Introduction to Music Education

MUE 2040
Introduction to Music Education







































Fall 2014


Dr. Patrick Schmidt
pschmi@fiu.edu
609-532-6316

Introduction to Music Education

Course Description:
This course will provide an introduction to the basic principles of music education (e.g. history,
philosophy, types of school programs, organizations of instruction). It will also provide an entry point to
creative practices in music education today. The assignments in this course have been designed to provide
opportunities for students to critically consider and reflect upon issues related to their personal
development as music teachers. A portion of this course will also be devoted to field-experiences and
observations of teachers in surrounding communities. During this seminar all students will have an
opportunity to plan and implement a peer teaching experiences.

Learning Outcomes:
Upon completion of this class, students will be able to:
Understand a variety of facets of music teaching and pedagogy through observation, reading, and
discovery experiences.
Consider ethical parameters of teaching music within and outside schools.
Understand social, political, cultural and economic issues and their impact upon educating in and
through music.
Identify the elements of learning and teaching.
Identify National, State, and Local standards of music outcomes, and the impact of high-stakes
testing within a school setting.
Initiate planning for a variety of levels within a multicultural and inclusive music classroom.
Initiate the assembly of a professional portfolio.
Provide historical insight regarding the development of music education in the United States.
Provoke thoughts leading to the development of a personal philosophy of music education.

Lower Division Common Prerequisites
Subgroup 1: Teaching Profession 1, 2, 3, 4, 8, 9, 10
Subgroup 2: Diversity 2, 3, 4, 5, 7, 8, 9
Subgroup 3: Technology 5

Required Text/Readings:
Readings can be found on Blackboard and will be taken from a variety of sources.
No textbook is required for this class.
All assigned readings are to be carefully and promptly completed.

Materials and Resources:
A virtual space (website) for collection and development of your portfolio is to be acquired. All
material is to be catalogued electronically.
Blackboard will be used for this class. All information and materials regarding this course will be
available through Blackboard.

Field Experience:
10 hours of field experience are required for this course. You must see at least 2 different programs,
elementary, Band, Orchestra, Chorus, and Non-performance music class (e.g. General Music, Music
Tech). First observation is due on October 13th and the second on November 25
th
.

Music Education Forum
As you know, Music Education Forums happen on Fridays from 10:00 to 10:50am. Attendance at the
Introduction to Music Education
ALL forums is a co-requisite of this course and therefore required. Absences will impact your grades. The
First Forum will take place on Friday August 30
th
.

In the fall semester we will have a few guest presenters. You are required to attend these, particularly the
Miami Dade Music Teacher Day, which will take place on November 4
th
from 8AM to 3PM. Posters
are distributed around the School of Music. Set the dates aside!

Assignments:
Regular Assignments
Weekly Assignments and Reflections Weekly assignments will be given in accordance to needs,
challenges and or questions that arise each week.

One-time Assignments
Who am I Video The purpose of this assignment is to encourage you to reflect on your
musical/educational background, as well as your personal motivation to teach. The information you
provide will help the music education faculty to understand who you are and from where you are coming
with respect to a career in music education.

Podcasts - Each student will participate in a joined podcast project. Students will select a topic and
present an outline that will then be developed. The podcast will present a critical account of a preeminent
issue in music education. Podcasts should be 3 minutes in length. Exemplars will be provided.

Teacher Interview Each student (you can pair with someone) must contact a music educator and
document their thoughts and ideas regarding selected issues in the music education profession. This
research project will be developed throughout the semester.

Field Trip & Observation Write-Ups An observation report will be due after each scheduled field trip.
Field trip-specific (i.e., general/choral/instrumental) guidelines for the write-ups will be discussed in class
prior to each field trip.

Lesson Plan This assignment will inform and frame the peer-teaching lesson taught to the class by the
student later in the semester. The plan must include the essential components and follow the format
discussed in class.

Philosophy Each student must submit a written personal philosophy of music education. Students
should draw on course readings as well as personal experiences. This assignment is meant to challenge
each student to think about their primary reasons for choosing this field as a profession and lay a
foundation for why they would engage with music teaching and learning.

Presentations: Small groups of 4 students will be assigned to deliver a presentation to class.
Presentations will be 20 minutes long. All presentation will be delivered using Prezi software (see
www.prezi.com). Presentations to be successful must involve all 4 assigned students, must attend to the
timeframe and software, must be creative and informative, and bring together videos, images, and text.

End-of-Semester Assignments
Web-based Portfolio A professional portfolio is an organized collection of papers, letter, and other
media-related materials documenting your professional qualifications, development, philosophy, self-
assessment, professional goals, and accomplishments in a clear and concrete way. Each student must
collect and organize the appropriate materials as specified in class (An electronic/web-based portfolio is
required).

Introduction to Music Education
Final Podcasts - These must present the independent and creative work of each student based upon the
ideas, texts, videos or discussions developed throughout the semester. The Final Podcast Theme is
Changing the Future of Music Education: My Manifesto.
The following elements are necessary:
A vision, both practical and conceptual, for music education;
Images, videos and text from a variety of sources, including some discussed in class;
Original text/idea that structures the podcast;
Elements of your own philosophy of music education;
Interviews;
Reference to all information used;
Podcasts cannot be longer than 5 minutes and should make full use of current technology.

