MUSIC 805

Theories of Music Teaching

Instructor: Frederick Burrack, Ph.D.

Office: 228 McCain Auditorium

Time: M, W, & F: 9:30-10:20

Email: fburrack@ksu.edu

Course Description

This course will explore theories of how students learn and implications that these theories may have on developing effective music instruction.

Objectives

As a result of instruction and course assignments, students are expected to:

• demonstrate understanding and knowledge of learning theory and further applications to the teaching setting.
• demonstrate knowledge of learning styles and application to instructional settings.
• plan/organize instruction according to documented research practice and student’s needs.
• gain insight into information processing and memory tools for learning.
• examine factors in motivation for learning.
• define and apply curricular aspects to teaching settings: perspective, design, implementation, and evaluation frameworks.
• identify and practice effective teacher characteristics.
• engage in evaluation of teacher practice.

Expectations

Attendance: You are expected to attend all classes. If you know you must be absent from this class, you should speak, before your absence, with Dr. Burrack, stating the reasons for your absence and agreeing upon a way to make up the work.

Class Participation: Since class discussion is at the heart of this course, students are expected to ACTIVELY participate. Because active and articulate oral interchange increases verbal skills and promotes a stimulating classroom atmosphere, the instructor will evaluate the quality, quantity, and appropriateness of each student’s oral contributions to the class.

Honor Policy: Students of the university must conduct themselves in accordance with the highest standards of academic honesty and integrity. Academic dishonesty by a student will not be tolerated and will be treated in accordance with the Student Academic Ethics Policy. Plagiarism or violations of copyright policies are a form of academic dishonesty and are treated as an ethics violation.

*Note: If you need course adaptations, access to technology, or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible.

Assignments

Students must complete ALL assignments in order to receive a letter grade for the course. All written assignments are to be word-processed, follow APA style for references and citations, and meet the highest standards of form, spelling, and grammar.

Grading

Discussion Leading / Participation = 10%

Learning Theory Presentation = 10%

Learning Theory Handouts = 10%

Learning Theory Reflections = 15%

Teaching Theory Presentations = 10%

Teaching Theory Handouts = 10%

Teaching Theory Reflections = 15%

Final Exam = 20%

PROJECTS

I. Learning Theory and Teaching Theory Presentations

In preparing these presentations, you are to thoroughly explore a theory of learning / teaching and offer applications to your learning / teaching situation. In preparation for these presentations, you should:

· Examine relevant literature and viewpoints on your selected topic.

· Prepare a class presentation that meets these required components:

1. clearly define the essence of the theory;

2. describe specific elements of how students learn relative to this theory;

3. what would music curriculum, instruction, and assessment look like if it were designed around this theory;

4. answer questions from the class to clarify understanding of this theory.

A successful presentation will illustrate your understanding and application of the theory.

II. Learning Theory and Teaching Theory Handouts

Prepare a handout for the class with the major summary points of your theory/method/theorist. This handout may appear in outline form (with detail) or in prose/essay/form. Finally, include a reference list of your sources APA style format.

III. Learning Theory and Teaching Theory Reflections

From the notes you take in class, handouts, and readings, clearly reflect upon each of the Learning / Teaching Theories discussed in class describing how they do or don’t relate to your beliefs. It should be clear in your writing that you understand each theory and have considered implications upon instructional choices that you will make in your teaching. As a conclusion to these papers, synthesize what you have learned from this course with your personal beliefs of music learning / teaching and construct your own theory of learning and theory of teaching. Scholarly writing is expected.

IV. Final Exam

Web-links to readings:

Learning Theories http://www.funderstanding.com/about_learning.cfm
(Links to all readings can also be found on K-State Online)

1. Constructivism: From philosophy to practice
1. Contains sections on constructivist epistemology, learning theory, characteristics of constructivism, and constructivist checklist for educators. www.cdli.ca/~elmurphy/emurphy/cle.html
2. Constructivism: Eunice Boardman: Development of Schema

2. Brain-based Learning:
1. What the Brain Tells us About Music: Amazing Facts and Astounding Implication Revealed Copyright © 2000 Norman M. Weinberger and the Regents of the University of California. All Rights Reserved. http://www.musica.uci.edu/mrn/V7I3F00.html#tells
2. The Musician’s Brain: Copyright © 1995 Norman M. Weinberger and the Regents of the University of California. All Rights Reserved. http://www.musica.uci.edu/mrn/V2I1S95.html#brain
3. Brain Anatomy and Music Copyright © 1999 Norman M. Weinberger and the Regents of the University of California. All Rights Reserved. http://www.musica.uci.edu/mrn/V6I2S99.html#anatomy
4. Right Brain, Left Brain: Pathways To Reach Every Learnerhttp://teacher.scholastic.com/products/instructor/brain.htm

