651 Syllabus Spring 2012

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Music 651: Foundations of Music Education

Spring 2012 Online - 3 cr

January 9 - May 11

Dr. Barbara Payne McLain, Professor

Office Phone: (808) 956 - 2172

Cell Phone: (808) 381-5154

Office Hours: By Appointment (online chat/phone)--any mutually agreeable time

Syllabus(read and print)

This course meets the music departments overall learning objectives for Master of Arts students by:A) exploring the theoretical, historical, pedagogical, and psychological foundations of musicteaching and learning, and B) introducing skills and knowledge concerning the fundamentals ofresearch in the field of music education.

This online course is designed for graduate music education students to provide an introduction to the

aesthetic, historical, philosophical, curricular, organizational, psychological, and social foundations of music

education. The course will utilize online lectures, readings, bulletin board discussions, and student projects

to facilitate course objectives. It is hoped that through this course, each student will:

1. Acquire a general understanding and appreciation of the history of music education in the United

States including key events, people, and materials.

2. Develop an understanding of the role of philosophy in music education including aesthetic, physical,

social, and psychological concepts/issues.

3. Develop and express a personal philosophy regarding the values of music education.

4. Develop an understanding of the role of psychology, sociology and social-psychology in music

teaching.

5. Acquire an indepth understanding of one or more course topics through personal inquiry.

6. Demonstrate scholarly writing and presentation skills at a graduate level.

7. Become familiar with basic concepts, terms, requirements, and trends in music education research.

8. Be introduced to basic concepts of music education curriculum and evaluation.

9. Participate in scholarly discussions on a variety of subtopics related to course content.

Grading Scale:

90 -100 % = A

80 - 89 % = B

70 - 79 % = C

60 - 69% = D

Syllabus - p. 1


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STUDENT EVALUATION

*PARTICIPATION (20%) WEEKLY Online Bulletin Board Participation (read all and contribute as

assigned)

*UNIT ASSIGNMENTS/READINGS (20 %)

Online, Reserve Readings & Textbook (required)

Research Analysis Assignments (10%)

Philosophy assignment (5%)

Sociology assignment (5%)

*ORIGINAL STUDENT FINAL RESEARCH PROJECT [25 %]

Research paper (20%) & Oral Presentation (5%)

*WRITTEN EXAMINATIONS [35 %]Midterm Exam (15%)

Final Exam (20%)

Required Textbook & Materials:

1. ALL STUDENTS: Abeles, H., Hoffer, C. & Klotman, R. (1994). 2nd ed. Foundations of Music

Education. New York: Schirmer Books. [available at campus bookstore or via http://www.amazon.com]

2. Computer with built-in or external microphone, web cam, high speed internet access and the following

software:

Recent version of internet Browser withFlash Plugin (**good idea to update your browser each

semester and have more than one browser available. Best browsers for use are: Internet Explorer,

Safari, Firefox.)

Software Required:Word Processor,Adobe Acrobat Reader, Quicktime

USB microphone & audio recording software (ability to create a simple audio ".mp3" file for final

presentation narration)

USB Webcam for synchronous communication and student video production (videos may need to be

converted to .flv depending on your operating system and camera configuration)

Turnitin.com student account (free)

Sliderocket.com account

*All students are required to have access to a back-up computer in case of hardware or internet problems

during this course. Many students use a home computer for primary access and a school computer system

for their back-up site. Public libraries, "Internet Cafes" or "Kinko's" could also be utilized should you have a

hardware or connection problem for an extended period. No extension of deadlines will be granted for

computer or internet problems originating from the student's equipment or provider.

Syllabus - p. 2


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Communication & Interaction

Course software includes three primary methods of asynchronous and synchronous communication:

Private course email (asynchronous--not at the same time; delayed response)

Bulletin Board Discussions (asynchronous - delayed reading/responses)

Chat (Used for online office hours to be posted on bulletin board; Synchronous--all at the same time;

immediate response & discussion)

Distance learning need not sacrifice interaction. Our previous courses have had many interesting and

educational discussions using our course Bulletin Board (Discussions & Private Mail) and Chat Rooms.

While it is not yet possible to use video cameras on the internet (this will come in the next few years I think)

for facial expression, tone of voice, body language, etc.. you may find that online communication can be

efficient and satisfying. Student-instructor contact can also be frequent and productive using the private

course email as well as traditional telephone or web cam "face-to-face" appointments when possible. Many

students have reported that they have more contact with an online instructor than when in a traditional

classroom.

