MUED533-08-607 syllabus Spring 2014.docx



University of Louisville School of MusicCourse Syllabus 3 credits - FallMUED 607- 4158 Human Interaction and Professional Growth (For MAT students)Pamela Fleitz Randi Boldingpjflei01@louisville.edu randi.bolding@louisville.eduRoom 228 Room 238Office phone- 852-4542 Office phone- 852-5609Office Hours: one hour before seminar class Office Hours: one hour before seminar class(or by appointment)(or by appointment)Course Description:This course is designed for the student teacher to apply field experiences to a professional philosophy while reflecting on career goals common to the Teacher Standards of KDE (KY Dept. of Education) and the NAfME content standards for music education. Students evaluate and augment their student teaching experiences and prior college course work into practical application and personal reflection. Philosophical statements and rationales for teaching music in the schools as well as statements regarding the roles of the teacher, student, and administrators will be written and critiqued. Practical problems and solutions for the experienced student teacher will be explored in a seminar format. Guest lecturers will also present additional perspectives on music and education. Students will update their professional portfolios and examine basic information needed for successful student teaching.The two-semester sequence for MAT students allows students to utilize their MAT course work to learn both new and experienced teacher standards while developing more complete teaching philosophies and updating their knowledge of teaching methodology. BME students focus primarily on beginning/new KDE standards for teachers and KCAS performance standards for students. Prerequisites: See catalog. Students must also be enrolled in student teaching.Required MaterialsWong, H. K. & Wong, R. T. (2009). The First Days of School: How to be an effective teacher/Edition 4. Mountain View: Wong, Harry K. Publications, Inc. Sokolowski, E. (2012). Making Musical Meaning: Unlocking the value of music education in the age of innovation. Chicago: GIA Publications, Inc.NafME: National Standards: A New Vision MENC: Reston, VA 1994.LiveText Kentucky Common Core for Arts and Humanities (Kentucky Department of Education: )Kentucky Program Review for Arts and Humanities (located on LiveBinder)Kentucky Teacher Standards (located on LiveBinder)Maintain a folder with handouts, documents and articlesNAfME membership (student chapter membership highly encouraged)In-Service – NAfME National Conference, Nashville, TN (October 25-28)Scribe 4.2 accountCourse ObjectivesCommunicate the art of music with aesthetic sensitivity to children and young adultsIdentify stages of learning with respect to the development of music concepts, and prepare materials and teaching techniques appropriate to each level of growthRecognize the relationships among cognitive, affective and psychomotor domains as applied to musical developmentEvaluate materials currently used in music curriculumUnderstand and apply principles of educational psychology, learning theory, teaching style, classroom management, discipline, questioning and groupingArticulate a basic philosophy of music education that demonstrates understanding of the role of music in the total development of children and the role of music in educationDemonstrate basic skills as a professional in the field of music educationRecognize major in theories and research of the reading and writing processes of the content area(s). Identify and explain the specific reading and writing expectations of content area(s) as described in national and state standards. Identify specific questions and goals about literacy and the learning of content and plan strategies for finding answers to questions. Grading The primary considerations for grading in this class will be class readiness and performance standards as demonstrated through effective class preparation and participation. Final grades will be assigned by the following criteria:A = 900-1000 pointsB = 800-899 pointsC = 700-799 pointsD = 600-699ATTENDANCE Regular attendance is expected. Absences must be approved by the instructor prior to class. Each absence after one will lower your grade one letter. (Example: 2 absences = B, 3 absences = C, etc.)LITERACY REQUIREMENTS:Success of reading and writing may be dependent on a solid background in oral language skills.? Both oral and written language can be explored in the same manner. That is, by using literacy skills in a variety of holistic literacy experiences, students can develop deeper understandings of what the students already know about and can do with oral and written communication. Oral language is an interactive and social process, and music experiences are a natural way for students to experience language in a meaningful way. Music classrooms create an environment that is conducive to this type of holistic learning. It can reduce stress, increase interest, and set the stage for intrinsically valuable listening and learning experiences. Using music as a stimulus can effect one's emotions and retain and recall information with more ease. The similarities between literacy acquisition and musical development are many. It is important for adolescent readers to experience many connections between literacy in language and music for students of all backgrounds and ages. This course will explore these similarities and connections aligned with the following standard:Standard 1: Foundational KnowledgeMiddle and High School Content Classroom Teacher Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction. Assignment:Litt, D.G., Martin, S.D., Place, N.A., Risko, V. Literacy Teacher Education: Principles and effective practices. New York: The Guilford Press, 2015. Read chapter 1: Foundational