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 |
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|The following information is what will appear in the MJC 2008-2009 Catalog. |
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|CLDDV 294, MUST 106 - Music, Birth to K: Application 3 Unit(s) |
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|Prerequisite: Satisfactory completion of CLDDV 293 or MUST 103. |
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|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. |
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|Field trips may be required. A-F and CR/NC. Applicable to the Associate Degree. Transfer to CSU. |
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|II. LEARNING CONTEXT |
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| 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. |
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|1. COURSE CONTENT |
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|A. REQUIRED |
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|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. |
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|2. ENROLLMENT RESTRICTIONS |
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|Prerequisite(s): |
|Satisfactory completion of CLDDV 293 or MUST 103 |
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|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. |
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|3. HOURS OF INSTRUCTION PER TERM |
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|Prorated Hours and Units |
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|TYPE of HOURS |
|TERM HOURS |
|UNITS EARNED |
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|Lecture/Discussion |
|52.5 |
|3 |
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|Total Units Earned: |
|3 |
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|4. TYPICAL METHODS OF INSTRUCTION |
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|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. |
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|5. TYPICAL ASSIGNMENTS |
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|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. |
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|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. |
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|6. TEXTS AND OTHER READINGS |
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|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. |
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|B. Other reading material: Curriculum under "course content" “e” and “f” along with other handouts and supplemental readings as |
|necessary. |
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|III. DESIRED LEARNING |
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|A. COURSE GOAL |
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|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. |
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|B. STUDENT LEARNING GOALS |
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|Mastery of the following learning goals will enable the student to achieve the overall course goal. |
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|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. |
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|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: |
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|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. |
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|IV. METHODS OF MEASURING STUDENT PROGRESS |
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|A. FORMATIVE ASSESSMENT: |
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|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. |
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|B. SUMMATIVE ASSESSMENT: |
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|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. |
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