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Music for Exceptional Learners, MUED 201

Course Description: 
Music for Exceptional Learners is designed to acquaint those people interested in teaching music with issues (social, legal, and pedagogical) that surround the education of students who exhibit mental, physical, intellectual, or emotional disabilities, as well as those students who are gifted and talented.  This course will focus on the development of teaching strategies for the mainstreamed music classroom, the presentation of peer-teaching lessons during which the needs of exceptional students are accommodated, and the observation of exceptional students who are taught at locations in Lorain County.   Enrollment by permission of the instructor; limit 30 students.

Materials:

• Notebook
• DVC videotape
• Sources reserved in the Conservatory Library and on  E-res
• Access to Blackboard on Oberlin College website

Objectives:

This course is designed to assist pre-service music educators in their awareness of the physical, intellectual, emotional, and social conditions that surround special learners, so that they might be included and accommodated in the music classroom.

By the end of the semester, you will:

• demonstrate an understanding of basic terminology used by the educational profession when dealing with exceptional children.
• collect lesson ideas and teaching strategies for teaching exceptional children in the music classroom.
• collect and review teacher resources that pertain to issues involving exceptional children
• create and teach lesson plans geared for exceptional children.
• observe and interact with exceptional learners in music and non-music educational settings.
• write Blackboard journal entries.

Evaluation:
Your grade will be based on the following:

A. Participation

1.  Punctual attendance and active participation. *
2.  Attendance at required observations.

B. Annotated Bibliography (15%)

C. Materials File (20%)

D. Observation (5%)

E. Text Series Review (10%)

F. Blackboard Discussion Board Entries (20%)

G. Two teaching episodes (15% + 15%=30%)

Requirements:

1.  All written assignments must be word-processed, double-spaced, and well-written (correct grammar, spelling, syntax). The Honor Code is in effect for all assignments and must be written at the bottom of all written assignments.

2.  Due dates are fixed.  Written assignments are due at the time of the class meeting on the date they are due.

• Observations of exceptional learners in music and non-music settings are required.  It is your responsibility to notify the instructors of classes that you will be missing prior to the observation time. 

4.  Reading discussion leaders:  You will be assigned to read and report on particular readings outlined on the course calendar and listed in the bibliographic information for this course.  Present salient features and initiate discussion in-class.  You’re the leader J.

*5.  Punctual attendance and active participation are required.  "Attendance"  refers to regular classes, any observations, special rehearsals, 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 discussion. 

Absence does not excuse you from meeting the due date for assignments and presentations.  If you are unable to attend class, you are expected to notify the instructor prior to the class.  Your final grade will be lowered by one letter grade for each absence beyond two.

Tentative Course Calendar            

References

(Not on e-Res) Atterbury, B.  (1990).  Mainstreaming the exceptional learner.  Englewood Cliffs, NJ:  Prentice-Hall.

(Not on e-Res; Required) Birkenshaw-Fleming, L.  (1993).  Music for All:  Teaching Music to People with Special Needs.  Ontario, Canada:  Thompson.

de l’Etoile, S.  (May 2005).  Teaching music to special learners:  children with disruptive behavior disorders.  Music Educators Journal, 91(5), pp. 37-43.

Kerchner, J.  (Dec. 2004). Singing visions:  Metaphors for teaching students with visual impairments.  Choral Journal, 45(5), 26-36. 

McCord, K.  (January 2001).  Music software for special needs. Music Educators Journal, 87(4), 30-35.

MENC.  (January 2001).  Special Focus:  Inclusion.  Music Educators Journal, 87(4).

Mixon, K.  (Jan. 2005).  Building your instrumental program in an urban school.  Music Educators Journal, 91(3), 15-23.

Newsweek  Oct. 27, 1998.  “Why Andy couldn't read,” pp. 56-60.

Richardson, C.  (March 1990).  Measuring musical giftedness.  Music Educators Journal.

Shields, C.  (Fall 2001).  Music education and mentoring as intervention for at-risk urban adolescents:  Their self-perceptions, opinions, and attitudes.  Journal of Research in Music Education, 49(3), p. 273.

Siligo, W. Enriching the ensemble experience for students with visual impairments.  Music Educators Journal, 91(5), pp. 31-36.

(not on  e-Res; Required) Sobol, E.  An attitude and approach for teaching music to special learners. Raleigh, NC:  Pentland Press.