Course Syllabus
Introduction to Music Education
MUS 190
Semester and Year [tbd]
Number of Credit Hours: 3
Prerequisites: None
Course Details
Day and Time: Tuesday/Thursday, 9:35-10:50
Meeting Location: Kimbrough 245
Instructor Contact Information
Instructor Name: Dr. Aaron T. Wacker
Instructor Contact Information: Office Kimbrough 257, aaron.wacker@wsu.edu
Instructor Office Hours: [tbd]
Course Description
Introductory course for principles and practices fundamental to music learning and teaching, as well as analysis of the connections among learning theories, human development theories, and educational practice in today's music PK-12 classrooms.
Mode of Instruction
Face to Face
Course Materials
Books:
- Duke, R. (2009). Intelligent music teaching: Essay on the core principles of effective instruction. Learning and Behavior Resources. SBN: 9780977113903 $24.95
Other Materials:
- Professional Journal Articles as assigned (accessible through WSU Libraries)
- PDFs provided by the instructor
- NAfME Collegiate Membership
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.
|
Course Learning Outcomes (students will be able to:) |
Activities Supporting the Learning Outcomes | Assessment of the Learning Outcomes |
|---|---|---|
| Justify the significance of music education by analyzing its historical and philosophical foundations, including the influence of government policies on school music programs. | lecture, discussion, philosophy of education activities | Reading Reflections, Philosophy Statement, Musical Teaching Development |
|
Evaluate and apply varied music teaching methods, approaches, and learning theories. |
Peer Teaching activities, teacher observations | Reading Reflections: Class discussions |
| Demonstrate effective sequencing instruction, utilizing teaching methods, and managing the classroom environment. |
Peer Teaching activities
|
Reading Reflections: Classroom Discussion; Lesson Planning |
| Design and utilize appropriate assessment strategies and tools to evaluate student progress in music classes. |
Lesson Plans, Peer Teaching, Class discussion |
Reading Reflections: Classroom Discussion; Lesson Planning |
| Discuss issues related to physical and psychological well-being |
Class discussion, lesson plans, Teacher Journal, Teaching activities, Lectures. |
Reading Reflections: Classroom Discussion; Musical Teaching Development |
| Begin establishing a professional identity as a music educator |
Peer Teaching, Teaching Reflection, Teacher Observations, Class Discussions, Reading Reflections |
Teacher Journal; Philosophy Statement; Upper Classman Interview |
COURSE CONTENT
|
Module 1 |
Philosophy of Music Education |
|
Module 2 |
Learning Theories |
|
Module 3 |
Planning Instruction and Assessments in Music Education |
|
Module 4 |
The Developing Musician |
|
Module 5 |
Music Education Technology |
|
Module 6 |
Teaching Methods |
|
Module 7 |
Responsive Teaching |
|
Course Schedule |
|||
|
Date |
Topic/Activity |
Readings (to be completed before class)
|
Assignments |
|
Week 1 Philosophy of Music Education |
|||
|
Tuesday |
Course/Syllabus overview
|
|
|
|
Thursday |
A Philosophy of Teaching Music |
Mark & Madura, Why Study Music? PDF |
ASSIGNMENT: Philosophy Statement |
|
Week 2 Learning Theories |
|||
|
Tuesday |
Learning Theories
|
Campell & Scott-Kassner PDF |
|
|
Thursday |
Learning Theories |
|
ASSIGNMENT: Teacher Dispositions |
|
Week 3 Education Theories |
|||
|
Tuesday |
Government in School Music
|
Mark & Madura, The Role of Government in School Music PDF |
|
|
Thursday |
Degree Planning; Resume and Cover Letters |
|
ASSIGNMENT: 4-year plan DUE: Teacher Dispositions |
|
Week 4 Planning Instruction and Assessments in Music Education |
|||
|
Tuesday |
Traits of an Effective Teacher/Teacher Dispositions |
Duke & Simmons, The nature of expertise
|
DUE: Philosophy Statement |
|
Thursday |
Planning Instruction |
Duke, Sequencing
|
DUE: 4-year plan & Resume |
|
Week 5 Planning Instruction and Assessments in Music Education |
|||
|
Tuesday |
Feedback in Instruction |
Duke, Feedback |
|
|
Thursday |
Teaching for Transfer |
Duke, Transfer |
|
|
Week 6 Planning Instruction and Assessments in Music Education |
|||
|
Tuesday |
Assessment in Music/Music Standards |
Duke, Assessment & Washington Music Learning Standards |
ASSIGNMENT: In-Class Teaching Project & Upper Classman Interview
|
|
Thursday |
Lesson Planning & Teaching Music Reading |
Wacker, Lesson Planning PDF & Feldman, Teaching rhythm and rhythm reading PDF
|
|
|
Week 7 Planning Instruction and Assessments in Music Education |
|||
|
Tuesday |
In-Class Teaching I |
|
DUE: In-Class Teaching - Lesson Plan (Due: day of teaching) |
|
Thursday |
In-Class Teaching I |
|
|
|
Week 8 Planning Instruction and Assessments in Music Education |
|||
|
Tuesday |
In-Class Teaching I |
|
|
|
Thursday |
How to be a successful BME student |
Payne, Lewis, & McCaskill, Looking Within
|
Upper Classman Interview |
|
Week 9 The Developing Musician |
|||
|
Tuesday |
Motivation |
