SMU 331 Music in Secondary School/Practicum Syllabus
Seton Hill University Spring 2014
Instructor: John M. Seybert, Ph.D. Office: G12 Phone: (724) 552-2907 Email: jmseybert@setonhill.edu Class Hours: 8:00-9:20 a.m. Monday/ Wednesday (Practicum) Location: SHU PAC G26 Office hours: 2:50-4:00 p.m. Tuesday and Wednesday, and by appointment
Catalog Description: The materials, methods of procedure, techniques, and skills suitable to general and vocal activities in the junior and senior high schools. Field experiences, Tubercular check, Act 33 Child Abuse, Act 34 Criminal Record check, Act 114 FBI Federal Criminal History Record, and PDE-6004 (Arrest or Conviction Report and Certification Form) required.
Credit Awarded for the Course: 1 credit
Required Materials:
Hoffer, C. (2000). Teaching music in the secondary schools. 5 th ed. New York: Cengage.
2or 3 binder; enough sets of notebook index sheets/dividers and sheet protectors to satisfactorily complete your course notebook
Suggested Materials:
Consortium of National Arts Education Associations (1994). National standards for arts education. Reston, VA: Music Educators National Conference.
Garcia, J. E. Spalding, & R.R. Powell (2001). Contexts of Teaching: Methods for Middle and High School Instruction. Upper Saddle River, NJ: Prentice Hall.
Kellough, R.D. and N.G. Kellough. (2011). Secondary School Teaching: A Guide to Methods and Resources. 4 th ed. New York: Pearson.
SMU 331: Music in Secondary School/Practicum Spring 2014
2 Required iPad Applications
Dropbox for iPad: https://www.dropbox.com/ipad Nearpod (Panarea): www.nearpod.com SmartMusic for iPad (Student Membership) www.smartmusic.com Socrative (Student Clicker): www.socrative.com
The student should develop skills and understanding necessary to plan, implement, and evaluate a comprehensive music program at the secondary level. This course is designed to enable the future music educator to:
(1) Acquire pedagogical skills for use with secondary students
(2) Develop a working knowledge of practices in current use in secondary music education
(3) Develop a working knowledge of materials employed in the teaching of secondary instrumental music
(4) Develop an understanding of some of the theoretical constructs on which secondary music education is based and implement them in the instrumental music classroom
B. Specific Behavioral Objectives
Through a variety of in-class exercises and outside field experiences, the student will:
gain fluency in curricular issues and lesson planning explore and evaluate repertoire, general music texts, technology and materials appropriate for use in an secondary music classroom gain an understanding of various methods of teaching music to secondary school students SMU 331: Music in Secondary School/Practicum Spring 2014
3 apply principles of teaching, learning, and classroom management to the secondary school environment become cognizant about the musical development, maturation patterns, and learning styles of secondary school students gain a better understanding of the various theories of learning identify and sequence appropriate teaching materials and strategies for various types of learners implement various techniques for the assessment of musical growth prepare, teach, and evaluate music lessons that incorporate a variety of musical activities directed toward the development of a musical concept in a secondary music classroom
Topics to Be Covered
National Standards for Arts Education Lesson Planning and Sequencing Pennsylvania Academic Standards for the Arts and Humanities Pennsylvania Common Core Standards Why Teach Music? The Importance of Music in the Schools The Subject Matter of Music The Secondary School Music Curriculum Guidelines for Teaching Music in the Schools Teaching Middle School General Music Teaching High School Non-Performance Courses Comprehensive Musicianship Teenagers and Music Managing Music Classes and Rehearsals Assessing Learning in Music The Music Profession: Past, Present, and Future Technology for Secondary Music Instruction
University Objectives:
Communication and Problem Solving Use the expressive arts as a mode of inquiry or expression. Demonstrate leadership, negotiation, relational, and consensus skills. Use technological skills to access information, organize knowledge, and communicate. Propose new solutions to current issues. Express arguments or main points clearly, in written and oral communication. Transfer knowledge and values into sound decision-making.
Historical, Cultural, and Global Awareness SMU 331: Music in Secondary School/Practicum Spring 2014
4 Analyze the impact of history, geography, and socio-cultural dynamics on global interactions from a variety of disciplinary perspectives.
Multiple Modes of Inquiry Organize and manage resources in a creative way to achieve impact. Find, evaluate, and apply information. Interpret quantitative and qualitative information to present a logical argument based on supporting data.