Knowledge about Literacy; Group assigned readings will include chapters 2: Word-Level Processes, chapter 3: Text-Level Processes, and chapter 4: Writing ProcessesStandard 6: Professional Learning and LeadershipCandidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility. Assignment: Professional Growth/Development ProjectIdentify areas of professional strengths and weaknessesDetermine semester, year, and 5-year professional goalsAttend a professional conference, attending sessions specifically addressing topics pertinent to the determined professional goalsDescribe how new strategies and/or information from the professional conference are now being implemented into the classroom and share the results. Assessment:Students will be assessed using the Content Literacy Rubric Aligned to ILA Standards provided by the College of Education. This assessment can be found on LiveText as well as in the syllabus below. StandardExemplaryTargetDevelopingInsufficient(1) Foundational KnowledgeDemonstrate a depth of knowledge in theories and research of the reading and writing processes of the content area(s)Identify and explain both the specific reading and writing expectations of content area(s) as described in national and state standards and how they are effectively interwoven in instructionRecognize major in theories and research of the reading and writing processes of the content area(s)Identify and explain the specific reading and writing expectations of content area(s) as described in national and state standardsDemonstrate limited knowledge of major theories and research of the reading and writing processes of the content area(s)Identify and explain general reading and writing expectations of content area(s) as described in national and state standardsDemonstrate little to no knowledge of major theories and research of the reading and writing processes of the content area(s)Identify and/or inaccurately explain reading and writing expectations of content area(s) as described in national and state standards with StandardExemplaryTargetDevelopingInsufficient(6) Professional Learning & LeadershipIdentify specific questions and goals about literacy and the learning and content and plan comprehensive strategies for finding answers to questions.Identify specific questions and goals about literacy and the learning and content and plan strategies for finding answers to questions.Identify general questions and goals about literacy and the learning of content and plan limited strategies for finding answer to questions. Identify general questions and goals about literacy and the learning of content and plan ineffective strategies for finding answers to questions. ASSIGNMENTS FOR CLASSWEEKLY REFLECTIONS: due no later than Friday of the succeeding weekWeekly reflections are due on each Friday. Reflections should be uploaded to LiveText. The student teacher should reflect on their week of student teaching. MUSIC ARTICLE REVIEWS: due Sept. 30th, Oct. 28th, Dec. 2nd Music article reviews should be uploaded to Live Text. Your review should reflect your knowledge and applied practices.CLASS DISCUSSION PREPARATION AND PARTICIPATION: due ONGOINGBased on the assignments required for discussion, the student teacher should be prepared to lead and participate in discussions.INSTRUCTIONAL SEQUENCE PROJECT: due final week of elementary placement (October 9th or December 4th) SECONDARY LEADERSHIP PROJECT: due final week of secondary placement (October 9th or December 4th) PORTFOLIO FOLDER & WEEBLY: portions will be due throughout, final at Poster Session, December 4th This will be a compilation of your project, classroom work, and intern experiences throughout the semester. It will include a sample cover letter, resume, statement of purpose, philosophy of education, transcripts, letters of recommendation, list of references, evidence of teaching, professional development activities, BLOG entries, handbook, and extracurricular activities, interests and hobbies. (More instruction on how to best utilize will be explored throughout the semester.)POSTER SESSION: due December 4th This will showcase your Secondary Leadership Project or Instructional Sequence Project. It will be a professional demonstration to peers, professors, and coops of your topic, objectives, methodology, findings, and conclusion. This will also stage your portfolio. CLASS SCHEDULE All class times will be 4:00 to 5:30pm and will meet in the library 360C. The weekly objectives and topics are indicated under the labeled week. “PREPARE” indicates the assignments that are due in class the following week. PRE-MEETINGIntroduction & Student Teaching ExpectationsCollege of Ed. Student Teaching RequirementsInstructional Sequence ProjectHow to build a good relationship with your coop and how to develop good communications between coops and internsKTIP formObservation formKentucky StandardsSyllabusSteps to Creating a Lesson PlanPREPARE: 5-minute lesson, one objective (Due in folder August 23) (5 points)Bring in copies of your cooperating teachers’ lesson plans (elementary: unit plan) (5 points)Hand in copy of NAfME Membership Card (5 points)Hand in confirmation of domain name and user ID ( 5 points)WEEK 1, August 26Writing Effective Lesson Plans/KTIP Observation FormIntroduction to Classroom ManagementPREPARE: Upload 1 page Resume to Livetext (20 points)Read philosophy articleBe prepared to report on a classroom management problem faced by yourself and/or your cooperating teacher. Are there any suggestions that may help with your problem?WEEK 2, September 2Teacher/Self Philosophy Map Lesson Plans Q&AMeet in Small Groups with SupervisorsClassroom management, focusing on problem solvingPREPARE: Upload Sample Cover Letter to LiveText (20 points)Teacher/Self Philosophy Map (20 points)Upload Lesson 1 for Instructional