MUSIC 512

Music Program in Junior/Senior High Schools

M, W, F 8:00 – 9:20; McCain 324 - Music Technology Lab

Instructors: Office: Phone: Email:

Frederick Burrack, Ph.D 228 532-5764 fburrack@ksu.edu

Jana Fallin, Ph.D 232 532-3827 jfallin@ksu.edu

Purpose of this Course: Organization and administration of the comprehensive music program in junior and senior high schools; including the study of vocal and instrumental ensemble and secondary general music course development, as well as techniques and materials for other types of music classes. Pr.: Admission to teacher education and junior standing in music.

Required texts:

Walker, Darwin E. (1989). Teaching Music: Managing the Successful Music Program. (2nd ed.) NY:Schirmer Books.

Readings:

(See calendar for information on finding the readings.)

Reviews should be brief, written with readable, correct grammar and spelling, and indicate what ideas you plan on gleaning from the article for your future teaching.

· The Music Class from Hell, or What I Learned from Teaching

· Junior High School General Music

· Cultivating Composition and Creativity

· Strategies for Teaching High School General Music

· Structured English Immersion (SEI) in the Music Classroom:

· Music Instruction for Crossing Borders

· Band-in-a-Box for the General Music Classroom

· Why Jane Can’t Draw

· Meaningful Listening

MENC student membership ($21.00), includes subscription to Music Educators Journal and Teaching Music.

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

· Demonstrate excellence as a professional music educator through regular class attendance, appropriate behavior, and consistent participation in class

· Recognize the need for general music and proper types of courses in general music that should be taught in secondary school settings.

· Understand the importance of listening in the total music education curriculum, and especially to the general music student demonstrated through planned lessons appropriate for secondary school general music.

· Exhibit growth in classroom teaching skills by completing brief observing and teaching experiences through planning and teaching a multicultural music lesson in the middle schools.

· Become aware of problems facing music education in secondary schools and develop a philosophy of music education.

· Describe public relations procedures and administrative tasks useful for the school music programs, instructional enhancement, and independent student learning.

· Demonstrate understanding of inventory required for secondary music instruction, procedures for budgeting, requisitioning and purchasing, and organization for documenting inventory.

Professionalism: Because attendance and punctuality are such an important part of being a professional music educator, prompt attendance is expected as a demonstration of professional commitment. 1% be deducted off of your professionalism grade for each absence. .5% deduction for arrival later than 10 minutes into the class period. Significant absences will be reported to the Registrar’s Office.

Class Participation: Because active and articulate oral interchange increases verbal skills and promotes a stimulating classroom atmosphere, you will be evaluated for the quality, quantity, and appropriateness of each student’s 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.

Academic Honesty: Academic dishonesty policies govern the formal procedures for handling cheating, plagiarism, destroying someone else’s work, or abetting any of these acts (see “Code of Student Rights and Responsibilities: Student Academic Ethics Policy”. 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 it’s source. Please review the KSU Honor System online (http://www.ksu.edu/honor/)

Professional Development: Commitment to professional growth and development will be exhibited by completing 4 professional development hours through at least 2 different activities. Events that can be used to fulfill this requirement include MENC, NBA, ASTA, and ACDA meetings, and Career Services workshops.  Other events may be discussed in class. 

To receive professional development credit for any event that has not been discussed in class, students should obtain the prior written permission of the instructor. A music teaching experience (for example teaching a private lesson or directing a church choir) can be used for one of the four required professional development hours.  A reflective essay on lesson content and how your teaching is evolving needs to be stapled to the professional development log.

Any students with a condition, such as a physical or learning disability, which prevents the fullest expression of his or her abilities, or need special access to technology, please notify the instructor in the first two weeks of the course.

Assignments: (All assignments will be presented in class and downloadable on K-State On-line will full description, expectations and rubrics. They are due on the date specified. Late assignments will be lowered by 10% for each day they are late. If assignments are submitted 3 days or more beyond the due date and are of superior quality, the assignment grade will be a ‘C. Please discuss extenuating cercumstances with the instructor.

· 50 Listening lessons taught in class - Design a listening experience for Middle School/High School general music.