Self Reflection and Assessment Demonstrate ethical decision-making grounded in philosophical inquiry. Recognize the value of diverse spiritual and religious perspectives.
Major/Program Objectives: demonstrate knowledge, skills and techniques in the development and delivery of instruction exhibit a knowledge of content, methodologies, philosophies, materials, technologies and curriculum development in music education inspire others by engendering a respect for music and a desire for musical knowledge and experience modify instruction to work productively within diverse education populations recognize the value of lifelong professional development, enabling one to remain current with changes in the arts of teaching music
Course Philosophy and Pedagogical Design
An effective music educator in the secondary school must possess a variety of pedagogical skills to meet the requirements of the multifaceted music curriculum. In addition to directing performance ensembles (e.g., band, choir, orchestra), a majority of secondary music educators are expected to develop and implement standards-based courses that provide opportunities for all secondary students to experience music. The purpose of this course is to provide you opportunities for you to review various pedagogical methods and the research literature and apply these concepts in diverse classroom experiences to prepare for your future career.
The required and suggested texts for this course are important resources for your development as a music educator. The required course text, Teaching in the Secondary School, focuses primarily on methods to be successful in the music classroom. Charles Hoffer, author of the text, is a former president of the National Association for Music Education and Professor of Music Education at the University of Florida with experience working with numerous secondary school programs. To provide additional insight on planning and working within the secondary school, I encourage you to review Garcias Contexts of Teaching: Methods for Middle and High School Instruction and Kellough & Kelloughs Secondary School Teaching: A Guide to Methods and Resources. In addition to the assigned reading (packets) in class, I also expect that you are researching various music education periodicals to find additional methods to enhance all of your course projects. SMU 331: Music in Secondary School/Practicum Spring 2014
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Class instruction will focus primarily on in-class activities and demonstrations, the discussion of assigned readings, and teaching presentations (course projects) to peers and secondary school students in your practicum placement. Class exercises and discussions are intended to clarify and reinforce the course content to enable individuals to contribute to experiential knowledge. You are expected to reference the assigned readings to support your views on various issues discussed in class.
The main purpose of the course is to bring students to a satisfactory level of competency in regard to the following:
understanding and application of appropriate and effective instructional practices in line with the National Standards in Music Education and ESOL Standards an acquired repertoire of effective instructional practices in classroom and rehearsal settings a proactive approach to classroom management in various secondary music class settings a working knowledge of the administrative procedures which attend the development and maintenance of a well-founded secondary music program
Arts Education Standards
National Standards for Music Education http://musiced.nafme.org/resources/national-standards-for-music-education/
National Coalition for Core Arts Standards (NCCAS) http://nccas.wikispaces.com/Home
Pennsylvania Department of Education Academic Standards for Arts and Humanities http://www.portal.state.pa.us/portal/server.pt/community/state_academic_standards/19721
Pennsylvania Department of Education Standards Aligned System http://www.pdesas.org/Standard/CommonCore
SMU 331: Music in Secondary School/Practicum Spring 2014
6 SMU 331 Music in Secondary School/Practicum Course Schedule (The instructor reserves the right to adjust the schedule as needed. Readings should be completed prior to class discussions. Students are expected to listen to all related examples in the score anthology.)
Date Topics, Reading, Listening
Week 2 January 27 (M) Topic: How to be a successful Secondary Music Educator? Course Syllabus, Projects, and Practicum Placements Reading: Hoffer, Chapter 1 Assignment: Practicum Placement Proposal
January 29 (W) DUE: Practicum Placement Proposal Topic: The School Music Teacher Review Secondary Music Bulletin Board Project, Student Teaching Materials Reading: Hoffer, Chapter 2 Assignment: Secondary Music Unit Plans; Music Educators Journal Research (Technology in Secondary General Music Classsrooms)
Week 3 February 3 (M) DUE: Bulletin Board (1), Secondary Music Bulletin Board Project Schedule Topic: Technology for Secondary General Music Classrooms; Technology for Secondary Music Classrooms Presentation Reading: Seybert Article/ Technology Packet in Dropbox Assignments: Technology Proposal
February 5 (W) DUE: Technology Proposal Topic: The Importance of Music in the Schools Reading: Hoffer, Chapter 3
SMU 331: Music in Secondary School/Practicum Spring 2014
7 SMU 331 Music in Secondary School/Practicum Course Schedule (The instructor reserves the right to adjust the schedule as needed. Readings should be completed prior to class discussions. Students are expected to listen to all related examples in the score anthology.)