The instructor and student share the responsibility for interaction. The instructor will facilitate

communication but the extent of each student's interaction & participation is entirely up to the individual

student. A portion of your course grade will assess your participation --- keep in mind that our course

software keeps a record of your logins, pages read and time spent online. You can build normal peer

relationships by using initiative and the technology at hand. Contact your fellow students frequently--get to

know each other. Provide the types of advice and course assistance that you would in a face-to-face learning

environment. "Raise your hand" by posting questions on the BB.

The instructor will make every effort to respond to course email within 48 hours, Monday-Friday. All

assignments & projects will be graded within two weeks (similar to traditional classrooms).

You are expected to log onto the course website frequently--daily is recommended, but some students

manage with 3 - 4 times per week. You must develop a habit of checking our course website--this will assist

us in all aspects of communication and interaction.

Discussion Requirements

-READING all assigned BB posts from other students and the instructor

-POSTING - Discussion topics will last 2 weeks. A minimum of 4 posts per two week period (2 per week);

Not all posts receive full credit--post in depth; use citations and links, and post frequently for maximum

credit [8 discussion points per week is expected for a grade of "A" for participation]

Respond to the instructor, initiate new scholarly discussions and respond to other students. [Do not depend

on the instructor for all discussion questions. Begin new discussions that are of interest to you by starting a

new "thread."] Participate in any required debates. Normal, weekly discussions will be assessed by the

instructor using the following rubric:

Syllabus - p. 3


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Discussion Evaluation

Posts significant newinformation, ideas orperspective/debate indepth; with support

5.0 pts

Posts new information,provides new perspectiveor asks a clarifyingquestion in depth; withsupport

4.0 - 4.9 pts

Posts new informationwithout depth; valuableanecdotal information thatsupports topic

3.0 - 3.9 pts

Simple response,agreement, clarifies sameinformation

2.0 - 2.9 pts

Simple response 0 - 1.9 pts

BB posts should demonstrate scholarly writing, thought and logic. When appropriate, provide citations to

course materials, outside sources or internet links to improve your contribution to the overall learning of

your colleagues via discussion posts. Posts that are simple responses (e.g. "Great idea, Eleanor") or not

related to course content receive "0" points. This does not mean that you are not free to share interesting

events at your school, or other friendly information. Please do! Please use the "STUDENT LOUNGE" forcasual posts.

Most students feel that our online discussions are one of the most valuable improvements offered by online

learning over face-to-face traditional classrooms. All time and bias restraints are removed in online

classrooms which facilitates healthy interaction. Please take advantage of this unique opportunity and

participate regularly on your course BB.

Synchronous Communication

The instructor will be available periodically throughout the course for "real time" interaction in the chat

room to answer questions. Students may also arrange for real time (synchronous) appointments with theinstructor or each other at any time during the semester. Due to the variation in student time zones and the

extensive time needed for online teaching the number of office hours will be limited. Please contact me if

you need a synchronous meeting appointment. I will be more than happy to accommodate your busy

schedule on an individual basis, just as I would on campus.

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Course Mail

Course mail will be answered as quickly as possible by the instructor (usually within 48 hours of receipt-

Monday- Friday). In case of emergencies (Laulima server crash), the instructor may be contacted by regular

email: [email protected] NOTE: In case of a UH server crash or another national emergency that

disables access here in Hawaii (floods, hurricanes, tsunamis, earthquakes), please contact the instructor via

telephone for instructions.

Written Evaluation Criteria

Grade of A "Excellent". Work is complete, represents thorough grasp of concepts, is extremely neat and

professional (typed or word-processed) and is submitted on time; Shows exceptional effort, contains few

errors, outstanding use of the English language, and would serve as a model for other graduate students or

professionals.

Grade of B "Good". Work is complete and is neat and professional (typed or word-processed) but

submitted past deadline or lacks knowledge of some concepts; contains frequent grammatical or concepterrors; Shows good effort but would not be the best model for others at the graduate level.

Grade of C or below. Work is incomplete, submitted days past deadline, is somewhat sloppy or contains

many errors; represents a lack of knowledge of many concepts or weak effort; poor use of English language;

Not representative of graduate standing.

Syllabus - p. 5


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Supplementary Reading List [*recommended for PhD student personal library]

*Abeles, H. & Custodero, L. (2010). Critical issues in music education: Contemporary theory & practice.