3. Neuroscience: The Neurobiology of Musical Learning and Memory
1. Copyright © 1997 Norman M. Weinberger and the Regents of the University of California. All Rights Reserved. http://www.musica.uci.edu/mrn/V4I2F97.html#neurobiology

4. Cognitive Dissonance: The theory of cognitive dissonance

1. http://www.ithaca.edu/faculty/stephens/cdback.html

5. Social Learning Theory
1. http://webspace.ship.edu/cgboer/bandura.html

6. Communities of Practice: Learning in a Community of Practice
1. http://www.aare.edu.au/99pap/ron99402.htm

7. Engagement Theory

1. http://home.sprynet.com/~gkearsley/engage.htm

Additional Resources

http://dmoz.org/Reference/Education/Methods_and_Theories/Learning_Theories/

Theories of teaching

(most articles Found in E-Journals)

1. Benjamin Bloom: Bloom’s Taxonomy Handout http://oaks.nvg.org/wm6ra3.html

2. Critical Pedagogy: Abrahams, Frank (2005). The Application of Critical Pedagogy to Music Teaching and Learning: A Literature Review, Update:Applications of Research in Music Education (Online) 23(2) .

Course Schedule (subject to change)

Date Topic Assignments

Sep 5	Introduction and discussion · How do children learn music? · What signifies learning in music?	Read: Learning Theories
Sep 8	Lecture and discussion on: Historical Foundations	Powerpoint and Notes are found on K-State Online
Sep 10	Historical Foundations continued
Sep 12	Historical Foundations continued
Sep 15	Constructivism	Read: Constructivism: From philosophy to practice
Sep 17	Student presentation Constructivism and music learning	Read: Young children’s constructions of the music knowledgeable other. Music Teaching and Learning, 25-43.
Sep 19	Constructivism in your teaching
Sep 22	Brain Based Learning	Read: 4 online articles under Brain Based Learning
Sep 24	Neuroscience	Read: Neuroscience
Sep 26	Student presentation Constructivism the brain	Read: Getting Minutes In. Music Teaching and Learning, 45-65.
Sep 29	Student presentation Constructivism and neuro-synapse	Read: Constructivism: Development of Schema
Oct 1	What does teaching look like when designed around Brain-based learning?	Prepare: Instructional strategies based on the Brain-based, neuro-biological understandings of how learning occurs
Oct 3	Student presentation Cognitive Dissonance	Read: The Theory of Cognitive Dissonance
Oct 6	No class – Student Holiday
Oct 8	Constructivism built on dissonance	Prepare: Applied strategies
Oct 10	Social Learning Theory	Read: Social Learning Theory
Oct 13	Student presentation Community of Learners	Read: Communities of Learning
Oct 15	Student presentation Engagement Theory	Read: Engagement Theory
Oct 17	What is learning in music and how do you teach?
Oct 20	Introduce Teaching Theory
Oct 22	Student presentation Benjamin Bloom & Mastery Learning	Read: Bloom’s Taxonomy (until “A Look at Benjamin Blooms Life Work) Read: Mastery Learning
Oct 24	Continue discussion of the implications of the taxonomy in music teaching
Oct 27	Student presentation How does Critical Pedagogy look in music teaching?	Read: Critical Pedagogy
Oct 29	Student presentation Discuss effective communication	Read: Discourse in the bandroom: The role of talk in an instrumental classroom. Music Teaching and Learning, 136-162.
Oct 31	Designing Instruction	Read: Music teaching 1
Nov 3	No Class
Nov 5	No Class
Nov 7	…continue discussion…	Read: Music teaching 2
Nov 10	…continue discussion…	Read: Developing better musicians through curriculum design
Nov 12	Student presentation Implications of teaching music	Read: Music Educator as a Social Agent. Music Teaching and Learning, 91-110
Nov 14	Making music relevant	Read: Service learning
Nov 17	Ties to Engagement Theory
Nov 19	Student presentation Extrinsic impacting the intrinsic	Read: Teaching in an unforgiving present for an unknowable future. Music Teaching and Learning, 111-136
Nov 21	…continue discussion…
Nov 24- 28	No Class – Thanksgiving Break
Dec 1	Student presentation Changing with the times	Read: Why Professor Johnny can’t read: Understanding the net generation’s text.
Dec 3	…continue discussion…	Read: Future Learning Landscapes: Transforming pedagogy through social software
Dec 5	Putting it all together	DUE: Learning and Teaching Theory Reflection Paper (in drop box)
Dec 8	No Class - Final completed on-line
Dec 10	No Class - Final completed on-line
Dec 12	Final synthesis