing to submit required assignments by the deadline.
- Not contributing to discussions, forums, or other collaborative platforms.
- Missing scheduled or recurring activities like group work or interactive sessions.
- Failing to communicate with the instructor on academic-related matters when required.
If you anticipate missing a deadline or activity, please contact me as soon as possible to discuss alternatives, such as early submission. We will reschedule a presentation assignment if it is missed.
If you encounter any issues that affect your ability to participate, it is your responsibility to communicate with me promptly. I am here to help but must be informed to provide support.
Late Work Policy
No late work will be accepted. However, I fully recognize that life stuff— illness, stress, family, etc.— comes up that may cause you to miss a class or need extra time on an assignment. However, I also see graduate-level academic coursework as an excellent opportunity to hone your professionalism by developing a sense of accountability to those with whom they work towards common goals.
Hearing Health
For information on Protecting your Hearing Health please review the NASM PAMA Student Information Sheet in the School of Music Student Handbook: https://music.wsu.edu/academics/handbook/
Academic Integrity Statement
You are responsible for reading WSU's Academic Integrity Policy, which is based on Washington State law. If you cheat in your work in this class you will:
-Fail the assignment, etc.
-Be reported to the Center for Community Standards
-Have the right to appeal my decision
-Not be able to drop the course of withdraw from the course until the appeals process is finished
If you have any questions about what you can and cannot do in this course, ask me.
If you want to ask for a change in my decision about academic integrity, use the form at the Center for Community Standards website. You must submit this request within 21 calendar days of the decision.
Academic Integrity in MUS XXX and LLM/AI/ChatGTP Generated Text Plagiarism/AI-LLM/ChatGTP Policies, MUS 560
These statements apply to all work done in MUS 5XX.
- All students must do their writing and research.
- Identical or near-identical work between students is considered plagiarism.
- Students may not quote from text or other sources to complete assignments without proper citations.
- Rearranging or slightly altering sentences and phrases found in text or other sources is plagiarism, without proper citations.
- Any form of cheating or plagiarism in any part of an assignment will result in a grade of F for the entire assignment.
- Use of an AI Generator or Large Language Model (LLM) such as ChatGPT, iA Writer, MidJourney, DALL-E, etc., to generate text, outlines, 'facts' (often wrong in LLM), research source citations or annotations is explicitly prohibited.
- The only acceptable uses of AI are for pre-submission editing (spell-check and grammar-check) and searches for peer-reviewed sources.
Consequences of Plagiarism/AI/LLM Use Plagiarism/LLM/ChatGTP Notification and Reporting Process for MUS XXX
If submitted work, either verbal or written, demonstrates traits of plagiarism, LLM research and/or writing, and no Google Drive history is provided to demonstrate individual, non-LLM assisted work and revision, the instructor will enter a grade of zero in the grade book until the notification and reporting process is complete.
The instructor will enumerate the plagiarism/LLM traits in the submitted work in writing. The affected student and the affected student’s academic advisor will be sent this written enumeration and an Academic Integrity Violation will be submitted by the instructor. The student has the right to appeal within a 21-day window. If a student fails to appeal an Academic Integrity Violation within the 21-day window or loses the appeal, the student is found responsible for an Academic Integrity Violation.
If there is a second instance of an Academic Integrity Violation in which the student is found responsible, the student fails the class. The student has the right to appeal the finding of the Academic Violation Board within a 21-day window.
Why is AI Generator/LLM use not acceptable in this class?
Why is it important not to directly copy words from an AI engine into our texts? There are multiple reasons: first, this would be considered plagiarism (which means presenting others’ words as if they were our own); second, AI engines are notoriously unreliable on facts—anything they assert must be checked against reliable sources; third, AI engines reproduce biases and prejudices from their source material—it is incumbent on us to check and correct for bias; and finally, using AI to generate text may rob us of the chance to develop our thinking on a subject. Think about it this way: the point of education is not to generate text artifacts. Instead, the point is to help us develop our ability to think critically. Writing is a means to critical thinking, and we must do our writing to cultivate our own true, not artificial, intelligence.
Here is the WSU information about the Academic Integrity Policy and Violation reports:
https://communitystandards.wsu.edu/policies-and-reporting/academic-integrity-policy/
https://cm.maxient.com/reportingform.php?WashingtonStateUniv&layout_id=8
https://cm.maxient.com/reportingform.php?WashingtonStateUniv&layout_id=10
https://cm.maxient.com/reportingform.php?WashingtonStateUniv&layout_id=25
Course Summary:
| Date | Details | Due |
|---|---|---|