MUED390-011 Syllabus
MUSIC IN EARLY CHILDHOOD
Thursdays, 9:30am-12noon, 8/30/07-11/29/07
Handouts
Activity Rating Scale
Integrated Lesson Plan Rating Scale
Observation Questions to Address
Course Description:
Introduction to early childhood music materials and approaches through lecture and clinical experiences.
Learning Goals:
- To develop an understanding of the musical development of children.
- To develop personal musicianship skills to provide musical leadership in the classroom.
- To develop teaching skills that can be used to deliver appropriate music instruction to children.
- To become familiar with appropriate music education materials for use with children and how those materials can enhance the study of other subjects and be used in the general classroom.
Learning Outcomes:
- To become knowledgeable of how singing voice and beat competency are developed in young children.
- To become comfortable singing and rhythmic chanting through peer teaching.
- To create movement activities that can be used to form a base for metrical and rhythmic development, the presentation of multi-cultural music, and for early childhood and elementary classroom purposes.
- To create listening activities that can be used to develop audiation in children and be used for classroom purposes.
- To become knowledgeable of musical instruments and a variety of manipulatives, and their use for teaching young children music.
- To design developmentally appropriate music learning environments.
- To seek out and evaluate music learning resources available for classroom use.
- To compile an organized notebook of materials, class notes, and hand outs that will be a useful resource for future teaching.
- To develop personal musicianship skills through proficiently playing the soprano recorder.
Texts:
- Jump Right In: The General Music Curriculum, Teacher's Edition, Book 1 (GIA Publications, 1999). Recommended
- Do It! Play Recorder (GIA Publications). Required
- Music Play w/CDs by Wendy Valerio, Alison M. Reynolds, Beth Bolton and Cynthia C. Taggart (GIA Publications). Required
Additional Materials:
- Jump Right In: The General Music Curriculum, Bk. 1. CD's (GIA Publications, 1999). Recommended
- Soprano Recorder - Required
- 3-Ring Notebook
Course Calendar
Note: Ms. Newell reserves the right to make changes. Recorder instruction will occur in each class. Recorder proficiency tests will be announced in class.
August 30
- Introductions
- The Meaning of Music in Our Lives
- Syllabus
- Pre-professional skills
Assignment #1: Circle Activity-due September 6.
Assignment #2: Read: MENC Position Statement on Early Childhood Education
www.menc.org/information/prek12/echild.html
Assignment #3: Read: http://www.edu-cyberpg.com/Literacy/whatresearchwomb.asp
September 6
- Developing musically
- Avenues of music learning
- Informal Music Learning/Instructional goals
- Pre-K-12 National/State Music Standards
Assignment #1: Read Wired for Sound: The essential connection between music and development by Cynthia Ensign Baney: http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=69
Assignment #2: Read through the National Standards for music education. Be familiar with the Prekindergarten standards and the overriding 9 National Standards http://www.menc.org/publication/books/prek12st.html
Assignment #3:Scroll down and read through how music is addressed in theNAEYC Accreditation Performance Curriculum
http://www.naeyc.org/accreditation/performance_criteria/curriculum_criteria.asp
September 13
- Music Standards
- The role of singing and chanting
- Informal guidance techniques, beat competency and singing voice development
- Choosing songs and chants
- Format for Activity Lesson Plan
Assignment #1: Prepare a song and a chant and be ready to teach it by memory using a technique learned in class. Develop an activity plan for each activity. Due September 21.
Assignment #2: Read How Young Children Learn Music by Mary Kate Newell.
Assignment #3: Read Musicality from Birth to Five by Donald Hodgeshttp://www.music-research.org/Publications/V01N1_musicality.html
September 20
- Peer teach song/chant to small group
- Puzzle cards and song/chant maps
- The role of listening
- Choosing recorded music
Assignment #1:Choose 5 recorded selections. Two may be typical children's music. Three should be without vocals, one of which should have clear, distinct sections. Hand in: Title of selection, composer, artist, reference information, length of selection, a description of the selection, why you chose it and what type of activity you might use it for. Due September 27.
Assignment #2: Create: Puzzle cards and a song or chant map for a children's song or chant. You will peer teach them to a small group. Due September 27.
September 27
- Peer teach puzzle cards and song maps
- Listening Maps
Assignment #1: Read Listening maps by Sue Snyder. http://www.aeideas.com/text/articles/listeningmaps.cfm
Assignment #2: Create a Listening Map for one of your listening selections. You will teach your listening map to the entire class. Due October 5.
October 4
- Peer teach listening maps (divide into 2 groups)
- The role of movement
- Techniques and activities for teaching movement
Assignment #1: Read Music and movement-Instrumental for language development by Maryann Harmann, M.A. http://www.earlychildhood.com/Articles/index.cfm?FuseAction=Article&A=361
Assignment #2: Incorporate Laban movement into 1) a story if working with another person, or 2) a nursery rhyme if working alone. Type out the story/rhyme indicating where you will have students move and what type of movement they will perform. Be prepared to pre-teach the Laban movement prior to the story/rhyme. You will teach this to the class on Oct. 11.
Assignment #3: Recorder proficiency test next week, October 11. Details announced in class.
October 11
- Recorder proficiency test
- Teach movement activities
- Formal movement
- Music Environments
Assignment #1: Read Building connections through music-based learning centers by Suzanne Burton, Ph. D. (www.teach-nology.com).
