Spring 2009 MWF 10:00-10:50 CA1059 (field experience - R 8:00-9:20)
Instructor: John Rack, Ph.D.
Office: CA1053 Phone: 962‑3729 Hours: TBA
Instructional planning, organization, objectives, and methodology for teaching in an ensemble setting from elementary through high school level. Rehearsal design and procedure. Comprehensive musicianship, class method books and repertoire, computer applications, marching band techniques, and program management. Field experiences required.
Gumm, Alan. 2003. Music Teaching Style: Moving Beyond
NC Standard Course of Study: Music
Online at www.ncpublicschools.org/curriculum/artsed/scos/
COURSE OBJECTIVES - Students will demonstrate:
COURSE CONTENT: (order may vary)
Part 1: Introduction
· You as Teacher
· Establishing Educational Goals & Objectives
· NC Standard Course of Study
Part 2: Beginning Ensemble
· Recruitment & retention
· Selecting a music method/series and repertoire
· Teaching Sequence and Music learning theory
· Rehearsal time and classroom management
Part 3: Teaching Behaviors/Styles
· Teaching styles
· Learning styles
· Questioning techniques
Part 4: High School-Level Ensemble
· Comprehensive Musicianship
· Core Repertoire approach
· Developing skills & knowledge in rehearsals
· Marching Band techniques
· Organization & administration issues
ASSIGNMENTS AND EVALUATION: (Due dates TBA)
Assignments are due at the beginning of class on the announced due date. Any assignment turned in up to one class meeting late will be lowered one full letter grade. No assignments will be accepted after the next class meeting. All assignments are to be computer generated.
Participation Grade: (20%)
Peer Teaching Topic: Assigned one at random (15%)
1. Approaches to recruitment & pre-band/orchestra assessment
2. Selecting a beginning series for band and orchestra
3. Selecting repertoire for study & performance – middle & high school
4. Intonation issues & solutions for wind players (& strings)
5. Computer applications in instrumental music classes
Peer Teaching Topic: Chapter from “Musical Performance” by Kohut (10%)
Ch.4. Psycho-physiological Principles and Techniques of Learning
Ch.5. Introduction to Teaching
Ch.6. The Psychology of Teaching
Ch.7. Introduction to Performance Pedagogy
Ch.8. Developmental and Remedial Teaching
Objectives for Peer Teaching:
· Develop your reading & research skills which will serve you for a lifetime of learning and self-improvement, particularly as music teachers.
· Develop skills used by effective teachers – gathering information, organizing, editing and prioritizing it, deciding the best teaching approaches for the desired educational objective and specific learners, and reflecting on the effectiveness of your teaching so you can improve future teaching efforts.
· Internalize what you are learning in this course, rather than just having me “preach” to you about what I believe you should do in order to be highly effective as music teachers.
Requirements for Peer Teaching:
Evaluation of Peer Teaching:
Your classmates will be asked to respond to the following questions using a scale of 1-5 (strongly agree-agree-neutral-disagree-strongly disagree):
(1) I was given the knowledge I’ll need on this topic to be an effective beginning teacher.
(2) The presentation was well organized and had a logical flow.
(3) There was evidence of thorough research and preparation.
(4) The presenter used a variety of approaches in consideration of different learning styles.
Their responses will be considered when the professor grades you on the same aspects of your presentation. I am also looking for sufficient details and accuracy of information, as well as evidence that you read, understood, and prepared the information for your “students”, and weren’t simply repeating an author’s words.
Grading rubric (plusses and minuses may be used):
A = thorough, accurate, effective, no more than one minor deficiency
B = generally high level, but with one significant shortcoming or two or three areas of minor deficiency
C = two or three significant shortcomings, oversights or omissions
D = inadequate, many problems
F = nonexistent
Class Report on
Field Observations (15%)
· Examine the teaching process and make judgments about the effectiveness of teaching behaviors
· Reflect on what you have observed and determine how it will impact your future decisions as a music teacher
· Learn about students’ abilities and needs at various levels of instrumental ensemble instruction
Include in Observations:
· Classroom management techniques
· Questioning techniques
· Use of time (pacing)
· Teaching cycle (teacher input, guided practice, independent practice)
Quizzes on Text, Course Packet, or Other Assigned Reading (10% total)
Prepare a score for rehearsal (10%)
Prepare objectives for a core repertoire piece at the high school level (10%)
Final Exam – There will be no comprehensive exam in this course. The scheduled time of Monday May 4th from 8:00 a.m. - 11:00 a.m. will be used for a quiz, assignment, or reflection.