O’Neill & McPherson, Motivation |
|
|
Thursday |
Teaching how to Practice |
Miksza et al., Developing self-regulated Musicians PDF
|
ASSIGNMENT: Practicing Project |
|
Week 10
|
|||
|
Spring Break Beak – No Classes |
|||
|
Week 11 Music Education Technology |
|||
|
Tuesday |
Technology and digital media |
Bailey, Using Digital Tools
|
Assignment: Technology Project DUE: Practicing Project |
|
Thursday |
Technology Presentations |
|
DUE: Technology Project |
|
Week 12 Teaching Methods |
|||
|
Tuesday |
Elementary music methods |
Kodály, Orff, and Dalcroze |
|
|
Thursday |
Secondary Music Methods |
Mark & Madura, The Music Curriculum for Vocal and Instrumental Performance PDF |
|
|
Week 13 Teaching Methods |
|||
|
Tuesday |
Teaching Jazz
|
Healy, “Play it Again, Billy” & Jeppesen Humanizing the Deities of Jazz |
|
|
Thursday |
Contemporary Music Curriculum |
Powell, Modern Band
|
ASSIGNMENT: In-Class Teaching Project |
|
Week 14 Teaching Methods |
|||
|
Tuesday |
Contemporary Music Curriculum – Song Writing |
|
|
|
Thursday |
In-Class Teaching II |
|
DUE: In-Class Teaching - Lesson Plan (Due: day of teaching) |
|
Week 15 Teaching Methods |
|||
|
Tuesday |
In-Class Teaching II |
|
|
|
Thursday |
In-Class Teaching II |
|
|
|
Week 16 Responsive Teaching |
|||
|
Tuesday |
Culturally Responsive Teaching |
Walter, Global Perspectives |
|
|
Thursday |
Healthy Musicianship |
|
|
|
Final |
|||
|
TBA |
Reflection |
Semester Reflection will be completed during our final time.
|
|
Expectations for Student Effort
Credit Hour Equivalent Academic credit is a measure of the total minimum time commitment required of a typical student in a specific course. For the WSU semester system, one semester credit is assigned for a minimum of 45 hours of student effort. See Academic Regulation 27.
- For a 15-week course, students should expect to spend a minimum of 9 hours per week for each online 3-credit course engaged in activities including, but not limited to: reading, listening to/viewing media, completing assignments, and reviewing instructor feedback, contributing to discussions, conducting research, studying for and completing assessments, etc.
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/
Grading [add more lines if necessary]
| Type of Assignment (tests, papers, etc) | Percent of Overall Grade |
|---|---|
|
Daily Activities and Participation |
10% |
|
Music Teaching Development Practicing Project Technology Project |
20% |
|
Peer Teaching Lesson Plans Reflections |
25% - |
|
Teacher Development 4-Year Plan Teacher Dispositions Resume Philosophy Statement |
30% |
|
Reading Reflections |
10% |
|
Final Reflection |
5% |
| Grade | Percent | Grade | Percent |
|---|---|---|---|
| A |
93-100 |
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 |
[Provide information about how grades will be rounded (e.g. if 89% earns a B+ and 90% earns an A-, what grade is given to a student with an 89.5?]
Attendance and Make-Up Policy
No late work will be accepted. However, as a fellow human, 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 college-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.
Attendance and Class Participation
In order to do well in this course, it's important to attend classes, participate, and complete assignments. The course is designed to be interactive because research shows that learning is most effective in group settings. Make sure to attend every class on time, complete readings and assignments, and take part in discussions or group work. If you have to miss a class, please email me in advance and submit any assignments early. If you miss a teaching assignment, we'll need to reschedule. You can be excused from class for university-related activities, military duties, legal obligations, family emergencies, illness, religious observances, and severe weather.
Technology policy
If you wish to use a laptop in class to access course material, take notes, or look up class-related information, you must ask permission first. Suppose laptops and smartphones are used in distracting ways in too many classes. In that case, their use during class of anything other than coursework disrespects the course and the professor. Any non-course-related use of electronic equipment during class time will be viewed as rude and inappropriate, resulting in the student being asked to leave the classroom.
Discourteous behaviors
Include sleeping, disruptive eating, excessive tardiness, talking out of turn, and other discourteous actions, which are strictly prohibited during class. These behaviors disrupt the learning environment and hinder the educational experience for all students. All students are expected to contribute to maintaining a respectful and focused atmosphere throughout the class session.
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 or withdraw from the course until the appeals process is finished.
If you have any questions about what you can and cannot do on 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.