Date Topics, Reading, Listening
Week 4 February 10 (M) Topic: Planning for Music Instruction, Secondary Music Assessments Project (Responding, Performing, and Creating) Reading: Hoffer, Chapters 5 and 17; Seybert Article Assignment: Secondary Music Assessments Project Proposal
February 12 (W) DUE: Secondary Music Assessments Project Proposal Topic: Secondary Music Unit Plan and Presentation Reading: Hoffer, Chapter 4
Week 5 February 17 (M) DUE: Bulletin Board (2) Topic: Guidelines for Teaching Music in the Schools; Secondary Music Methods Practicum and Portfolio; Student Teaching Materials Reading: Hoffer, Chapter 6
February 19 (W) DUE: Student Teaching Materials Practicum
Week 6 February 24 (M) DUE: Technology for Secondary General Music Curriculum Presentations Reading: Student Handouts in Dropbox Assignment: Secondary Music Assessments
February 26 (W) Practicum
Week 7 March 3 (M) DUE: Bulletin Board (3), Secondary Music Assessments Topic: Secondary Music Assessments Peer Editing Assignment: Secondary Music Unit Plans; Music Educators Journal Research (Middle School General Music)
SMU 331: Music in Secondary School/Practicum Spring 2014
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SMU 331 Music in Secondary School/Practicum Course Schedule (The instructor reserves the right to adjust the schedule as needed. Readings should be completed prior to class discussions. Students are expected to listen to all related examples in the score anthology.)
Date Topics, Reading, Listening
March 5 (W) Practicum
March 8-16 Spring break, Have a great break! Week 8 March 17 (M) DUE: Secondary Music Unit Plans Peer Editing (DRAFT)
Topic: Teaching Middle School General Music; Secondary Music Unit Plans Peer Editing (DRAFT) Reading: Hoffer, Chapter 12; Music Educators Journal Readings Assignment: Music Educators Journal Research (High School Nonperformance Courses)
March 19 (W) Practicum
Week 9 March 24 (M) DUE: Secondary Music Unit Plans Peer Editing (DRAFT) Bulletin Board (4) Topic: Teaching High School Nonperformance Courses; Secondary Music Unit Plans Peer Editing (DRAFT) Reading: Hoffer, Chapter 13; Music Educators Journal Research Assignment: PMEA Conference (Secondary Music Reflections)
March 26 (W) PMEA Conference - Class Cancelled
SMU 331: Music in Secondary School/Practicum Spring 2014
9 SMU 331 Music in Secondary School/Practicum Course Schedule (The instructor reserves the right to adjust the schedule as needed. Readings should be completed prior to class discussions. Students are expected to listen to all related examples in the score anthology.)
Date Topics, Reading, Listening Week 10 March 31 (M) DUE: PMEA Conference Reflection Topic: Teenagers and Music Reading: Hoffer, Chapter 15 Assignment: Secondary Music Unit Plan and Presentations
April 2 (W) Practicum
Week 11 April 7 (M) DUE: Secondary Music Unit Plan and Presentations; Bulletin Board (5) Topic: Secondary Music Unit Plan and Presentations Assignment: Secondary Methods Online Portfolio
April 9 (W) Practicum
Week 12 April 14 (M) Topic: Managing Music Classes and Rehearsals Reading: Hoffer, Chapter 16 Assignment: Secondary Music Methods Online Portfolio
April 16 (W) Practicum
April 17-21 Easter break, Have a great break!
Week 13 April 21 (M) DUE: Bulletin Board (6), Secondary Music Methods Online Portfolio Peer Editing (DRAFT) Topic: Secondary Music Methods Online Portfolio Peer Editing I; Special Topics
April 23 (W) Practicum
Week 14 April 28 (M) DUE: Secondary Music Methods Online Portfolio Peer Editing (DRAFT) Topic: Secondary Music Methods Online Portfolio Peer Editing II; Student Teaching Clearances SMU 331: Music in Secondary School/Practicum Spring 2014
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SMU 331 Music in Secondary School/Practicum Course Schedule (The instructor reserves the right to adjust the schedule as needed. Readings should be completed prior to class discussions. Students are expected to listen to all related examples in the score anthology.)