NY: Oxford University Press.

Bentley, A. (1966). Musical ability in children and its measurement. New York: October House.

Birge, E.B. (1928). History of public school music in the United States. Reston, VA: Music Educators

National Conference.

Broudy, H.S. (1967). The case for aesthetic education. In R.A. Choate (Ed.).Documentary report of the

Tanglewood symposium. Reston, VA: Music Educators National Conference.

*Colwell, R. (Ed.) (2002). The newhandbook of research on music teaching and learning. NY: Schirmer

Books.

*Colwell, R. (Ed.) (1992).Handbook of research on music teaching and learning. New York: Schirmer

Books.

Dewey, J. (1934).Art as experience. New York: G.P. Putnam's Sons.

*Elliott, D. (2005).Praxial nusic education: Reflections and dialogues. NY: Oxford University Press.

*Elliott, D. (1995). Music matters. NY: Oxford University Press.

Farnsworth, P. (1969). The social psychology of music (2nd ed.). Ames, IA: Iowa State Press.

*Gardner, H. (1983).Frames of mind. New York: Basic Books.

Gordon, E. (1971). The psychology of music teaching. Englewood Cliffs, NJ: Prentice-Hall.

Gordon, E. (1990).A music learning theory for newborn and young children. Chicago: GIA

Kaplan, M. (1990). The arts: A social perspective. Rutherford, NJ: Fairleigh Dickinson Press.

*Kelly, S. (2008). Teaching music in the American society: A social and cultural understanding of music

education. NY: Routledge.

*Langer, S.K. (1942).Philosophy in a new key. Cambridge, MA: Harvard University Press.

Langer, S.K. (1953).Feeling and form. New York: Schreiber's.

Madsen, C. (ed). (2000). Vision 2020: The Housewright symposium on the future of music education.

Reston, VA: Music Educators National Conference.

Syllabus - p. 6
http://www.amazon.com/Teaching-Music-American-Society-Understanding/dp/0415992095/ref=sr_1_29?ie=UTF8&s=books&qid=1262588004&sr=8-29http://www.amazon.com/Teaching-Music-American-Society-Understanding/dp/0415992095/ref=sr_1_29?ie=UTF8&s=books&qid=1262588004&sr=8-29http://www.amazon.com/Teaching-Music-American-Society-Understanding/dp/0415992095/ref=sr_1_29?ie=UTF8&s=books&qid=1262588004&sr=8-29http://www.amazon.com/Teaching-Music-American-Society-Understanding/dp/0415992095/ref=sr_1_29?ie=UTF8&s=books&qid=1262588004&sr=8-29http://www.amazon.com/Teaching-Music-American-Society-Understanding/dp/0415992095/ref=sr_1_29?ie=UTF8&s=books&qid=1262588004&sr=8-29http://www.amazon.com/Teaching-Music-American-Society-Understanding/dp/0415992095/ref=sr_1_29?ie=UTF8&s=books&qid=1262588004&sr=8-29


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OVERVIEW & DEADLINES

SPRING 2012

italics = suggested completion schedule RED = firm deadline

Unit Online Required Materials Textbook Readings Assignments Due

1 - History Unit 1 Overview (video) Chapter 1, pp 1-39; Mon. Jan 16

(1 week) 1.1 History Lecture (webpage)

Mon. Jan 16Democracy & 100 Years (pdf)

Mon. Jan 16

MENC Historical Documents (pdf)

Mon. Jan 16

MENC Women (pdf)

Mon. Jan 16

Teaching Music 100 Years (pdf)

Mon. Jan 16

1- Research 1.4 Research Lecture (webpage) Chapter 11 pp. 341-378

Mon. Jan 30

(3 weeks) 1.5 Unit 1 Research (video)

Mon. Jan 30

1.6 Unit 1 Research 2 (video)

Mon. Jan 30

1.7 Unit 1 Research 3 (video)

Mon. Jan 30

1.8 Research Supplement (video) Mon. Jan 301.9 Variables (pdf)

Re uired DiscussionMon. Jan 30

1.10 Practice with Variables (pdf)

Mon. Jan 30

Research Samples READ ALL(folder):

Caffeine Research (pdf)Conference Content (webpage)Content analysis (webpage)Experimental Research Listen(webpage)Frederickson 1st Yr Teachers (pdf)Historical Research Sample