Grades

GRADE CRITERION % DESCRIPTOR
A 93-100
A- 90-92 Excellent
B+ 86-89
B 83-85
B- 80-82 Very Good
C+ 76-79
C 73-75
C- 70-72 Satisfactory
D+ 66-69
D 63-65
D- 60-62 Less than satisfactory
F Below 60 Unsatisfactory

Policies

CELLULAR PHONES AND PAGERS are a distraction and discourteous to everyone in the learning
environment. Please ensure yours is turned off (or at least silent) during class time. Unless you are
expecting an emergency call, do not answer phones in class. Text messaging during class in not allowed.

Florida International University is a community dedicated to generating and imparting knowledge through
excellent teaching and research, the rigorous and respectful exchange of ideas, and community service.
All students should respect the right of others to have an equitable opportunity to learn and honestly to
demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of
academic conduct, which demonstrates respect for themselves, their fellow students, and the educational
mission of the University. All students are deemed by the University to understand that if they are found
responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and
sanctions, as outlined in the Student Handbook.

ATTENDANCE is a requirement of this course. Unexcused absences will be penalized at the rate of 5%
for each missed class being deducted from your final grade. Perfect attendance will attain 10%
participation credit. Lateness will also be penalized: two tardies will equal one unexcused absence a
penalty of 5% off your grade. Only documented medical excuses will be considered excused.
It is your responsibility to have your name on the roll each class.
To qualify for the full 10% of participation you must attend all classes on time.

Introduction to Music Education
WORK must be handed in by the due date. LATE WORK WILL NOT BE ACCEPTED. Drafts are
welcome, and strongly encouraged, for revision before final work is due. Work should be typed, double-
spaced and well written. Correct grammar, punctuation, and spelling are expected. Poor writing will be
penalized.

Students with disabilities, as defined by law, have the right to receive needed accommodations if their
disabilities make it difficult to perform academic tasks in the usual way or in the allotted time frame. In
order to receive accommodation, however, students with must register with Disability Resource Center,
UP GC 190. 305-348-3532.

Weekly Schedule
(Subject to changes!)
CHANGES to the schedule may be made and will be announced in class or emailed to you. It is your
responsibility to note changes on your schedule.

Week Topic Readings/Assignments Assignment Due
1 Introduction
Monday Syllabus, Expectations, Class
structure


August 25

Teacher Identity and
Development
Who Am I video
2
Monday
September 1

September 2 -- Labor Day Holiday -- NO CLASSES

Portfolio Website DUE
Who Am I Video DUE
3 Historical Backgrounds
Monday Can Music be
Transformative?
John Kratus: Tipping
Point Article
Class website
Two Articles from
Music Education
Journal
September 8 Music Educations Role in
School/Society

Learning Styles

3 Teaching as a Profession
Monday The Teaching Profession P. Block -
Transforming
Community

September 15

Popular Musics and its
Practices
R. Woody Popular
Music in Schools
1
st
presentation
Critical Reflection
4 Learning
Monday Innovating and Tradition M. Thibeault -General
Music as a Cure for the
High-Stakes Concert
PODCAST Trailer
Due

September 22


5 Diversity & Equality in the Classroom
Monday Equality in the Schools Alfie Kohn and 2
nd
presentation
Critical Reflection
September 29 Diverse Learners R. Hourigan The
Introduction to Music Education
Invisible Student
J. Kosol Shame of the
nation
6 Gender
Monday The social aspects of teaching
and learning
McCarthy Gender &
Music Ed

October 6

VISIT Group Podcasts
Submissions online
DUE
7 Popular Music
Monday Standards and
Multidisciplinary Teaching

Janet Barretts and
Curriculum
First Independent
School Visit Due
Observation Report

October 13

2
nd
presentation

8 Technology
Monday Technology in the classroom B. Leno - Dr. Mashup.
G. Ofiesh - Technology
and the Road to
freedom

October 20

L. Bergonzi Sexual
Orientation and Music
Ed
4
th
presentation
History Timeline
Project DUE
9
Monday Starting to think like a
researcher

October 27


10 Multiculturalism and Gender
Monday The new classroom Evan Tobias
Guest Speaker

November 3 Classroom as Inviting Spaces Arizona State
University

Influential Teacher
Interview
DUE
11 Assessment
Monday

November 10
Alternative/Authentic
Class Management & Motivation

12 Classroom Management
Monday Policy and Advocacy

Abril and Gault Music
Teachers & Principals
Schmidt Teacher as
Leader
5
th
presentation
Critical Reflection


November 17

Philosophy DUE
13 Resources & Advocacy
Monday No Class


November 24 P. Palmer Culture of Final Independent
Introduction to Music Education
Time for Observation Fear Field Observations
Due November
25th
14 Peer Teaching
Monday Peer Teaching in Class
December 1 Teaching Portfolio
Journal Reflection
DUE
Final Podcast DUE : December 8
th
NOON.