CurricuWeb - CLDDV 294, MUSIC 177



|Modesto Junior College |

|CLDDV 294, MUST 106 Course Outline |

|Effective Date: 05/05/2008 |

|Printed On: 10/30/2007 11:40:02 AM |

|I. COURSE OVERVIEW |

| |

|The following information is what will appear in the MJC 2008-2009 Catalog. |

| |

| |

|CLDDV 294, MUST 106 - Music, Birth to K: Application           3 Unit(s) |

| |

| |

|Prerequisite: Satisfactory completion of CLDDV 293 or MUST 103. |

| |

| |

|Application of the methods of teaching music to children, birth to kindergarten, at an infant/toddler or preschool center with |

|instructor supervision.  Students will continue to draw connections between basic music skills, methods of teaching |

|theories, child development, and developmentally appropriate practice.  Second in a sequence of two courses. |

| |

|Field trips may be required. A-F and CR/NC. Applicable to the Associate Degree. Transfer to CSU. |

| |

|II. LEARNING CONTEXT |

| |

|   Given the following learning context, the student who satisfactorily completes this course should be able to achieve the goals|

|specified in section III: Desired Learning. |

| |

|1. COURSE CONTENT |

| |

| |

| |

| |

|A. REQUIRED |

| |

| |

| |

|Defining development |

|Review developmental domains such as physical, cognitive, emotional, social, and language |

|Lesson Plans |

|Developing |

|Implementing |

|Teaching Methods: continued study and research of various methods for teaching music, and furthermore, how they are applied in |

|the field through teaching at an infant/toddler or preschool center. |

|How to teach basic music concepts in the class room |

|Use of basic music skills |

|Rhythm |

|Melody |

|Introduction to classroom instrument |

|Use of basic music vocabulary in the class room |

|Use of research in music and child development |

|Use of music methods for teaching music to children |

|Zoltan Kodaly |

|Carl Orff |

|Emile Dalcroze |

|Edwin Gordon's Music Learning Theory |

|Other important music systems for children |

|Use of current curricula for birth to kindergarten and movement classes. |

|Kindermusik |

|Musikgarten |

|John Feierabend – First Steps in Music for PreK and beyond. |

|Basil series texts: |

|Silver Burdett Ginn: Making Music PreK and K Teacher’s Editions |

|Macmillan/McGraw Hill: Spotlight on Music PreK and K Teacher’s Edition |

|GIA Publications: Jump Right In |

|Relating and drawing connections between music teaching methods and theories of childhood development and utilizing in the class |

|room. |

|Teaching methods |

|quality of interactions between teacher and child (m.c.) |

|positive discipline and guidance strategies |

|play is key to learning during the early years |

|Developmentally Appropriate Practice includes responsive care and learning through child-centered, hands-on approaches during the|

|early years while understanding growth and development |

|Include children of all abilities in the classroom environment through collaboration with family, other professionals, and |

|consultants (m.c.) |

|How to use music to teach important developmental skills and how to use developmental skills to teach music and demonstrate in |

|the class room. |

|Use of music from around the world in the application of the above topics. (m.c.) |

|Use of appropriate music technology in the classroom. |

| |

| |

| |

| |

| |

| |

|2. ENROLLMENT RESTRICTIONS |

| |

| |

| |

|Prerequisite(s): |

|Satisfactory completion of CLDDV 293 or MUST 103 |

| |

|Prerequisite Skills |

|Before entering the course, the student will be able to: |

|The required learning goals for CLDDV 293 and MUST 103 are truly necessary skills in order for the student to successfully |

|develop appropriate lesson plans and carry them out in the classroom (CLDDV 294 and MUST 106). |

|Demonstrate mastery of basic music skills by: |

|Tapping/performing rhythms correctly |

|Writing note names correctly on the staff |

|Singing selected musical scales on solfegio |

|Performing on classroom instruments (m.c.) |

|Define basic music vocabulary |

|Define, compare, contrast and analyze both orally and in writing current research in music education and child development. |

|Define the National Standards in Music Education. |

|Define, compare, contrast and analyze both orally and in writing the various methods used to teach music. |

|Zoltan Kodaly |

|Carl Orff |

|Emile Dalcroze |

|Edwin Gordon’s Music Learning Theory |

|Other important music systems for children. |

|Explain and analyze both written and orally current curricula for early childhood music and movement such as: |

