Syllabus for Teaching Music to Children: MUED 301
Instructor: Dr. Peggy Bennett
Times: T Th 2:30-3:45, Bibbins 237, 3 credit hours
Office: Robertson 122
Office Hours: Call or check office door for appointment
Office Phone: 775-8947
Email: peggy.bennett@oberlin.edu
Catalog Description:
Principles and practices for teaching music to children aged 3-11. Emphasis on planning, teaching and evaluating general music lessons at different levels based upon the National Standards for Arts Education and utilizing techniques/materials from a variety of current approaches including Kodály and Orff Pedagogy. Corresponding laboratory experience is MUED 303 (MusicPlay, Thursdays, 5.30-8.00, 1 credit hour), required for vocal emphasis music education majors. Participation in a minimum of five MusicPlay sessions required for instrumental emphasis music education majors. Prerequisites: MUED 102 (Practicum). Consent of instructor required.
Objectives:
Class activities provide a foundation for focusing on strategies, methods, materials, and sound skills for teaching music to children.
This course will enable students to:
- develop essential skills in teaching: motivating, communicating, researching, planning, pacing, assessing, reflecting
- plan, teach, reflect on, and evaluate teaching episodes designed for children 4-11
- design sequential and age-appropriate activities for children which include the National Standards for Arts Education
- select song material and activities from a variety of resources that stimulate, engage, and carry meaning for young children
- compare and distinguish between various pedagogical approaches for teaching music to children
- use technology to assist in preparation, implementation, and recording of lessons and classroom activities
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 on the lesson missed. 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 (3) of selected elementary music classroom settings.
4. Preparation of short Peer Teaching segments (2) with follow-up self, peer, and instructor evaluation.
5. Selected Readings from required textbooks and selected resources will be organized by Study Guide questions to which you will respond in writing.
6. Maintenance of a Reflections Journal in which evolving thoughts about teaching music are recorded, including self-evaluations/reflection. Include a minimum of one entry per week for the duration of the course.
7. Skills Checks are scheduled to assess your proficiency with starting and leading singing, rhythm syllables, solfege, hand signs, and soprano recorder.
8. A Notebook (three ring binder) to serve as portfolio of class content and coursework. 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 |
20% |
| Assignments and Presentations |
20% |
| Observation Reports |
20% |
| Exams |
20% |
| Notebook & Reflections Journal |
20% |
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. Notebooks are not graded for spelling.
| 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
• Bennett, P. D. & D. R. Bartholomew (1997). SongWorks 1: Singing in the education of children. Belmont, CA: Wadsworth.
• Bennett, P. D. & D. R. Bartholomew (1999). SongWorks 2: Singing from sound to
symbol. Belmont, CA: Wadsworth.
• A 3-ring binder notebook (see Assignments section for organization requirements)
• A videotape on which only MUED 301 teaching segments will be recorded.
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