May 7 (R) DUE: Student Teaching Materials Part II (Clearances) Special Topics Discussion
Have a Great Summer Break!
SMU 331: Music in Secondary School/Practicum Spring 2014
11 Responsibility of the Students
Course Projects All course projects are to be typewritten unless otherwise noted. In cases where specific format has not been prescribed for the project, the student is to create a format that gives a well-ordered and professional appearance. Since an important aspect of class instruction is derived from the discussion of projects, projections submitted late will be accepted within 48 hours of the due date, minus two full letter grades. Projects will not be accepted beyond this 48-hour extension. Course projects are designed to focus on the professional application of course information. It is expected that considerable care will be taken in the preparation and presentation of each project. It is also required that as concerns arise in class preparations, you make an appointment with Dr. Seybert to discuss your project. Please plan ahead.
Code of Academic Conduct: Seton Hill University expects that all its students will practice academic honesty and ethical conduct. The University regards plagiarism, cheating on examinations, falsification of papers, non-sanctioned collaboration, and misuse or illegal use of library material published or unpublished as violations of academic honesty.
Academic Integrity Policy: If a faculty member believes a student has been intentionally academically dishonest for example, with cheating, plagiarism, assisting others with dishonesty the faculty member is obligated to file an Academic Dishonesty Report Form with the Office of Academic Affairs. [For complete statement of Policy, see GriffinGate DocumentsAcademic Affairs--Academic Integrity Policy].
Disability Statement: If you have a disability that may require consideration by the instructor, you should contact Terri Bassi-Cook, the Director of Disability Services at 724-838-4295 or tbassicook@setonhill.edu mailto: tbassicook@setonhill.edu and/or disabilityservices@setonhill.edu mailto:disabilityservices@setonhill.edu as soon as possible to develop a plan of accommodation. You should provide the instructor with a copy of your accommodation plan and schedule a meeting so that you can be supported in an informed manner. It is not necessary to disclose to your instructor the nature of your disability. If you need accommodations for successful participation in class activities prior to your appointment at the Disability Services Office, you should offer information in writing to your instructor which includes suggestions for assistance in participating in and completing class assignments.
Academic Engagement and Class Attendance: Students must fully engage in the learning process, are expected to attend all class meetings, and are held responsible for the full content of each course of study.
A responsible academic life implies systematic preparation in all course work. Students must devote sufficient time for adequate class preparation. A minimum of two hours outside of class for every hour the course meets is a common guideline. SMU 331: Music in Secondary School/Practicum Spring 2014
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Each course instructor articulates in the course syllabus a course outline and required readings and/or assignments which must be completed prior to attendance. The syllabus also describes the teaching/learning environment required in the class (laboratory, studios, experiential exercises, collaborative work, discussion, and lecture). Overall course assessment commonly includes participation and attendance.
The University faculty and administrative support participation in intercollegiate sports, theatre productions, music recitals, conferences, workshops, and other co-curricular activities; however, it is always the students responsibility to negotiate a way to receive information and/or materials distributed in class. Students must understand that, depending on the course design and requirements, it may not be possible to make up a missed class session. The student must negotiate any absence from a class for participation in such events with the instructor prior to the absence from class.
Students who miss a class because of illness or personal emergency must contact the instructor before the class meeting. Depending on the course design and requirements it may not be possible for a student to make up a missed class session.
Saving Course Assignments: In order to fulfill the requirements of the liberal arts curriculum, students must save major assignments completed in this course, so that they can successfully argue in the capstone liberal arts course, Senior Integrative Seminar, that they have met the University Learning Objectives.
SMU 331: Music in Secondary School/Practicum Spring 2014
Secondary Music Bulletin Board Project (February 3-April 23) 100
Student Teaching Materials Part I (February 19) 50 (Education Division Packet, Teacher Interviews)
Technology for Secondary General Music Curriculum Presentation 100 (February 24)
Secondary Music Assessments (March 3) 120 (Responding, Performing, and Creating)
PMEA/Research Conference Reflection (March 31) 30
Secondary Music Unit Plan and Presentation (April 7) 200
Student Teaching Materials Part II (May 7) 50 (PA Clearances)
Secondary Music Methods Online Portfolio (May 5) 300
Total Points 1000
Grading Scale:
A = 940-1000 A- = 900-939 B+ = 880-899 B = 840-870 B- = 800-839 C+ = 780-799 C = 740-770 C- = 700-739 D+ = 680-699 D = 640-670 D- = 600-639 F = 599 and below
SMU 331: Music in Secondary School/Practicum Spring 2014
14 Project Descriptions
Secondary Methods Practicum The field experiences will take place in a secondary instrumental program in this area. You are required to complete the appropriate form for EACH observation and if necessary, a reflective self-evaluation for each teaching episode in the classroom. There will be a minimum of TEN (i.e. twenty-hours) school visitations for this course.
