MUSC2850 ASSESSMENTS
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School
University of Windsor *
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Course
2850
Subject
Arts Humanities
Date
Jan 9, 2024
Type
docx
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7
Uploaded by ProfessorGuanaco3891
ASSESSMENTS
FOUNDATION OF MUSIC EDUCATION
MUSC2850
Assessments
Assessment
Worth Value
Due Date
Participation
Throughout Semester
20%
The daily participation mark will be based on attendance AND your
positive active participation in class. Because this course aims to
train professional musicians and teachers, class participation is
worth 20% of your final mark (this includes comments on the
Discussion Forum).
Part of that training involves the development of
personal professional qualities. This aspect of the course will be evaluated
based on your display of professionalism – punctuality for class,
attendance, alertness and responsiveness during class, level of preparation
for class discussions and assignments, positive support for your peers,
presentation of yourself and your work, and overall commitment to high
professional standards for yourself. During each class, one student will be
asked to summarize the article readings with no notification before class.
Note:
After two or more absences the instructor reserves the right
to lower your grade (typically one letter grade per every two
absences, three lates are equivalent to one absence).
Article readings/
Summaries/In class
presentations
Throughout Semester
35%
Your answers to the discussion board, questions brought to class based on
readings, the ability to facilitate a discussion using one of your questions
and consistent participation are used to determine this mark. The greatest
resources that music educators have in schools is their peers in other
schools. Because more often than not, we are alone as music teachers,
using knowledge/experience/initiatives and so forth provided by our music
educator colleagues goes a long way in helping to feel comfortable and
confident as you start this journey.
My Musical Journey in 3
Songs
September 25
th
5%
Let us get to know you.
You will choose 3 pieces of music that define your musical journey and
present them to us in class. Tell us why you have chosen these and how
they align with your journey. Was it difficult to find 3 songs? Do you expect
the song choices to change and why would they? How would they? Do they
align with your emerging understanding of one or more of the three
philosophies of music education?
Unit Projects
Unit 2- Preparing for Student
Learning
Unit 3 - Understanding
Learners and the Learning
Process
Unit 4-Curriculum
Foundations
Unit 5 – Managing
Instruction
Ongoing
20%
Unit – 2 Preparing
for Student Learning
Due: October 4, 2023
With a partner:
Choose an ensemble or classroom setting at any level of instruction from preschool through high
school with which you have familiarity. You may want to choose the setting in which you are working
for your observation portfolio, but this is not required. Select a piece of music (or a musical activity) to
teach to the class/ensemble and draft an outline of a pedagogical analysis for the teaching/learning
interaction you have selected; Use the following guiding questions to guide this work:
What is the piece about?
a. Information about piece, composer, arranger, period (historical frame).
2. What are the musical “building blocks” of the composition?
a. Information about form, harmony, voice leading, contour/line (theoretical frame).
3. How does the music sound and feel?
a. Information about text meaning (if applicable), mood created, phrasing (style frame).
4. What skills or knowledge do we need to make it sound “good”?
a. Information about pitch and intonation, breath control, idiomatic needs of particular instruments,
diction (technical frame).
Other teaching or pedagogical considerations. . .
5. What is musically unique or interesting about the work?
a. Information about the tonal areas, overall tonality, and form.
6. What musical concept or concepts could you teach using this composition?
a. Information about repetition, contrast, variation, timbre (tone color), articulation, transitions,
dynamics, etc.
7. What or where are the potential “trouble spots” in this piece, and what strategies can you think
of for addressing these problems?
a. Information about technical difficulties, awkward fingering patterns, range problems, bad notes
for specific instruments in exposed places, solo passages, intonation problems, phrasing or expressive
choices, transitions in tempo, texture, or style, etc.
8. What Curriculum Expectations are met?
9. List 3 strategies you would use to t
ry to create teaching strategies that are primarily musical (i.e.,
not talking) in nature—singing, modeling on an instrument, clapping rhythm patterns, using tonal
and/or rhythmic solfege, “hissing” melodic rhythms, “air band”, etc.
Submit the assignment to Brightspace – one submission per partnership is needed. Answer the
questions and provide a link to the piece you chose (if you decided on that) and include it in your
submission.
Present to your peers. 5 Minutes per group.
Unit 3 - Understanding Learners and the Learning Process
Choose one of the studies from the list that will be distributed at the
beginning of the unit. Find that study at the Leddy library. Using the
reference list from that study, find three other related studies.
Read the studies and take notes on the following aspects of the article.
a. What was the question or questions that the researcher wanted
to answer.
b. Who were the students studied? (age or grade, number of
students, where from?)
c. What did the researcher do to answer the question?
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d. What results did the researcher find?
Write up each of the four studies, answering each of the questions above.
