Methods and Practicum for Primary Music
1. Catalog Entry
Methods and Practicum for Primary Music
Credit hours (3)
Prerequisite: Declared Music Education Major/MUSC 162, MUSC 353
Study of children’s musical mental, physical, behavioral, emotional, and social growth characteristics from age birth – 9 and development of appropriate curriculum, methods, and materials for teaching Grade PreK–Grade 3 general music.
Hours of observation/participation in public school general music classes are required.
2. Detailed Description of Course
a. Philosophical, historical, psychological, and sociological foundations for general music education
b. Human growth and development (Ages birth–9 years)
i. Physical growth and development
ii. Vocal development
iii. Stages of cognitive development
iv. Behavioral, emotional, and social development
c. Types of learning (domains)
i. Psychomotor (making music)
ii. Cognitive (understanding music)
iii. Affective (valuing music)
d. Learning Theories Applied to Music
e. Approaches in Early Childhood General Music Instruction
f. Activities for Teaching Primary Level General Music
ii. Movement/Folk Dance
iv. Tonal Pattern and Rhythm Pattern Development
vi. Playing instruments
vii. Reading/Writing Music Notation
g. Materials for Intermediate General Music
i. Graded Music Texts
ii. Resource books
iv. Instructional Hardware and Software
h. Instructional Planning
i. Professional Standards
1. National Music Standards
2. Virginia Music Standards of Learning
3. Virginia Standards of Learning, Non-music
4. School District Curriculum Guides
ii. Curricular Goals
iii. Sequential Objectives
iv. Daily Lesson Plans
j. Special Topics
i. Classroom Management
iii. Multicultural Music
iv. Individual differences among children
1. Economic, social, racial, ethnic, religious, physical, and mental
v. Inter-curricular connections
vi. Public Relations
vii. Legal and Ethical Issues (including copyright law- print, sound, technology)
a. hours of observation/participation in public school general music classes
b. Peer teaching exercises (microteaching)
c. Collegiate NAME membership and participation
d. Four hours of professional development workshops
3. Detailed Description of Conduct of Course
In this course students will focus on curriculum, instruction, and assessment for teaching primary classroom music (Grades PreK-3). Students will learn about young children’s musical thinking from developmental points of view. Students will learn and practice teaching strategies and technologies for supporting student learning as defined by local, state and national standards for music education. Strategies for adapting instruction to students with specific types of exceptionalities will be explored. A combination of readings, media, lectures, guest speakers, discussions, model teaching, laboratory practice, observations, journaling, and mini-projects will be employed to aid student learning.
4. Goals and Objectives of the Course
In this course, students will develop and demonstrate:
1) knowledge and awareness of the philosophical, historical, and sociological foundations underlying music education in the public
schools in the United States.
2) conceptual knowledge and practical skills necessary for presenting appropriate activities in the primary general music classroom;
3) awareness of current general music approaches (Gordon, Feierabend, Musikgarten, Kindermusik, Orff-Schulwerk, others), “best
practices,” and other knowledge and skills necessary for successful early childhood music guidance.
4) skills in analyzing music materials for use in early childhood music.
5) skills and strategies for planning appropriate music instruction—including long-term, curricular learning goals, sequential learning
objectives, daily lesson plans.
6) assessment strategies that will support student learning in music as defined by local, state, and national standards.
7) skills and strategies for differentiating music instruction to all types of learners.
8) awareness of legal and ethical issues within general music education.
9) appropriate classroom management strategies.
10)critical self-assessment and reflective capacities by keeping a journal throughout the semester to record observations, experiences,
and thoughts about new or changing ideas in music education.
11) the foundations of professional teaching habits, attitudes, and dispositions, including:
a. completing assigned written work competently and on time.
b. preparing thoroughly for teaching demonstrations
c. preparing for and actively participating in discussions in and out of class .
d. keeping accurate records of fieldwork/observation hours and reflecting thoughtfully on the activities and experiences that occurred
while at the school.
e. Professional growth through participation in at least four hours of professional development workshops, in addition to active
membership in collegiate NAME.
12) Hours observing/participating in public school, intermediate-grades general music classes.
5. Assessment Measures
1) Class Participation and Professional Behaviors
2) Journal Entries
3) Observation Reports
5) Midterm Project
6) Final Teaching Project
6. Other Course Information
Review and Approval
June 20, 2015