Components of the Grade: Attendance, Field Experience Report, Journal Entries, Teaching Videos, Student Interviews and Self-Reflections.
Attendance If you must be absent from any of your school visitations due to illness or emergency, you must inform the people affected by your absence (i.e., Dr. Seybert, placement teacher and carpool members, if applicable). Please discuss the situation with Dr. Seybert during the next class meeting to find another schedule another field experience.
Privacy Issues Please be cognizant of the importance of respecting the privacy of the children and teachers observed. Avoid discussing classroom scenarios that might be embarrassing to teachers, parent, or children, or that might include sensitive information concerning a child or family. During class discussions or in journal reflections, use pseudonyms. Use professional judgment when discussion students and situations at your field experience site.
Deportment You will be viewed and judged as an adult by students, parents, and teachers. Please plan ahead and dress conservatively and professionally. Please do not wear jeans or hats. Do not chew gum. Be polite and considerate to every person that you encounter including the principal, secretaries, custodians, teacher assistants, and parents. Be sure to arrive a minimum of 15 minutes prior to your scheduled visitation. Please continue the tradition of representing yourself and Seton Hill University in a professional manner.
Daily Field Experience Report A Daily Field Experience Report is to be completed for each day of field experience. The reports are intended to be a general summary of your days activity in the elementary school. Additional pages may be added if necessary.
Practicum Journal The purpose of making reflective journal comments is to focus attention on the importance of reflective thought as a means of evaluating ones professional practices, on a daily basis. A journal entry should be made after each field experience. Your comments should include reactions to lesson planning, classroom/rehearsal teaching, and the complementary experiences of teaching (e.g., observations of individual students, relationship with the cooperating teacher, relationship with other teachers and administrators, and the overall social environment of the SMU 331: Music in Secondary School/Practicum Spring 2014
15 school.). The writing style of the journal entries may be conversational and informal in nature. Journal writing will be evaluated in terms of content quality and quantity.
Technology Project: Review of Music Software and Applications Provide a clear and concise summary of a minimum of two software packages and three apps for a mobile tablet and/or smart phone. The summary consists of answers to the questions listed in Guidelines for Evaluating Music Software and a Sample Product Evaluation Form for Technology-Assisted Instruction in Music. Please include any additional information that might assist you and your colleagues in the future. Please provide copies of this assignment for all members of the class.
Instrumental Methods Practicum Portfolio (Online) This purpose of this portfolio is to serve as the basis for the organization of your continuing education information a volume to which material may be added. The regular and systematic updating of your professional knowledge is of utmost importance to your best instructional practice the best care of your students. Continuing education is a fact of life for educators who exemplify the highest standards of educational practice. The organization and maintenance of continuing education information, be it from research journals/conference presentations, or personal creative activity, is a component of every professionals library.
You will be expected to create an online website with all of the information for this portfolio. Please REVISE all of the assignments with my suggestions before placing any document online. I recommend that you use Weebly (http://www.weebly.com) to create your website. I also suggest that you keep hard copies of all documents for your future reference. Please plan ahead.
The Course Portfolio is to be divided into the following tabs online:
Syllabus and Course Schedule Weekly notes and handouts Course Projects (in chronological order) Sections of personal interest (e.g., technology, inclusion) Secondary Methods Practicum: include materials pertaining to your Secondary Methods Guided Field Experience (i.e. all lesson plans, videos of your teaching presentations).
Professional Society Memberships As a music education major at Seton Hill University you are required to be an ACTIVE member in the collegiate NAfME chapter (this means that you are expected to attend ALL of the chapter meetings this semester), which represents all phases of music education at all academic levels. Membership in an additional professional society representing a cognate field is also suggested (e.g., American String Teachers Association, National Band Association).