In addition, in the write-up for each study, suggest one teaching idea for
applying the results to improve your own teaching. Present your
information to your peers
Please be sure to include a full bibliographic citation, including author(s)
name(s), article title, and journal name/issue/volume/page numbers, for
each cited article.
Unit four project: Curriculum Foundations
With a team of two to four other class members, investigate one of the
major curricular approaches in music education. Your team will be
assigned to create a presentation on one of the following methodological
approaches: Kodaly, Orff Schulwerk, Dalcroze/Eurhythmics, Edwin E.
Gordon/Music Learning Theory, Suzuki/Suzuki Talent Education.
On the due date,
your group will make your presentation to the class.
Each presentation should include the following:
A one-page class handout that highlights the themes presented to
the class
A 2-minute biographical sketch of the main figure(s) representing the
approach
A brief (3 minutes) discussion of the primary tenets of the approach,
being sure to include information on the philosophy behind the
approach and the major pedagogical assumptions that underlie this
approach to teaching (sequencing, techniques, syllable systems
used, repertoire, etc.)
A 5-minute “mock lesson” in the spirit of the method; you may
choose to teach a rote song or a game, for example
Each group will have no more than 15 minutes in which to present.
Pretend that you are making your presentation—in an abbreviated version
—to your future school administration, music department colleagues,
parents of students enrolled in your course or your peers in SOCA.
Unit Five: Managing Instruction
Responding to Classroom Management Scenarios
Describe a classroom management scenario that you observed during your
observation placement this semester. Focus on one student who exhibited
attention-seeking behaviors, and share the teacher’s response to this
situation. Develop a classroom management plan to address this student’s
behaviors, include at least 2 references to class readings.
Unit Six: Developing Measures of Student Learning
Write a rating scale, rubric, Likert type scale with a minimum of 4 criteria
to measure any aspect of music performance (singing or playing an
instrument) or production (e.g.. composition or improvisation).
Grades will be based upon the appropriate application of principles of
educational measurement.
Observation Portfolio
Presentations and Final
Paper Submission
December 4
th
/6
th
20%
In addition to participating in the class on campus, all students will engage
in an observation portfolio in a school setting. More information about this
requirement will follow during the first couple of weeks of class.
You will visit the classroom of your Associate Teacher (AT) six times this
semester. During at least two of those visits, you will teach a brief lesson.
You will be assigned to a small group for the observations/teaching. At the
first visit, work with your AT to determine the dates you will do your
teaching. The dates of your visits should coordinate with each course unit.
You will complete a brief written assignment at each visit. (Note-when the
assignment is to ask the teacher about a topic, you are expected to
summarize their responses and turn them in). The assignment is due
(turned in to Dr. Berthelotte via email) immediately after the teaching
observation. Research shows that the closer to the event the reflection is
completed, the more thorough it is.
You may use the following questions to inform your response:
3 Reflective Questions
1.
What went well?
2.
What did not go well?
3.
What would you do differently if you were the teacher, and could
teach the lesson/class again? (not a gossip scenario, simply a
consideration).
Unit 1—Developing a Professional Philosophy
1. Describe the music program’s mission statement/philosophy as
explained in a course syllabus or other curriculum materials.
2. Ask the teacher to describe his/her teaching philosophy.
3. From your observations, identify several teaching goals you believe the
teacher espouses. Write them down and discuss with your AT.
Unit 2—Learning Environments and Organizing Instruction
1. Describe the classroom setup. Which items are placed to facilitate
student learning? Which items seem to get in the way?
2. Look at your AT’s lesson plan. If permitted, make a copy of one page of
the teacher’s planning book.
3. Ask how your AT plans for instruction.
Unit 3—Student Learning in Music
1. Identify three issues of child development observed in the classroom.
2. Ask the teacher to describe what is done to accommodate special
education students.
3. From observations, identify three ways in which the teacher molded
instruction to meet specific student needs.
Unit 4—The Content of Instruction
1.
Describe which curricular approach your AT uses.
2.
Find and make a copy of the method book cover.
3.
Ask your CT why he/she selected the method in use.
4. If your CT does not use a specific method, ask how he/she
determines the content of instruction.
Unit 5—Managing Instruction
1. Describe a classroom management issue you observed. How did the
teacher address it?
2. Ask your AT about his/her philosophy on classroom management.
3. Find out the school policy for classroom management. Make a copy of it.
Unit 6—Assessing Student Learning
1. Ask your AT to describe how student progress is measured/assessed
and/or evaluated (two different things!).
2. With permission, make a copy of any assessment papers your AT uses.
Learn how they are used by the student and teacher.
A list of teachers willing to take students from this course can be found in
the resources folder on Brightspace. Should you want to visit another
teacher, please check with me
BEFORE
you begin your observation
portfolio.
Total =
100%
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