Stephen F. Austin State
University
Department of Music
Music for Children I: MHL
350.003
(for non-music majors)
Fall 2006
Instructor: Herbert M.
Midgley, M.M., M.Ed
Office: 310A in the Fine Arts
Building
Phone: 468-1197
Email: hmidgley@sfasu.edu
(Please use this email not WebCT or my gmail account)
I do not use WebCT for email.
MySFA and WebCT are different.
Please email me with your
titan account and use your name in the email so I can know who you are.
Website:
http://www.herbertmidgley.com/syllabi/350/
Office Hours : TBA
03:30-04:45PM
Course Description: A study of
materials, literature, and developmental concepts appropriate for musical
maturation.
Goals: The ultimate goal of
this course is to encourage and nurture the innate musical talents in
pre-service teachers. This is achieved by learning how to integrate music in to
other disciplines i.e. (music and math, math and language arts etc.) When we
are successful musically, we will be more likely to encourage our students to
engage in musical activities as part of their daily learning program. The focus
of this course is not to teach you how to read music or play an instrument at a
professional level. Rather the focus is to give you basic skills performing
skills so that you can make music and integrate music into your future
classroom.
Objectives: To assist you in
reaching the course's goal, the following objectives will be met:
Student/Learning Outcomes:
What students should know or be able to do as a result of this course:
1) The student will
demonstrate knowledge goals and objectives of elementary music education as
they relate to the National Standards and the Texas Assessment of Knowledge and
Skills (TAKS) objectives.
2) The student will
demonstrate an understanding of the scope and sequence of the general music
program as it is integrated into the math, language arts, reading, science, and
social studies curricula.
3) The student will
demonstrate an understanding of the learning process as it relates to aural and
visual discrimination of tonal and rhythmic elements.
4) The student will
demonstrate basic techniques for developing skills in singing, moving, playing
rhythm instruments, piano and guitar.
5) The student will
demonstrate the skill in integrating music into other curricular areas.
6) The student will
demonstrate the skill in planning strategies and lessons designed to attain
predetermined objectives.
7) The student will
demonstrate the skill in using various teaching techniques developed by Kod·ly,
Orff, and Dalcroze.
8) The student will be
encouraged to develop confidence in one's self and a willingness to guide
children to music learning.
9) The student will be
encouraged to develop an interest in improving one's own instructional
techniques, musical skills, and ability to communicate with children.
10) The student will be
encouraged to develop an interest in sharing ideas in discussion and evaluating
self and peers constructively.
11) The student will be
encouraged to develop an interest in the child as an individual and in his individual
learning mode, needs, and potential.
Field Experiences: Midi lab
field trip
Texts:
John Feierabend (1986) Music
for little people and a CD Rhythm Activities from the Classics. Both available
at Encore Music.
Barbara Andress (1999) Music
for Children. Harcourt Brace.
Out of pocket projects:
Throughout the semester you will be required to make/build music centers. These
will not cost much to make.
Grading:
(1) daily grades and
participation-see attendance policy below 10%
(2) lesson plans 30%
(3) a final project 10%
(4) mini-lessons 10%
(5) Chapter summaries (Chapter
1-10) 10%
(6) Skill Quizzes 10%
(7) examinations
Midterm Exam 10%
ExCet Mastery 10%
Your final grade will be an
average of (1) daily grades and participation-see attendance policy below, (2)
lesson plans, (3) a final project, (4) mini-lessons (5) Chapter summaries, (6)
Skill Quizzes and (7) midterm and ExCET Mastery examinations. Your assignments
are to be submitted on the date they are due. I will not take any late work after
one week after it is due. After one week, the assignment will not be accepted.
The highest grade you can receive on a late assignment is 70 if the assignment
is not turn in the next school day. The usual 100-90, 89-80, etc. grading scale
will be used for this course. Remember there is a new failure policy. If you
fail to complete your work due to not attending class (you have emotionally and
physically dropped the course without officially dropping the course) you will
be given a grade of FQ. It means the same thing as an F but helps us know who
simply stopped trying, who gave up.
If you are not pleased with
your performance on an assignment, simply resubmit it as many times as you
like. NOTE:PLEASE do not plagiarize my work off the website. Information post
there is to help answer your questions and give you ideas. Anyone who chooses
to copy my work and submit it as theirs will receive a zero for that
assignment. Unfortunately, I was forced to issue many zeros in the past. Be
honest and do your own work.
Attendance: Attendance is
mandatory. Class Attendance: I expect you to be present, and on time at all
class meetings. Regular attendance is critical to your success in this course.