|Kindermusic |

|Muskgarten |

|John Feirerabend- First Steps in Music for PreK and beyond |

|Basil series texts: |

|Silver Burdett Ginn: Making Music PreKand K Teacher’s Editions |

|Macmillan/McGraw Hill: Spotlight on Music PreK and K teacher’s Edition |

|GIA Publications: Jump Right In |

|Define development including characteristics and patterns of growth and development from infancy through kindergarten. |

|Explain both orally and in writing the relationship of a child’s musical and overall development including physical, cognitive, |

|emotional, and social development. |

|Describe how music is used to teach developmental skills and how to teach music and musicianship to children. |

|Describe the relationship of a teaching method as to its specific use in a classroom setting. |

|Describe developmentally appropriate practice and identify the ways in which young children learn. (m.c.) |

|Describe ways to include children of all abilities in the classroom music environment. (m.c.) |

|Describe the process of inclusion of children of all abilities in the classroom environment through collaboration with family, |

|other professionals, and consultants. |

|Compare, contrast, and analyze the use and integration of the study of peoples, places and cultures: world folk music, dance and |

|ethnic instruments in the class room. (m.c.) |

|Describe the integration of appropriate technology in the early music classroom. |

| |

| |

| |

| |

| |

|3. HOURS OF INSTRUCTION PER TERM |

| |

| |

| |

|Prorated Hours and Units |

| |

|TYPE of HOURS |

|TERM HOURS |

|UNITS EARNED |

| |

|Lecture/Discussion |

|52.5 |

|3 |

| |

|Total Units Earned: |

|3 |

| |

| |

| |

| |

| |

| |

|4. TYPICAL METHODS OF INSTRUCTION |

| |

| |

| |

|Instructors of this course might conduct the course using the following methods: |

|Face-to-face education - |

|1.     In-class lecture |

|2.     In-class discussions |

|3.     Observation of student-teacher in teaching demonstrations in an authentic infant/toddler/pre-school center. |

|4.     Instructor analysis and critique of student-teacher’s lesson plans and classroom teaching demonstrations. |

| |

| |

| |

| |

|5. TYPICAL ASSIGNMENTS |

| |

| |

| |

|A. Quality: Assignments require the appropriate level of critical thinking |

|Student will be required to develop, critically evaluate and implement multiple lesson plans throughout the coarse. The student |

|will also have to implement necessary changes to subsequent teaching demonstrations based on their own personal evaluation, the |

|evaluation of the instructor and peer evaluations. Student learning will be augmented by critical evaluation of implemented |

|lesson plans of their peers. |

|Develop and then implement a lesson plan for a 30 minute class of four-year-olds to teach a key musical concept appropriate for |

|their age. Upon implementation of the lesson plan analyze your approach and describe what went well and what needs to be |

|changed. Include “why” and “how” you would change the lesson. |

|Observe three teaching demonstrations by your fellow classmates. Describe the obvious goal of the lesson, the way in which it |

|was implemented, areas of success and areas for improvement. On any item of improvement, please describe the steps one would |

|take to implement said improvement. |

|Create a lesson plan for each age category (birth to kindergarten) clearly defining what can be introduced in the classroom that |

|is age appropriate and why it is age appropriate. Describe the benefits the birth to kindergarten student will gain through the |

|lessons. |

| |

| |

|B. Quantity: Hours spent on assignments in addition to hours of instruction (lecture hours) |

|A minimum of three teaching demonstrations at an infant/toddler or preschool center. |

|Creation of written lesson plans for teaching demonstration and a minimum of 5 other lesson plans for various ages. |

|A minimum of three observation and critique (both written and oral) of peer teaching demonstrations. |

|Weekly discussions and evaluation of peer lesson plans and/or teaching demonstrations. |

| |

| |

| |

| |

| |

|6. TEXTS AND OTHER READINGS |

| |

| |

| |

|A.Required Texts: Music In Childhood, Third Edition, Paticia Shehan Campbell & Carol Scott-Kassner, 2006 |

|Comments: This is our top choice currently, we are still reviewing texts. We may add to or exchange for a different text. |

| |

|B. Other reading material: Curriculum under "course content" “e” and “f” along with other handouts and supplemental readings as |

|necessary. |

| |

| |

| |

|III. DESIRED LEARNING |

| |

|A. COURSE GOAL |

| |

| |

| |

|As a result of satisfactory completion of this course, the student should be prepared to: |

|teach music at an infant/toddler or preschool center according to the various methods of teaching music from birth to |

|kindergarten and have the ability to describe how each activity relates to the overall musical, physical, cognitive, emotional, |

|social and language development of the child. Upon completion of both courses the Child Development major can obtain the 6 units|