SMU 331: Music in Secondary School/Practicum Spring 2014
16 Readings List
Supplemental Readings
Abeles, H.F., and L.A. Custodero, eds. (2009). Critical issues in music education. New York: Oxford University Press.
Ausubel, D.P. (2000). The acquisition and retention of knowledge: A cognitive view. Dordrecht, Netherlands, Kluwer Academic.
Banks, J.A. (2012). Encyclopedia of Diversity in Education. Thousand Oaks, CA: Sage.
Boyle, J.D., and R. E. Radocy (1987). Measurement and evaluation of musical experiences. New York: Schirmer Books.
Campbell, P.S. (2004). Teaching music globally. New York: Oxford University Press.
Campbell, P.S., Connell, C. & Beegle, A. (2007). Adolescents expressed meaning of music in and out of schools. Journal of Research in Music Education, 55(3), 220-236.
Conway, C.M., & Hodgman, T.M. (2006). Handbook for the beginning music teacher. Chicago. GIA.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
Duncan, A. (2010). The National Endowment for the Arts. Strategic Plan FY 2012-2016. <www.nea.gov/about/Budget/NEAStrategic Plan 2012-2016.pdf>
Eisner, E.W. (2002) Arts and the creation of mind. New Haven, CT: Yale University Press.
Elliott, D.J. (1995). Music matters: A new philosophy of music education. New York: Oxford University Press.
Ericsson, A.K., N. Charness, P. Feltovich, and R.R. Hoffman (2006). Cambridge handbook on expertise and expert performance. Cambridge, UK: Cambridge University Press.
Gardner, H. (1983/2004). Frames of mind: A theory of multiple intelligences. New York: Basic Books.
Froehlich, H.C. (2007). Sociology for music teachers. Upper Saddle River, NJ: Prentice-Hall.
Gordon, E.E. (2005a). Primary measures of music audiation (CD-Rom). Iowa City; Chicago: GIA. ________ (2012). Learning sequences in music: Skill, content, and patterns. Chicago: GIA. SMU 331: Music in Secondary School/Practicum Spring 2014
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Hargreaves, D.J. (1986). The developmental psychology of music. Cambridge, England: Cambridge University Press.
Hickey, M. (1999). Assessment rubrics for music composition. Music Educators Journal, 85(4), 26-33.
Houlahan, M. and P. Tacka (2008). Kodaly today: A cognitive approach to elementary music education. New York: Oxford University Press.
Jorgensen, E. (2003). Transforming music education. Bloomington: Indiana University Press.
Levitin, D. (2006). This is your brain on music. New York: Dutton.
Legette, R.M. (1998). Casual beliefs of public school students about success and failure in music. Journal of Research in Music Education, 46 (1), 102-111.
Lindeman, C. (2003). Benchmarks in action: A guide to standards-based assessment. Reston, VA: Music Educators National Conference.
Mark, M. L. & C. Gary (2007). A history of American music education (3 rd ed.). Blue Ridge Summit, PA. Rowman & Littlefield Education.
Mark, M. (1996). Contemporary music education (3 rd ed). New York: Schirmer.
Radocy, R.E. & Boyle, J.D. (2003). Psychological foundations of musical behavior. (4 th ed.). Springfield, IL: Charles C. Thomas.
Reimer, B. (2000). Performing with understanding: The challenge of the national standards for music education. Reston, VA: Music Educators National Conference.
Reimer, B. (2003). A philosophy of music education (3 rd ed.) Englewood Cliffs, NJ: Prentice- Hall.
Seybert, J. (2014). High tech on a low budget: Applications to enhance the music classroom, Music Educators Journal (under review).
Sloboda, J.A. (2003). The musical mind. New York: Oxford University Press.
Spearman, C.E. (2000). How will societal and technological changes affect the teaching of music? In C.K. Madesen (Ed.), Visions 2020: The Housewright symposium on the future of music education (pp. 153-184). Reston, VA: Music Educators National Conference.
Spring, J. (2006). American education (12 th ed.). New York: McGraw-Hill.
SMU 331: Music in Secondary School/Practicum Spring 2014
18 Webster, P.R. (1990). Creativity as creative thinking. Music Educators Journal, 76 (9), 22-28.
Wong, H., and R. Wong. (2001). The first days of school: How to be an effective teacher. Sunnyvale, CA: Harry K. Wong Publications.
Woody, R.H. (1994). Copyright law and sound recordings. Music Educators Journal, 80 (6), 29- 32.