THE UNIVERSITY OF TEXAS AT ARLINGTON MUSI 4216 Strategies and Assessment in Music Pedagogy Fall, 2012 Name: Dr.

Diane Lange Office Number: FA367B Office Telephone Number: 817.272.2434 Email Address: lange@uta.edu Office Hours: 1:00 1:50 p.m. Monday, Wednesday, Friday & By Appointment Course Number, Section Number, and Course Title: MUSI 4216 001 Strategies and Assessment in Music Pedagogy Time and Place of Class Meetings: FA 311 Monday, Wednesday, and Friday 11:00 11:50 a.m. Description of Course Content: Current trends in music education will be examined. Topics include behavior management, learning styles, students with special needs, exceptional students, and examination of major learning theories and principles of cognitive, social, emotional, physical and aesthetic development. This course will also examine a variety of assessment techniques that are used in a music classroom. Assessment tools such as rubrics, rating scales, National Standards, TEKS, TAKS, and TExES will be examined and implemented into lesson planning. This course has a field
experience component.

Requirements: Open to music education majors only. Prerequisite: MUSI 2112 and admission into the College of Education. Student Learning Outcomes: Upon successful completion of MUSI 4216 the student will be able to: 1. Explain the educational learning theories of Piaget, Dewey, Erickson, Montessori, Vygotsky, and Bloom. 2. Define learning modalities, learning styles, and multiple intelligences. 3. Evaluate his/her learning modalities and learning style. 4. Apply the various learning modalities and learning styles to musical instruction. 5. Discuss appropriate classroom management techniques. 6. Identify terminology and Texas state laws regarding diversity in the classroom. 7. Discuss methods of inclusion of special learners in the music classroom. 8. Construct rubrics.

9. Explain and create observation assessment and performance measures. 10. Write a multiple choice test for music students. 11. Discuss written and oral testing and grade assignment. 12. Apply the various ways to teach social skills to students. 13. Write a resume and prepare for a job interview. All-Level music students must be a member of a professional organization. I recommend NAfME (www.nafme.org - Cost $24.00) or TMEA (www.tmea.org Cost $20) and as a result can become a member of CTME (Collegiate Texas Music Educators) for an additional small fee. Required Textbooks and Other Course Materials: Title: Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget, & Vygotsky Author: Carol Garhart Mooney ISBN # 188483485X Publisher: Redleaf Press Copyright: 2000 Title: Prelude to Music Education Authors: Joanne Erwin, Kay Edwards, Jody Kerchner, & John Knight Publisher: Prentice Hall Copyright: 2003 Title: Introduction to Effective Music Teaching Author: Alfred S. Townsend ISBN# 978-1-4422-0946-6 Publisher: Rowman & Littlefield Publishers, Inc. Copyright: 2011 To Apply for Student Teaching You must have purchased access to our UTA Tk20 system in order to access the Field Application. If you have already purchased your account and have access to the UTA Tk20 system you do not need to purchase it again. If this is your first time to access the UTA Tk20 system and you need to purchase your account, follow these steps: 1. Go to https://tk20web.uta.edu 2. On the lower left hand side, far under the Username and Password input boxes, click on the link to "purchase or register your student account". This will take you to the payment gateway where you can purchase or register your account.

3. It takes 2 to 3 business days for the account to activate. Check your email for the activation notification. Descriptions of major assignments and examinations with due dates: Tentative Daily Schedule August 24 (Friday) Overview of Course Due August 27 1. Read Chapter 1 in Prelude to Music Education. August 27 (Monday) Becoming a Teacher in Texas (Print handouts from Blackboard) Criminal History Checks in Schools Due August 29 1. Read Chapter 2 in Prelude to music education. 2. Bring in a copy of a Dress Code Policy (for teachers and from any ISD in Texas. August 29 (Wednesday) Developing Tools for Teaching Observations Dress Codes of Teachers Due August 31 1. Read Theories in childhood p. 1 19 (John Dewey). 2. Read Theories in childhood p. 21 36 (Maria Montessori). August 31 (Friday) Dewey/Montessori Due September 5 1. Read Theories in childhood p. 59 79 (Jean Piaget). 2. Read Theories in childhood p. 81 95 (Lev Vygotsky). September 3 (Monday) September 5 (Wednesday) Labor Day No School . Piaget/Vygotsky Due September 7 1. Read Theories in childhood p. 37 57 (Erik Erikson). 2. Go to the following website and print the information about Benjamin Bloom http://oaks.nvg.org/taxonomy-bloom.html

September 7 (Friday)

Erikson/Bloom Due September 10 1. Read Chapter 10 in Prelude to music education. 2. Submit a paper (typed, double-spaced, no more than 2 pages) reflecting on your K-12 experience with students with special needs.