· 75 Teaching in groups at Eisenhower Middle School Teaching in groups at Eisenhower Middle School.

· 35 Review of Assigned Readings/5 pts each.

· 25 Observations and reflective journals, Writing Style and content will be graded.

· 50 Philosophy of Music Education - Write a personal philosophy of music education and submit via the ePortfolio. (drafts are not graded)

· 50 Full-year curriculum of performance/teaching literature for the developmental level of your choice.

· 50 Design a course handbook that will be usable in your first teaching position

· 50 Purchase Proposal (group project) - Create a needs assessment for an area school resulting in a 5-year purchase proposal complete with request letters, authentic bids, and rationale. Peer evaluation required.

· 40 Music facility design (group project). Peer evaluation required.

· 25 Professional Development

· 25 Professionalism and Class Participation (5 pts deleted per absence; 2 pts per tardy)

500 total points

Grading Scale: Grade letters are based on the following points.

A : 450-500 B : 400-449 C : 350-399 D : 300-349 F: 0-299

Course Schedule (subject to change)

Date Topic Assignments

Aug 25 Dr. Fallin	Introduction and Discussion of the course
Aug 27	General Music Today, Spring 2005 The Music Class from Hell, or What I Learned from Teaching Junior High School General Music by Joyce Dubach page 13 http://www.menc.org/mbronly/publication/GMTSpring05.pdf What is appropriate for general music secondary? Who are these students? What are they like? Why should we decide to teach them anyway?
Aug 29	General Music Today, Spring 2005 Cultivating Composition and Creativity page 6 http://www.menc.org/mbronly/publication/GMTSpring05.pdf Discuss creativity, why it should be part of the general music curriculum. What would be appropriate activities for general music secondary?
Sep 1	No Class
Sep 3	National Association for Music Education Strategies for Teaching High School General Music http://www.menc.org/mbronly/publication/strategies/strategies02/Strategiestoc.html Discuss materials available for use with general music Work in groups
Sep 5	General Music Today Winter 2007, Volume 20, Number 2 Structured English Immersion (SEI) in the Music Classroom: Music Instruction for Crossing Borders -- page 20 by Shelly Cooper and Samantha Grimm-Anderson http://www.menc.org/mbronly/publication/GMTWinter07.pdf
Sep 8	Winter 2005, Volume 18, Number 2 Band-in-a-Box for the General Music Classroom by Laura Ferguson page 7 http://www.menc.org/mbronly/publication/GMTWinter05.pdf Two Articles in hard copy----reviews due “Why Jane Can’t Draw,” Newsweek Special Issue, pp40-49 “Meaningful Listening,” Music Educators Journal, August, 2007
Sep 12	Reading from Ernest Boyer Book, The Basic School Peer teaching of activity from lesson
Sep 15	Review Assign dates for groups for teaching at Eisenhower Middle School Discuss Syllabus and Calendar Share my philosophy of College Teaching
Sep 17	Groups Teach listening Lessons from lesson plan Take one of the listening examples from your plan and present it to our class. Things to remember: Active involvement in listening Engaging the learners Directed Listening
Sep 19	Groups complete teaching listening lessons
Sep 22	Teaching in the Schools	TEACHING AT EISENHOWER MIDDLE SCHOOL
Sep 24	Teaching in the Schools	TEACHING AT EISENHOWER MIDDLE SCHOOL
Sep 26	Teaching in the Schools	TEACHING AT EISENHOWER MIDDLE SCHOOL
Sep 29	Class discussion on Teaching Experience	EVALUATION OF TEACHING EXPERIENCES
Oct 1	Visit to General Music Classroom
Oct 3	Breakfast at Dr. Fallin’s home 1801 Poyntz Avenue 776-5282
Oct 6	No Class – Student Holiday KCOMTEP