ACADEMIC HONOR CODE
that the pursuit of truth requires the presence of honesty among all involved. It is
therefore this institution's stated policy that no form of dishonesty among its faculty or students will be tolerated. Although members of the university community are encouraged to report occurrences of dishonesty, each individual is principally responsible for his or her own honesty.
All students are encouraged to read section V "Academic Honor Code", in the UNCW Student Handbook, for definitions of plagiarism, bribery, and cheating, and the procedures for reporting and adjudication of any activities involving student dishonesty.
UNCW practices a zero-tolerance policy for violence and harassment of any kind. For emergencies contact UNCW CARE at 962-2273, Campus Police at 962-3184, or Wilmington Police at 911. For University or community resources visit http://uncw.edu/wsrc/crisis.htm.
Inspired Teaching Practices:
Alsobrook, J. 2002. Pathways: A Guide for Energizing and Enriching Band,
Orchestra and Choral Programs.
Casey, Joseph. 1993. Teaching Techniques and Insights for Instrumental
Lautzenheiser, Timothy. 1992. The Art of Successful Teaching: A Blend of
Content and Context.
Lautzenheiser, Timothy. 1993. The Joy of Inspired Teaching.
Mixon, Kevin. 2007. Reaching and Teaching All Instrumental Music
Comprehensive Musician/Performing with Understanding:
Garofalo, R. Instructional Designs for Middle/Junior High School Band.
Garofalo, R. Blueprint for Band.
Labuta, J. 1996. Teaching Musicianship in the High School Band.
Reimer, Bennett (Ed.). 2000. Performing with Understanding: The
Challenge of the National Standards for Music Education. MENC.
Selecting a Beginning Band or Orchestra Method:
DeVito, D. 2002. A Survey of Beginning Band Methods.
http://www.eric.ed.gov/home.html (search ERIC document # ED464865)
Fraedrich, E. The Art of Elementary Band Directing.
Identifying Quality Repertoire:
Allen, M. et al. 2001. Teaching Music through Performance in Orchestra.
Curriculum Guide. Belwin-Mills Publ.
Blocher, L. et al, Teaching Music Through Performance in Band.
Dvorak, T. et al. 1993. Best Music for High School Band: A Selective
Dvorak, T. et al. 1986. Best Music for Young Band: A Selective Guide.
Developing Intonation and more:
Butts, C. 1981. Troubleshooting the High School Band: How to Detect and
Correct Common and Uncommon Performance Problems.
NY: Parker Publishing Co.
Fabrizio, A. 1994. A Guide to the Understanding and Correction of
Garofalo, R. 1996. Improving Intonation in Band and Orchestra
McBeth, F. 1992. Balance and Pitch in a Band Performance. MENC. (video)
Nelhybel, V. (1992). Musicality in a Band Performance. MENC. (video)
Colwell, R. & Goolsby, T. The Teaching of Instrumental Music.
Cooper, Lynn G. 2004. Teaching Band & Orchestra: Methods and
Kohut, Daniel. 1992. Instrumental
Battisti, F. & Garofalo, R. 1990. Guide to Score Study for the Wind Band
Froseth & Grunow. Instrumental Score Reading Program. (CD’s and
Gordon, Edwin. 2004. The Aural/Visual Experience of Music Literacy.
Hudson, James. (2003). Visual Tuning Techniques for Today’s Marching
Kohut, Daniel. 1992. Musical Performance: Learning Theory and Pedagogy.
Lisk, Edward. (1994). The Creative Director: Alternative Rehearsal
Phillips, K. Teaching Kids to Sing.
Schleuter, Stanley. 1997. A Sound Approach to Teaching Instrumentalists.