September 10 (Monday)

How to Prepare for a Presentation (Print handouts from Blackboard) Due September 14-21 1. You will be assigned a special need to research and present to the class on September 14, 17, 19, or 21. Research Paper (810 pages typed) will be due on September 24.

September 12 (Wednesday)

Diversity Presentations: Special Learners Terms in Texas Senate Bills (Print handouts from Blackboard) Diversity Presentations: Special Learners Strategies for working with special learners Diversity Presentations: Special Learners Strategies for working with special learners Diversity Presentations: Special Learners Strategies for working with special learners Due September 24 1. Research Paper addressing special need that you presented in class (8-10 pages typed). This needs to be submitted to Blackboard. No late papers will be accepted!

September 14 (Wednesday) September 17 (Wednesday) September 19 (Wednesday)

September 21 (Friday)

Diversity Presentations: Special Learners Strategies for working with special learners (Print handouts from Blackboard)

September 24 (Monday)

Diversity: Special Learners Gifted & Talented Diversity Paper Due Due September 26 1. Go to the TEA website http://www.tea.state.tx.us/index2.aspx? id=2147499769&menu_id=798&menu_id2=2147483722 and watch/read the Overview in the General NCLB Information. The Overview is a PowerPoint Presentation.

September 26 (Wednesday)

Diversity: Special Learners No Child Left Behind (Print handouts from Blackboard) Due September 28 1. Read Chapter 3 & 4 in Introduction to Effective Music Teaching. 2. Submit a paper (typed, double-spaced, no more than 2 pages) reflecting on how a teachers attitude (positive or negative) contributed to a specific occurrence/decision during your K-12 experience.

September 30, 2012 Student Teaching Applications due to the Field Experience Office in the College of Education and Health Professionals Late applications will not be accepted. No exceptions! You must be accepted into the College of Education and Health Professionals prior to submitting an application to the Field Experience Office. September 28 (Friday) Effective Instruction Teacher Attitude Due October 1 1. Go to http://www.disciplinehelp.com and read two Misbehaviors at School and two Misbehaviors at Home. Be prepared to discuss the four misbehaviors you read in class. October 1 (Monday) Classroom Management Discipline & Documenting Behavior and Progress (Print handout from Blackboard) Due October 3 1. Read chapter 5 in Introduction to Effective Music Teaching. October 3 Classroom Management

(Wednesday) October 5 (Friday)

Effective Communication Classroom Management Survival Skills & Consistency Due October 8 1. Go to http://www.boystown.org and click on Our Approach in About Boys Town (at bottom of page). Read Our Approach Home, Boys Town Model, and Research in the Our Approach section. 2. Go to http://loveandlogic.com and click on Educators. Read What is Love and Logic for Teachers and FAQS in the Educators section.

October 8 (Monday) October 10 (Wednesday) October 12 (Friday) October 15 (Monday)

Teaching Social Skills and Appropriate Behaviors (Print handout from Blackboard) No Class Go on one of your observations today Reporting Abuse: What is your responsibility as a teacher? Reporting Abuse: What is your responsibility as a teacher? Due October 17 1. Re-read pp. 43-45 in Introduction to Effective Music Teaching.

October 17 (Wednesday)

What is Measurement & Evaluation: Observational Assessment & Performance Measures (Print handout from Blackboard) Due October 22 1. Write an additive rating scale/rubric.

October 19 (Friday) October 22 (Monday) October 24 (Wednesday)

No Class Go on one of your observations today Measurement & Evaluation: Performance Measures Rating Scales/Rubrics Measurement & Evaluation: Performance Measures Rating Scales/Rubrics

October 26 (Friday)

Measurement & Evaluation: Written & Oral Testing Due October 29 1. Write a multiple-choice test that could be used with elementary/middle/high school students. Bring a copy of your exam for everyone in your small group. Due November 2-7 1. You will be assigned an aspect of the Copyright Law to research and present to the class on November 2, 5, or 7.