(webpage)Influences Study (pdf)Philosophy Research (webpage)Popular music effects (webpage)Teacher retention Study (webpage)

Mon. Jan 30

Effects of Score Study Written ResearchAnalysis AssignmentSubmit toTurnitin.com

Mon. Feb 6

Unit 2 Unit 2 Overview (video) Chapter 2, pp 41-64 andChapter 3, pp. 65-116

Participate in

Mon Feb. 13

(3 weeks) 2.1 Unit 2 Lecture (webpage)

Mon Feb. 13

2.1.2 McCarthy Philosophy(webpage)

Mon Feb. 13

2.1.3 Broomhead Philosophy (pdf)

Mon Feb. 13

2.1.4 Regelski Philosophy (webpage)

Mon Feb. 13

2.1.5 Panaitodi Philosophy (pdf)

Mon Feb. 13

2.1.6 Reimer Philosophy 2005 (pdf)

Mon Feb. 13

McLain Sample Philosophy (video)

Mon Feb. 13

Syllabus - p. 8


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Research Paper TopicDue- submit bycourse email

Mon Feb. 20

2.2.1 Unit 2 Lecture 2 (webpage)

Mon. Feb 20

2.2.2 Godt Definition Music (pdf) Participate in Mon. Feb 20

2.2.3 Vision 2020 (webpages)

requ re scuss on Mon. Feb 20

Philosophy Assignment Instructions Written PhilosophyAssignment Mon. Feb. 27

1 week MIDTERM EXAM Mon Mar. 5

Unit 3 Unit 3 Overview (video) Chapter 5, pp 117-148and Chapter 6, pp.149-189.

Participate in

required discussion

Mon. Mar 12

(2 weeks) 3.1 Unit 3 Lecture 1 (webpage)

Mon. Mar 12

3.2 Unit 3 Lecture 2 (webpage)

Mon. Mar 12

3.3. McCarthy Sociology (webpage)

Mon. Mar 12

3.4 Sociology Research (pdf)

Mon. Mar 12

3.5 Impact of Technology on Arts(pdf) ** new--will be provided viadiscussion board

Mon. Mar 12

3.6 Congressional Arts Report (pdf)

Sun. Mar 23

3.7 Harris Poll Summary (pdf)

Sun. Mar 23

3.8 Harris Poll Release (pdf)

Sun. Mar 23

3.9 Harris Poll Column (pdf)

Sun. Mar 23

3.10 Closing of the mind (webpage)

Sun. Mar 23

Spring Break Marc 26 30 (work on your project)

Unit 4 (1week)

Written ResearchPaper Outline &Bibliography Duesubmit to instructor viaemail

Mon. Apr 9th

Unit 4 Overview (video) Chapter 8, pp 233-270and Chapter 9, pp.271-302, Chapter 10, pp303-340.

Participate in

required discussion

Mon Apr 9

4.1 Unit 4 Lecture (webpage)

Mon Apr 9

4.1.1 Taste of Cognition (pdf)

Mon Apr 9

4.1.2 Overview of Perception(webpage)

Mon Apr 9


Mon Apr 9

4.2.1 Global Music Ed (pdf)

Mon Apr 9


Mon Apr 9

4.4 Assessment Compare (webpage)

Mon Apr 9

4.5 Test on testing (webpage)

Mon Apr 9

4.8 Colwell Assessment Status (pdf)

Mon Apr 9

Syllabus - p. 9


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Unit 5 Unit 5 Overview (video) Chapter 12, pp 379-399 Participate in Mon Apr 16

(1 week) 5.10 Kids Today (pdf)

required discussion Mon Apr 16

5.11 Generation Y (pdf)

Mon Apr 16

5.12 Millenial Kids (pdf)

Mon Apr 16

5.2 NCLB Report 2004 (pdf)

Mon Apr 16

5.3 Are You Highly Qualified (pdf)

Mon Apr 16

5.7 Teaching Music 2050 (webpage)

Mon Apr 16

Research Paper Duesubmit to Turnitin.com

Mon. Apr 23

ResearchPresentation Due topresentation engine(submit link on BB)

Fri. Apr 27

View student presentations Presentation Peer

Feedbackdue on BB

Fri. May 4

FINAL E AMINATION DUE Thurs May 10

COURSE EVALUTATION DUE Fri. May 11

Syllabus - p. 10

651 Syllabus Spring 2012

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