Assignment #2:Read Inventing music play centers. (NAEYC pdf article)
Assignment #3:Design a music environment for your future classroom. Provide a blueprint of the classroom set-up and complete description of how the environment will function. You will present your music environment to the class.
October 18
- Music environment presentations
- Creativity and music
- Using instruments for effect
Assignment:Choose a poem (one that you have not used in class) and add movement, singing, chanting, listening, or playing instruments for creative effect. You will teach your poem or story to the class. Create and activity plan to go with your assignment. Due October 25.
October 25
- Peer teach poem or story
- Developing vocal and instrumental ostinati
Assignment: Create vocal and instrumental ostinati for a poem. Prepare an activity plan of how you will teach it. Be prepared to teach your activity to the class. Due November 1.
November 1
- Peer teach vocal and instrumental ostinati
- Develop website evaluation criteria
- Song and Chant Bank-discussion
Assignment: Locate 3 websites that focus on music and general education. Evaluate each site using the criteria developed in class. Be sure to include the URLs, names of each site, creators of each site, the credentials of the creators, thorough descriptions, and your professional opinion of each site. Due Nov. 8.
November 8
- Present and discuss websites
- Integration Models
- Integration Lesson Plan
Assignment #1: Read Integrate with integrity http://www.aeideas.com/text/articles/integratewithintegrity.cfm and On Becoming HOT
http://www.aeideas.com/text/articles/becominghot.cfm both by Sue Snyder.
Assignment #2: Use material from Jump Right In or another source and create a lesson plan that ties that material in with an academic subject area. Include: 1) Copies of all materials to be used; 2) Specific musical skill(s) to be developed; 3) Instructional objectives; 4) Detailed procedure for teaching both subject content and music content; 5) Assessment strategies; 6) Target grade level, 7) Materials list; 8) Reference information; and 9) Potential “pitfalls” that may occur when using the plan with children. Incorporate appropriate music learning techniques that have been presented in class. You will have 1 lesson plan. Type this on a word processor. Be prepared to present your plan, but fully teach the music portion next week. Due November 15.
November 15
Lesson Plan presentations; If not able to get through all presentations, we will finish on November 30.
November 22, 2007
Happy Thanksgiving!
Assignment #1:E-mail Ms. Newell 5 possible final exam questions. Due November 29 by noon.
Assignment #2:Prepare for your final recorder proficiency test on November 29.
Assignment #3:Notebooks, Song & Chant Bank and Observation reports are due November 29.
November 29
- Transferring recorder skills to the keyboard and barred instruments
- Recorder Proficiency
- Notebooks due
- Song and Chant Bank due
- Final exam review
Final Exam
No make-ups. No exceptions.
Class Participation:
In this course, class participation is very important. I hope that you will be a willing, energetic participant!
Peer Teaching:
Peer teaching is viewed as an integral part of this class, and important in learning and practicing teaching techniques. Come fully prepared to teach on peer teaching days. This means songs/chants are memorized.
Observations of Music Teaching and Learning:
We will visit the Early Learning Center on the University of Delaware campus during class meeting time throughout the semester. First you will observe me teach an early childhood music class. As you develop more musical skills, you will have the opportunity to teach these skills to students at the Early Learning Center in small groups. After each observation and activity teaching, you will write an observation paper using the “Observation Questions to Address” as a guide. We will discuss format of these papers in more detail during the semester. Observation reflection papers will be due the following class after a visit to the ELC.
Class Notebook:
Your notebook should be organized for your future use and will be a resource for your teaching. Use dividers to separate sections. Sections of the notebook should include: a table of contents, class notes, singing and chanting techniques, movement, listening maps, lesson plans, exam questions, handouts, observation reports, and your bank of songs and chants. Due November 30.
Recorder Proficiency:
Be sure to practice! There will be 2 recorder proficiency tests.
Song/Chant Bank:
Use 10 songs and 5 chants from Jump Right In or other sources approved by Ms. Newell. Information should be recorded such as: the title, what the text is about, nationality/origin of the song/chant, specific music concepts/skills that may be taught, and integrated subject concepts that may be taught. More details to follow. Due November 29.
Grading Scale:
| 95-100 = A | 90-94 = A- |
| 88-89 = B+ | 84-87 = B |
| 80-83 = B- | 78-79 = C+ |
| 74-77 = C | 70-73 = C- |
| 68-69 = D+ | 60-63 = D- |
| 0-59 = F |
Evaluation:
| Assignments | 50% |
| Final Exam | 20% |
| Recorder Proficiency | 15% |
| Song and Chant Bank | 10% |
| Notebook | 5% |
Attendance:
- Class attendance is expected. You are allowed 1 absence for whatever reason. Additional absences will cause your final grade to be lowered (e.g., A to A-, B+ to B).
Assignments:
- Late papers will not be accepted.
- Make-ups of class presentations and peer teaching will not be allowed without a conference with Ms. Newell.
- All assignments are to be typed, double-spaced with a 10 or 12 point font such as Times, Arial or Courier.
- Correct grammar and spelling are very important and will affect your grade.
- Details ARE important!
- No extra credit assignments will be offered.
Academic Honesty:
Cheating or plagiarism will not be tolerated and will be handled according to University policy.If you have any questions or concerns about the course, please schedule an appointment with me!