October 29 (Monday) October 31 (Wednesday) November 2 (Friday) November 5 (Monday) November 7 (Wednesday) November 9 (Friday)

Measurement & Evaluation: Written & Oral Testing Take Multiple-choice test as that particular age (Print handout in Blackboard) Measurement & Evaluation: Giving Grades (Print handout in Blackboard) Copyright Law Presentations Copyright Law Presentations Copyright Law Presentations Copyright Law Due November 14 1. Go to http://www.nald.ca/clr/csa/appx_d.htm and complete Questionnaire 1 2. Go to http://www.vark-learn.com/english/index.asp and complete Questionnaire. Be prepared to discuss the results in class. 3. Go to http://beginnersguide.com/college/learning-styles and read the 5 Learning Style Articles.

November 12 (Monday)

No Class Go on one of your observations today

November 14 (Wednesday)

Learning Styles/Modalities How to adapt my teaching to meet the needs of all students Due November 16 1. Go to http://theoriesincareertech.wikispaces.com/Theory+of+Multipl e+Intelligence and read the article regarding Multiple Intelligences.

November 16 (Friday) November 19 (Monday)

Multiple Intelligences Teaching Concert Etiquette (Print handout from Blackboard) Due November 21 1. Read Chapter 7 in Introduction to Effective Music Teaching

November 21 (Wednesday)

Revisiting your Philosophy of Music Education Due November 26 1. While home for Thanksgiving Vacation, find all of the dates and information to put on your resume (e.g. scholarship names and dates, previous employers names and dates, etc.). 2. Go on-line or ask around for copies of resumes to bring to class. Look for different formats and be prepared to discuss advantages and disadvantages of resume formatting. Bring 2 resumes to class.

November 23 (Friday) November 26 (Monday) November 28 (Wednesday) November 30 (Friday)

No Class Thanksgiving Vacation! Reviewing Resumes Writing a Resume: Formatting and Organization (Print handout from Blackboard) No Class Go on one of your observations today Due December 3

1.

December 3 (Monday) December 5 (Wednesday)

Field experience/observation papers No Late Papers will be Accepted! 2. Notebook Due print everything from Blackboard and articles listed in this syllabus. 3. Rough Draft of Resume. Resume & Cover Letter Field Experience/Observation Papers Due Notebook Due Peer Assessment Interviewing Techniques (Print handout from Blackboard)

Final Examination date will be on Wednesday, December 12th from 11:00 a.m. 1:30 p.m. as scheduled. Teacher Certification in Texas: Process and Procedures (Print handout from Blackboard) Student Teaching Expectations (Print handouts from Blackboard) Teacher Evaluations (Print handouts from Blackboard) (Re-Read pp. 58-61 in Introduction to Effective Music Teaching)

SHORT TERM ASSIGNMENTS: 1. Quizzes: Some quizzes you will know about in advance, some you will not. In other words, read the assigned readings. 2. Reflection Papers You will be asked to write two-page refection papers regarding your experiences in school. These will need to be typed. 3. Additive Rating Scale (Rubric) You will be writing rating scales/rubrics to use with your students as a performance measure. 4. Multiple Choice Test You will be writing a multiple choice test to use in a music classroom. Make sure you have the answer key on a separate sheet for grading these tests after you administer it to a small group in your class. 5. Resume You will be organizing and writing a draft of your resume.

LONG TERM ASSIGNMENTS: 1. Field Experience/Observations (3) You will be required to observe three different grade levels in music (K-12). Due December 3rd NO LATE PAPERS WILL BE ACCEPTED Three observations of elementary music, middle school/junior high, or high school choir/instrumental classes will be required, one which will be a Student-Focused Observation, and two will be Teacher-Focused Observations. These observations must be different from the observations in other classes. Observations for this class will focus on diversity, learning styles, and classroom management. Try to schedule these observations after we have discussed these topics in class. Complete a Criminal History Form from the school district(s) in which you plan to observe Contact the music teacher being observed to arrange a time and date. Ask the teacher to notify his/her school office that you will be visiting on that day. Professional dress is required. Punctuality, professionalism in conduct is required. Sign in at the front office of the school and get a visitors pass before going to the music classroom. Plan to stay for the duration of the class/rehearsal. Be sure to arrive shortly before the class/rehearsal begins, so that your entry is not disruptive to the group. Sit where you can observe both the teacher and the students. Be sure to thank the teacher for allowing you to observe their class. Follow up with a thank you note via email. Following the observation, type the reverse lesson plan and the reflection questions in narrative form. You will be graded on the quality and accuracy of writing, content, and objective reporting of details from the class.

