The Art of Teaching Music: MUED 101
T Th 9:00-9:50 |
1 Credit Hour |
B 237 |
Instructor: Dr. Peggy Bennett
Times & Credit: T Th 9.00-9.50 Bibbins 237 1 hour credit
Office: Robertson 122
Office Hours: Call or check office door for weekly appointment schedule
Office Phone: 8947
Email: peggy.bennett@oberlin.edu
Catalog Description:
An overview of music teaching opportunities with focus on who teaches music and in what settings, the kinds of knowledge and skills necessary for effective teaching, and ways to include teaching in a professional career as a musician. Particular emphasis on the ways teaching practices differ to accommodate students of varying ages, abilities, and backgrounds. Open to non-music education majors. Consent of instructor required.
Objectives:
The overall goal of this course is to acquaint Conservatory majors and other interested students with some basic information to benefit them in potential teaching situations. To that end, we will consider who teachers are, in what settings we find them, and what seems to characterize good ones; what teachers think about regarding their students’ learning; what teachers do in order to ensure that learning takes place; and how they continue to improve in all of these aspects.
Because students in the class will have a wide range of intentions and curiosity with respect to their own potential roles as teachers, you will be asked frequently to personalize generally-acquired information, in effect constructing different and personal knowledge for yourselves. That is, some may be imagining themselves teaching in schools or applied lessons, others conducting children’s choirs or church groups, and others directing community orchestras or coordinating recreational music programs, and so on. Thus, they will focus on applying the information to those different settings.
This course will enable students to:
• Identify traits necessary and common to effective teachers in music settings of various kinds
• Analyze teaching behaviors observed both in live settings and on videotape according to basic principles of teaching and learning
• Examine interrelationships between teaching, learning, and performing
• Experience various pedagogical approaches
• Develop essential skills in teaching: motivating, communicating, researching, planning, pacing, assessing, reflecting
Requirements:
1. Punctual attendance and active participation are required. Attendance refers to regular classes, the Children’s Concert, and special presentations by Guests. Participation means a willingness to answer/ask questions both in and out of class, a demonstration of preparedness, and an active role in discussions.
You are expected to notify the instructor if you are unable to attend class. Absence does not excuse you from meeting the due date for assignments or from collecting class notes from the lessons you miss. Two absences will lower the attendance portion of your grade by one full letter. Habitual lateness will constitute an absence.
2. All written assignments must be typewritten, double-spaced, and well-written (correct grammar, spelling, syntax). Due dates are fixed. Written assignments are due by 5:00 on the date they are due. Late assignments will receive a grade no higher than a 4, the grade will continue to lower with increasing lateness, and all assignments must be submitted to pass the course. The Honor Code is in effect for all assignments. All assignments must be submitted no later than December 11.
3. Observation Reports (2) of selected music teaching settings.
4. Preparation of short Peer-Teaching segments (2) with follow-up self, peer, and instructor evaluations.
5. Textbook Readings will be organized by Study Guide questions to which you will respond in writing.
6. A Reflections Journal is required in which you record evolving thoughts about teaching music. Include a minimum of one entry per week for the duration of the course.
7. A Course Notebook (three ring binder) of course content. Specific organization of your notebook into sections is explained under Assignments. Class Notes in the Notebook are not graded for spelling.
Evaluation:
| Attendance, punctuality, and participation |
25% |
| Assignments and Presentations |
25% |
| Observation Reports |
25% |
| Notebook & Reflections Journal |
25% |
Evaluation will most often be rated according to a 5-point scale. A minus (—) beside the number grade reflects the presence of spelling or grammar errors in your paper; a double minus (=) indicates more than four spelling or grammar errors.
| Grade Equivalent |
Criteria |
| 5 = A/A+ |
Excellent work. Illustrates clear, complete, consistent, and thorough treatment of every aspect of the assignment. Also, reflects extra effort in making connections, considering implications, and digesting content of the assignment. |
| 4 = A-/B+ |
Very good work. Illustrates overall clarity, completeness, and thoroughness, but may lack consistency. Also, reflects inconsistent effort in making connections, considering implications, and digesting content of the assignment. |
| 3 = B |
Good work. Illustrates uneven clarity, completeness, consistency, and thoroughness. Indicates moderate evidence of making connections, considering implications, and digesting content of the assignment. |
| 3 = C |
Adequate work. May include some of the criteria for good or very good work, but generally lacks consistent quality. |
| 4 = D |
Very weak work. Generally includes none of the criteria for excellent work. |
Required Materials:
• Rubin, L. J. (1985). Artistry in teaching. New York: Random House.
• Suzuki, S. (1983). Nurtured by love. Athens, OH: Senzay Publications.
• A 3-ring binder notebook (see Assignments section for organization requirements)
• A videotape on which only MUED 100 teaching segments will be recorded |