Oct 8 Dr. Burrack	Role of the Music Educator Rationale for Teaching Music Is Music Curricular?	Read Walker: Chapter 1
Oct 10	Creating your Philosophy Introduce the Philosophy Assignment	Read Walker: Chapter 14 Read: Lehman, Paul (2002). A personal perspective, Grand masters series. Music Educators Journal 88(5) p47-51. Read: Why Music Education Found at http://www.menc.org/information/advocate/facts.html
Oct 13	What is Curriculum & how do National Standards and Music Concepts apply?	Read "Curriculum, A Model for Music Instruction" Found on K-State Online Read •National Standards for Arts Education Introduction You will find this at www.menc.org/ (follow national standards link to the above article) Philosophy 1^st Draft due via drop box
Oct 15	Achieving goals: Performance Tasks and Assessments Sequencing Instructional Activities Introduce the Full-Year Curriculum	Read Walker: Chapter 9
Oct 17	Curricular Planning; Grade Level Distinctions Copyright	Read: Apfelstadt, Hilary. (July, 2000). First things first selecting repertoire. Music Educators Journal, 87(1), 19-22, 46. Read: Schlager, Ken. (April, 2008). Copyright Law: What music teachers need to know. Teaching Music, 15(5), 38-41. Print Grade Levels: Band, String, and Choral found on K-State Online.
Oct 20	So You Got the Job! Now What?	Read Walker: Chapter 4
Oct 22	Surviving the Classroom	Read: “Surviving the Opening of School”, Found on K-State Online Read: Eshelman, Darla & Nelson, Joy. (1994). A Teacher’s Guide to First Year Survival. Music Educators Journal, 81(1), 29-31,47. Read: http://www.ksmea.org/mentoring/handbook/
Oct 24	Communication to students Introduce the Course Handbook	Full Year Curriculum due via dropbox
Oct 27	Continued discussion on developing Course Handbooks.	Read: Music/Athletic Agreement. Found on K-State Online Look at: Handbook Examples. Found on K-State Online
Oct 29	Inventory & Budgeting Introduce the Budget Proposal : Marysville / Carroll MS Technology	Read Walker: Chapter 5
Oct 31	Guest Lecture: Glenn’s Music - working with music retail
Nov 3	No Class Group work on the Budget Proposal
Nov 5	No Class Group work on the Budget Proposal	Philosophy 2^nd Draft due via dropbox
Nov 7	Classroom Management	Course Handbook Due via dropbox
Nov 10	Classroom Management Continued
Nov 12	Technology Equipment Overview	Read: Criswell, Chad. (April, 2008). Portable recording devises for the music classroom. Teaching Music, 15(5), 26-27. Read: Criswell, Chad. (June, 2008). Front of house sound. Teaching Music, 15(6). 24-25.
Nov 14	Guest Lecturer on Taking Trips with Student Groups: Scott Bradley	Read: Olsen, Catherine. (August, 2008). Music in motion. Teaching Music, 16(1). 34-47.
Nov 17	Trips and Travel: Video Conference with Town and Country Travel
Nov 19	Parent Organizations	Read: (1992) Involving Today's Parents. Music Educators Journal, 79(2), 44-46. Read: Block, Debbie. (April, 2008). Promoting parental support for strong music programs. Teaching Music, 15(5), 20.
Nov 21	Public Relations and Advocacy	Read Walker: Chapter 11 Read: MENC Music Advocacy Guide Downloaded at http://www.menc.org/information/legislationpolicy/planning_music_ed_ad_web.pdf
Nov 24	ePortfolio – uploading philosophy	Philosophy due posted on eportfolio
Nov 26 & 28	No Class (Thanksgiving Break)
Dec 1	Finding Grants: Guest Lecturer Melissa Hancock	Read: Jones, Carol. (2001). Shaking the Money Tree: Fundraising and Grants. Teaching Music, 8(4), 24-31 Found on K-State Online Budget Proposals due
Dec 3	Fundraising with Guest Mark Shave, Red Wheel Fundraising 800-358-8281	Read Walker: Chapter 12
Dec 5	Facilities Design Introduce the Facility Project: Daryl Koestel – Hutchenson High; Bob Haselhuhn –Emporia Marc Riegel – Chapman High	Read: Walker: Chapter 6
Dec 8	Group work on Facility Project (no class)
Dec 10	Group work on Facility Project (no class)
Dec 12	How does all of this fit into teaching? (course overview)	Professional Development due
Dec 15?	Presentations of Facility Projects:	Facility Project Due (handed in)