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Use the following format when conducting observations: Reverse Lesson Plan Date/Time: School: Teacher: Subject: Grade Level/Name of Ensemble: Objective: Materials: Procedures: Evaluation (Assessment tools used): Reflection Question: Student-Focused Observation: Reflection Questions Focus on Diversity o Discuss the make-up of the class and focus on one special student. Describe the way the students interacted with this student and one another. Teacher-Focused Observation: Reflection Questions Focus on Learning Styles o Is the teacher teaching to the different learning styles of the students (visual, aural, kinesthetic)? Please explain. Focus on Classroom Management o How were the students arranged in the classroom? Did the teacher use any non-verbal signals to manage the classroom? Explain any discipline problems and how the teacher was able to resolve these problems. If there were not any visible discipline issues, explain how the teacher was able to prevent any discipline problems.

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Field Experience in Music Education All music education courses will consist of a Field Experience component, totaling 78 hours. Course Name & Number MUSI 2112 Introduction to Music Pedagogy (pre-requisite for all courses) Total for Pre-requisite Course MUSI 3211 Early Childhood Music MUSI 3213/3214 Instrumental/Choral Literature MUSI 4216 Strategies and Assessment in Music Pedagogy Total for fall semester MUSI 4211 Elementary Music MUSI 4213/4214 Instrumental/Choral Literature Total for spring semester MUSI 4217 Field Experience in Music Pedagogy Total Field Experience Hours Chosen Field Experience 3 hours Total Field Experience Hours 3 hours 3 hours 3 hours (K-2) 3 hours (6-8) 3 hours 3 hours 3 hours 3 hours 9 hours 3 hours (3-5) 3 hours (9-12) 3 hours 3 hours 6 hours 5 hours per week 60 78 hours

Each course will have a color-coded form, which must be completed and signed by the student and teacher observed. In addition to the form, students will turn in a synopsis of the lesson along with a reflection paper. Instructions regarding the synopsis and reflection will be provided in each class. All forms and papers must be turned into the professor by the deadline set to receive credit.

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2. Diversity Presentation (Group Project) In a group of 2-3 individuals from your class, you will research and present on a topic within Special Learners. You will distribute a one-page handout pertaining to this topic. Your presentation will be graded on Clarity of Expression and Structure & Pacing. Dressing up and using teacher language is expected and points will be deducted if not observed. 3. Diversity (Individual Project) You will be writing a paper on the topic that you presented in class. This paper will be 8-10 pages typed with a minimum of 5 research sources. You will be graded on the content, flow, and professionalism of this topic. Due September 24th. 4. Copyright Presentation (Group Project) In a group of 2-3 individuals from your class, you will present one aspect of the copyright law. 5. Class Notebook You will print all of the handouts in Blackboard and logically organize all of your class notes, special learners topics, copyright law, concert etiquette, classroom management, measurement/evaluation, interview, student teaching handouts in a 3-ring binder. The notebook should be easy to use and contain dividers and a table of contents. This will count as an assignment grade. Grading Policy: Written Assignments Discussion/Participation Notebook Observations Presentations (Diversity & Copyright) Research Paper 35% 5% 5% 20% 20% 15%

Assignments: All assignments must be typed, and are due during class on the day indicated in the daily outline of course activities or on the day the instructor indicates in class. If you are ill, your assignment is still due by the beginning of class and you will need to make arrangements to have that assignment turned into the instructor. Late assignments will not be accepted.

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Email should be used for professional reasons and limited questions. No assignments will be accepted through email. Check your UT Arlington email daily. You should email me using your UT Arlington account.

Professional expectations: I expect that my students view themselves as professionals and act as such. You would expect that your students attend class regularly and arrive at class on time, and I expect the same of you. We will be learning from each other a great deal in this class. Therefore, your absence not only affects your own education but it affects the education of your classmates. Cell Phones, Pagers, and Laptops should be turned off during class. No food or drink allowed in classrooms, except water. Attendance Policy: 1. You will receive an educational bonus for Perfect Attendance = 3 additional points on the final grade. 2. You will be allowed a maximum of 3 days for illness. 3. Each additional absences after the 3 allowed for illness = 3 points deduction per absence from the final grade. 4. 3 Tardies = 1 absence If you are late to class, it is your responsibility to give me the following information on paper at the end of class: your name, your course number and time that the class meets, and what time you arrived at class. If you fail to give me the above information, you will be marked absent rather than late. As a teacher, you are legally and morally responsible for your assigned students and being late is unacceptable. 5. 15 minutes late = 1 absence Presentations/Professionalism: You will be presenting to the class and will be graded on the teaching and professionalism you display. Therefore, when you are teaching/presenting you must dress professionally (i.e., no jeans, flip-flops, low-cut tops, short skirts, limit excessive body piercing, cover all tattoos, etc.) and use teacher language. Drop Policy: Students may drop or swap (adding and dropping a class concurrently) classes through self-service in MyMav from the beginning of the registration period through the late registration period. After the late registration period, students must see their academic advisor to drop a class or withdraw. Undeclared students must see an advisor in the University Advising Center. Drops can continue through a point two-thirds of the way