If you can not come to class regularly, please take the course when you have
the time to devote to your college career. You are responsible for all notes,
power point presentations, recordings, films/videos presented in class. Due the
size of this class, no talking, sleeping, eating, reading newspapers, text
messaging or cell phone use during class will be tolerated. All of these
activities disrupt the educational process. If these common courtesies are not
observed, you will be invited to leave the class.
If you are not inside when I
begin the class, you will not be admitted to class. Professionals are prompt.
Note: University approved absences will not be counted as unexcused absences.
If you are under the care of a physician give me a copy of the doctor's release
or a receipt within one week from the date you return to class. I will not
accept a doctor's release after one week. You will be given two discretionary
days, do with them what you will. Upon the third absence, your grade will be
lowered by one letter grade for each day you choose not to attend. I know this
is harder then other professor, but you will thank me for caring that you
attend class. Please don't walk out of the class after roll and leave, if you
do this, you will be counted as absence. If you have an excused absence, you
still have to make up the days you miss by completing extra lesson plans or
papers. See me if you have questions about this. This is because this is a
hands on class, you can't just read a book to learn these skills.
University excused absences
will not effect your grade. If you are under the care of a physician bring me
your doctor's release within one week of returning to class. EXCESSIVE EXCUSED
ABSENCE CLAUSE: The instructor reserves the right to issue additional work to
make up the time missed in class.
You could do extra lesson plans, song cards etc. You have to put in two hours of work
for every one of class time missed.
One class means you have to do 3 hours of work. If you have missed more than
two class days no matter if it was excused or not excused absence, you will
have to make up the time missed by doing extra work. It is not fair to everyone else that shows up. If you do not have time to put into
this course, take it when you do.
Distance Learning: From time
to time, I will require that you submit assignments via email. Please get an
email address if you do have one. I am going to use the www.mysfa.sfasu.edu to
email the class. Get your Z account working ASAP.
Assignments:
_______First Orff Lesson plan
using words
_______Second Orff Lesson plan
using chant
_______Poem Lesson with Color
words
_______Movement Lesson plan
with books & poems
_______Creative Composition
Lesson Plan
_______Science Lesson Plan
_______Web Search Assignment
_______Your Own Subject and
Music Lesson Plan
_______Skill quizzes
_______Mid-term Examination
_______ExCet Preparation
Examination
Planned Experiences:
Unit One: Introduction to
Children and the Learning Process
Rationale for Music Education
Growth and development of
children. a. development of perceptual skills
b. learning modes: visual,
auditory, and kinesthetic
Theories of child development.
The role and responsibility of
the classroom teacher.
Unit Two: Elements of Music
and the ExCet
National Standards, TEKS, TAAS
ExCet vocabulary and
objectives
Music vocabulary and objectives
Unit Three: Music and
Instruments
Introduction to classroom
instruments
Playing classroom
instruments & accompanying children
Designing lessons using
instruments
Unit Four: Music and
Literature
Elemental music and the Orff
process
Books and their uses in
music lessons.
Implementation of poems,
books, and other literature into the music lesson.
The Orff instrumentarium
Unit Five: Music and Movement
The kinesthetic response and
children's need for gross motor movement.
Dramatic and sequential
movement in music listening.
Motoric development.
Designing movement experiences that encourage vestibular and gross motor
development.
Unit Six: Music and Science
Sound exploration
Developing lessons that
feature different ways of producing sound.
Unit Seven: Music and
Listening (Aesthetic understanding)
Listening for understanding.
Attention to the creative
process through guided listening experiences.
Form and listening for
patterns
Creating listening maps for
children
Unit Eight: The Singing Voice
and Music Reading
The developing voice
Ideal ranges of songs
Understanding the childνs
voice, individual difference, problems, and techniques for improvement.
Techniques for teaching a
song by rote.
Accompanying children on
guitar
Unit Nine: Learning through
Classroom Composition
Fostering children's
potential for creating something of their own.
Planning improvisation
and/or composition.
Unit Ten:
Mid-term Examination The week
of the mid-term
Final Examinations
Section 350.003 The week of
finals
NOTE: Students with documented
disabilities who need course adaptations or accommodations please make an
appointment with me as soon as possible.
I plan to cover new material
and or give a test during dead week.
Please do not hesitate to ask
questions. Sometimes material may not initially be presented in a manner you
understand. Part of learning and becoming a life-long learner is to know when
to ask questions. For me, it's all the time!
Please fill out the course
evaluation at during the last three weeks of class on mysfa.