Kansas State University / College of Arts and
Sciences / Department of Music
Instructors /
Information
Dr.
Frederick Burrack
McCain
228; Office hours : as posted or by appointment
email:
fburrack@ksu.edu
Phone:
532-5764
Course Description:
MUSIC
807 is the study of history and philosophy of music education in the United
States. This course is designed to acquaint the student with the past and
present trends in music teaching in the schools. By studying what went before
and exploring important thoughts of philosophers, the student will be able to
gain an understanding of what we teacher and why we teach.
Course
Objectives
1.
To
help you to identify the philosophical-sociological-technological roots of
contemporary views as to the role and purpose of music education.
2.
To
help you think more deeply about philosophical issues central to the field of
music education.
3.
To
help you express your thoughts more clearly – thereby advancing your
clarity of thought.
4.
To
begin the process of (consciously) formulating a set of principles as the basis
for oneÕs personal philosophical position as it influences educational
decisions.
5.
To
help you better understand the present status and the potentials of your
profession.
6.
To
improve your effectiveness through the application of all the above learnings
to your professional obligations and your capacities for leadership.
Required Materials
á Mark. M. L. & Gary, C.L. (1999). A History of
American Music Education, 2nd Edition. Reston, VA:MENC
á Reimer, B. (2003). A Philosophy of Music
Education:Advancing the Vision. 3rd Edition. Upper Saddle River, NJ:
Prentice Hall.
á Articles as assigned
Note: If
you need course adaptations 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. My office location and hours are listed on the
first page of this syllabus.
Expectations:
Attendance:
Prompt attendance
is expected as a demonstration of professional commitment and is a required
component of the course. Two points will be deducted from your final grade
point for each absence. One point will be deducted for each time you are tardy,
but do come to class.
Class
Participation: Because
active and articulate oral interchange increases verbal skills and promotes a
stimulating classroom atmosphere, you will be evaluated on the quality,
quantity, and appropriateness of each studentÕs oral contributions to the
class. Dynamics of this class, and its ultimate value to you, require you to
come to class prepared (read assignments), bringing questions and comments to
stimulate discussions. Assignments must be completed in a timely manner.
Academic
Honesty: Academic
dishonesty policies govern the formal procedures for handling cheating,
plagiarism, destroying someone elseÕs work, or abetting any of these acts (see
ÒCode of Student Rights and Responsibilities: Student Academic Ethics PolicyÓ.
Plagiarism or violations of copyright policies are a form of academic
dishonesty and are treated as an ethics violation. You are expected to research
and learn from existing material but also to give credit to itÕs source.
Assignments:
Research
Paper:
The paper should address
a person, movement, issue or set of materials from the history of American
Music Education. Investigate the topic in depth, consulting the text as well as
many outside resources. Try to locate primary sources to help gain a sense of
the attitude of the times and add authenticity to your research. Topics from
which to select: (other topics of interest are also available)
Presentation:
Based on your research
paper, prepare an oral, multi-media presentation for the class. Include brief
handouts and bibliographies for your classmates.
Philosophic Position
Paper: 4-6 double spaces, typed pages of content with an additional beginning
title page and ending reference page.
This paper should address
the issues regarding your own Music Education Philosophy. As a professional
music educator, your philosophy of education, and thereby philosophy of music
education, is an active agent whenever you make decisions that affect the ÒWhyÓ
and ÒWhatÓ of curricular practice. The purpose of this paper is for you to
verbalize your current philosophy in response to the question (why schooling
and why music is a part of schooling). To answer this, consider three aspects
of this question (see below). Try to locate primary sources to help gain a true
sense of the thinking at the time.
First,
examine what you see as the ÒwhyÓ of formal education, or ÒschoolingÓ (total
curriculum, not just music). What do you believe are the underlying assumptions
as to the ultimate value and purpose of education which guide decision makers
as they make curricular plans, call for reform, see innovation and change?
Second,
examine there same questions as they apply specifically to music education.
What do you consider the underlying assumptions as to the value and purpose of
music education?
Third,
Explain how your responses to the second issue grow out of your responses to
the first. Support your discussion with reference to readings (either from this
course or others that you have found relevant in your personal and professional
development).
(Warning:
donÕt get caught up in the what and how! Focus on the most basic questions, Why
should music be included in the curriculum of todayÕs students?)
Process
Journal:
This
journal should be a chronicle of your experiences, questions, puzzles, and
understandings over this period of time. The quality of your writing, the depth
of your questioning, and the significant reflections you discuss will be one of
the ways in which I can sense your growth. Included in your journals should
be reflections on each of the assigned readings. You should make notes on the readings, citing
appropriate page numbers. These notes should be used to initiate class
discussion. Each bi-weekly submission will be deposited in the K-State Online
drop-box.
Short quizzes
will be given periodically to check on reading content.
Research Paper 30
points
Class
Presentation 20
points
Philosophic
Position Paper 30
points
Quizzes 30
points
Process Journal 20
points
Mid-term exam 40
points
Participation 30
points
Total Possible 200
points
A = 180-200 points (90-100%);
B = 160-179 points (80-89%);
C = 140-159 points (70-79%);
D = 120-139 points (60-69%);
F = 0-119 points (0 -59%)
Schedule of classes and topics
Schedule may be revised when needed
Date of the class Topic Assignment for the next meeting
|
Class #1 Jan 21 |
How did it all start? |
|
Mark: Prefaces and Part
I |
|
Class #2 Jan 28 |
Our beginnings |
|
Mark: Part II |
|
Class #3 Feb 4 |
Early American
Education |
|
Mark: Part III |
|
Class #4 Feb 11 |
The Growth of Music
Education |
|
Mark: 185-251 |
|
Class #5 Feb 18 |
Curricular Music |
|
Mark: 252-335 |
|
Class #6 Feb 25 |
WeÕre developing |
|
Mark: 289-323 |
|
Class #7 Mar 3 |
Music Education into
the 21st century |
|
Mark: 383-413 |
|
Class #8 Mar 10 |
Class Presentations |
|
Mark: 415-461 |
|
Class #10 Mar24 |
Class Presentations |
Research Paper Due |
|
|
Class #11 Mar 31 |
David Whitman Recital |
Online Mid-Term Exam Due |
|
|
Class #12 Apr 7 |
Why do we teach music? |
Journal #1 due |
Riemer: 1-36 |
|
Class #13 Apr 10 |
Musical Experience |
Journal #2 due |
Riemer: 72-101 |
|
Class #14 Apr 14 |
Musical Experience |
Journal #3 due |
Riemer: 133-165 |
|
Class #15 Apr 21 |
WhatÕs Next? |
Journal #4 due |
Riemer: 199-239 |
|
Class #16 Apr 28 |
How should I teach
music? |
Philosophic Paper Due |
Riemer: 240-299 |