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through the term or session. It is the student's responsibility to officially withdraw if they do not plan to attend after registering. Students will not be automatically dropped for non-attendance. Repayment of certain types of financial aid administered through the University may be required as the result of dropping classes or withdrawing. For more information, contact the Office of Financial Aid and Scholarships (http://wweb.uta.edu/ses/fao). The last day to drop a class is Wednesday, October 31st. Americans with Disabilities Act: The University of Texas at Arlington is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 92-112 - The Rehabilitation Act of 1973 as amended. With the passage of federal legislation entitled Americans with Disabilities Act (ADA), pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens. As a faculty member, I am required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty of their need for accommodation and in providing authorized documentation through designated administrative channels. Information regarding specific diagnostic criteria and policies for obtaining academic accommodations can be found at www.uta.edu/disability. Also, you may visit the Office for Students with Disabilities in room 102 of University Hall or call them at (817) 2723364. Academic Integrity: All students enrolled in this course are expected to adhere to the UT Arlington Honor Code: I pledge, on my honor, to uphold UT Arlingtons tradition of academic integrity, a tradition that values hard work and honest effort in the pursuit of academic excellence. I promise that I will submit only work that I personally create or contribute to group collaborations, and I will appropriately reference any work from other sources. I will follow the highest standards of integrity and uphold the spirit of the Honor Code. Instructors may employ the Honor Code as they see fit in their courses, including (but not limited to) having students acknowledge the honor code as part of an examination or requiring students to incorporate the honor code into any work submitted. Per UT System Regents Rule 50101, 2.2, suspected violations of universitys standards for academic integrity (including the Honor Code) will be referred to the Office of Student Conduct. Violators will be disciplined in accordance with University policy, which may result in the students suspension or expulsion from the University. Student Support Services: UT Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. Resources include 15

tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For individualized referrals, students may visit the reception desk at University College (Ransom Hall), call the Maverick Resource Hotline at 817-272-6107, send a message to resources@uta.edu, or view the information at www.uta.edu/resources. Electronic Communication Policy: The University of Texas at Arlington has adopted the University MavMail address as the sole official means of communication with students. MavMail is used to remind students of important deadlines, advertise events and activities, and permit the University to conduct official transactions exclusively by electronic means. For example, important information concerning registration, financial aid, payment of bills, and graduation are now sent to students through the MavMail system. All students are assigned a MavMail account. Students are responsible for checking their MavMail regularly. Information about activating and using MavMail is available at http://www.uta.edu/oit/email/. There is no additional charge to students for using this account, and it remains active even after they graduate from UT Arlington. To obtain your NetID or for logon assistance, visit https://webapps.uta.edu/oit/selfservice. If you are unable to resolve your issue from the Self-Service website, contact the Helpdesk at helpdesk@uta.edu Student Feedback Survey: At the end of each term, students enrolled in classes categorized as lecture, seminar, or laboratory shall be directed to complete a Student Feedback Survey (SFS). Instructions on how to access the SFS for this course will be sent directly to each student through MavMail approximately 10 days before the end of the term. Each students feedback enters the SFS database anonymously and is aggregated with that of other students enrolled in the course. UT Arlingtons effort to solicit, gather, tabulate, and publish student feedback is required by state law; students are strongly urged to participate. For more information, visit http://www.uta.edu/sfs. Final Review Week: A period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. The purpose of this week is to allow students sufficient time to prepare for final examinations. During this week, there shall be no scheduled activities such as required field trips or performances; and no instructor shall assign any themes, research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabus. During Final Review Week, an instructor shall not give any examinations constituting 10% or more of the final grade, except makeup tests and laboratory examinations. In addition, no instructor shall give any portion of the final examination during Final Review Week. During this week, classes are held as scheduled. In addition, instructors are not required to limit content to topics that have been previously covered; they may introduce new concepts as appropriate.

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