|of a specialization needed to apply for a Master Teacher Certificate in the area of music. |

| |

| |

| |

| |

| |

|B. STUDENT LEARNING GOALS |

| |

| |

| |

|Mastery of the following learning goals will enable the student to achieve the overall course goal. |

| |

|REQUIRED LEARNING GOALS |

|Upon satisfactory completion of this course, the student will be able to: |

|Demonstrate ability to: |

|Analyze connections between music teaching methods and theories of child development. |

|Create lesson plans for teaching music to children at various levels from birth to kindergarten. (m.c.) |

|Implement the lessons plans in a variety of classes and ages from birth to kindergarten. (m.c.) |

|Demonstrate ability to make well-informed decisions on appropriate methods for specific teaching situation. |

|Articulate clearly the developmental skills that are being utilized and honed and why they are appropriate for a particular age |

|group in any given lesson. (m.c.) |

|Demonstrate ability to: |

|Use basic music concepts in the class room |

|Use basic music skills in the classroom |

|Use basic music vocabulary in the class room |

|Demonstrate ability to apply research in music and child development in the class room |

|Demonstrate ability to apply appropriate methods for teaching music to children in the classroom |

|Demonstrate ability to apply appropriate current curricula in the class room. |

|Demonstrate in the class room the ability to draw connections between music teaching methods and theories of childhood |

|development. |

|Demonstrate in the classroom the ability use to music to teach developmental skills and to use developmental skills to teach |

|music. |

|Demonstrate the use of world folk music, dance and ethnic instruments in the classroom. (m.c.) |

|Demonstrate the ability to use and integrate music technology into the classroom. |

| |

| |

|RECOMMENDED LEARNING GOALS |

|Upon satisfactory completion of this course (when the related recommended content is covered), the student will be able to: |

|Typical field trips in this course would include: |

| |

|A filed trip to an infant/toddler or preschool cite: upon return the student would complete the following assignments either |

|orally, written or both: |

|Compare, contrast and analyze teaching methods used in the classes observed. Discuss if they could they or would apply methods |

|in their classes? |

|Describe how the lesson plans used apply to the development of the children being taught and what developmental skills are being |

|addressed. |

|Attending appropriate seminars on related subject mater to class. Upon return the students would complete the following |

|assignments either orally, written or both: |

|Analyze subject(s) presented by speaker as to its application and use in the classroom. |

|Describe how ideas could, should or should not be applied to various levels from birth to kindergarten. |

|Discuss how the speaker’s topic(s) relate to methods learned in class. |

|Discuss what they and an individual may use in their classroom and why. |

|Going to a music/teaching supply store and upon return the students would complete the following assignments either orally, |

|written or both: |

|Discussion of appropriate supplies as relates to: |

|                                                               i.      Use |

|                                                             ii.      Cost and its impact on the financial aspect of a program |

|                                                            iii.      Appropriateness for various levels |

|                                                           iv.      Possible effectiveness of items found in the classroom |

|Discover various types of supplies from simple to complex and discuss their uses: |

|                                                               i.      Instruments |

|                                                             ii.      Posters |

|                                                            iii.      Computer programs |

|                                                           iv.      Books in series for teaching |

|Student off site teaching demonstrations give students the chance to implement their knowledge and ideas at an infant/toddler or |

|preschool center. Upon return the students would complete the following assignments either orally, written or both: |

|Discuss the effectiveness of their presentation and their fellow classmates’ presentations. |

|Describe other teaching methods that may have been of help in that particular teaching situation. |

|Describe what worked well and analyze probable reasons for the success. |

| |

| |

| |

| |

|IV. METHODS OF MEASURING STUDENT PROGRESS |

| |

|A. FORMATIVE ASSESSMENT: |

| |

| |

| |

|1.      Evaluation and grading of submitted lesson plans and revision of plans to be graded by the professor |

|2.      Evaluation and grading by the professor of implemented lesson plans in authentic class room setting. |

|3.      Evaluated through in class discussion of all student demonstration lessons and demonstrating the ability to implement |

|necessary individual changes in subsequent teaching demonstrations. |

| |

| |

| |

| |

| |

|B. SUMMATIVE ASSESSMENT: |

| |

| |

| |

|Each teaching demonstration must show appropriate grasp of materials and the ability to implement any necessary changes in |

|subsequent teaching demonstrations. Therefore in the final teaching demonstration the student must display all of the required |

|learning goals listed above with appropriate improvement in their skills. |

| |

| |

| |

| |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download