Sequence to LiveText (20 points)WEEK 3, September 9Professional Development ProjectScribe 4.2 IntroductionPREPARE:Upload Edited Resume to Livetext. (20 points)Videotape an excerpt of your teaching (at least 10 minutes but no more than 12) ( 20 points)Upload Lesson 2 for Instructional Sequence to LiveText (20 points)WEEK 4, September 16Sokolowki Discussion (details TBA)PREPARE: Upload Edited Cover Letter to Livetext- (20 points)Scribe Video Excerpt #1 (20 points)Upload Lesson 3 for Instructional Sequence to LiveText. (20 points )WEEK 5, September 23Group A Video DiscussionsProfessional Development Project Q&APREPARE:Upload Article #1 Review to Livetext (20 points)Assigned reading (Wong) (details TBA) (20 points)WEEK 6, September 30 (continued on next page)Group B Video DiscussionsEstablishing and Maintaining Expectations PREPARE:Upload BLOG entry #1 to Weebly- (20 points)Upload Professional Development Project to LiveText- (50 points)WEEK 7, October 7Transitions/PacingEstablishing and Maintaining ExpectationsPREPARE:Handbook Outline- (20 points)WEEK 8, October 14OpenPortfolio/Poster Session Check-InPREPARE:Videotape and Scribe Excerpt #2(20 points)WEEK 9, October 21Video DiscussionsTales from the FieldPREPARE:Upload Article Review #2 to LiveText- (20 points)Videotape and Scribe Excerpt #2 (20 points)WEEK 10, October 28Poster Session/Portfolio updatesExploring Revisit Teacher/Self Concept MapPREPARE: Upload BLOG entry #2 to Weebly- (20 points)Weebly Templateupload Resume, (20 points) Cover Letter, ( 20 points) BLOG entry 1 & 2, (30 points) & References (10 points)WEEK 11, November 4Job SearchingApplications & CertificationsMeet in Small Groups With SupervisorsFocusing on Establishing the Classroom ClimatePREPARE:Upload Philosophy to Livetext-(20 points)WEEK 12, November 11Interviewing1st Days of SchoolPREPARE: Upload edited Philosophy to Livetext & - (20 points)WEEK 13, November 18Mock InterviewsPREPARE: Upload BLOG entry 3 to LiveText & - (20 points)Videotape & Scribe Excerpt #3- (10 points)WEEK 14, November 25Thanksgiving BreakPREPARE: Upload Article Review #3 to LiveText- (20 points)WEEK 15, December 2Video DiscussionsPoster Session Portfolio Scrap-Booking!PREPARE:Complete Portfolio- 100 pointsComplete Visual Materials for Poster Session-50 pointsUpload Secondary Leadership Project to LiveText- 100 pointsComplete Weebly- 50 pointsDecember 4 (Time TBA)POSTER SESSION!!!Semester Re-CapFINAL EXAM (Sat. December 12, 1:45-4:15pm)TBA – (100 points)ADDITIONAL COURSEWORK OUTSIDE OF MEETING TIMETo be successful in this course, students should be engaged both inside and outside the classroom.?? On average, students are expected to complete at least two hours of weekly work outside the class instructional time for every hour of course credit.? This work may include reading or written assignments, research, papers, journals, discussion boards, practice, or other work assigned by the instructor.STUDENTS WITH DISABILITIES"The University of Louisville strives to foster and sustain an environment of inclusiveness that empowers us all to achieve our highest potential without fear of prejudice or bias.We commit ourselves to building an exemplary educational community that offers a nurturing and challenging intellectual climate, a respect for the spectrum of human diversity, and a genuine understanding of the many differences-including race, ethnicity, gender, gender identity/expression, sexual orientation, age, socioeconomic status, disability, religion, national origin or military status-that enrich a vibrant metropolitan research university.We expect every member of our academic family to embrace the underlying values of this vision and to demonstrate a strong commitment to attracting, retaining and supporting students, faculty and staff who reflect the diversity of our larger society."ACADEMIC DISHONESTY"Academic dishonesty is prohibited at the University of Louisville. It is a serious offense because it diminishes the quality of scholarship, makes accurate evaluation of student progress impossible, and defrauds those in society who must ultimately depend upon the knowledge and integrity of the institution and its students and faculty."PLAGIARISMIt is expected that a student in the Graduate School will refrain from plagiarism and cheating. Plagiarism and cheating are serious breaches of academic conduct and may result in severe academic penalties including dismissal. Each student is advised to become familiar with the various forms of academic dishonesty as explained in the Code of Student Rights and Responsibilities (see Graduate Catalog). Ignorance of these responsibilities is not an acceptable defense against charges of academic dishonesty.INSTRUCTIONAL MODIFICATIONSStudents with disabilities, who need reasonable modifications to complete assignments successfully and otherwise satisfy course criteria, are encouraged to meet with the instructor as early in the course as possible to identify and plan specific accommodations. Students will be asked to supply a letter from the Disability Resource Center to assist in planning modifications.CONTINUITY OF INSTRUCTIONIn the event that the university is closed due to extreme weather or a widespread health epidemic, note that class will continue. Modified, replaced, or added assignments will be placed on the Blackboard site should a closure occur. Students are expected to check their university email account and the Blackboard site for class updates.TITLE IX/CLERY ACT NOTIFICATION Sexual misconduct (including sexual harassment, sexual assault, and any other nonconsensual behavior of a sexual nature) and sex discrimination violate University policies.? Students experiencing such behavior may obtain confidential support?from?the PEACC Program (852-2663), Counseling Center (852-6585), and Campus Health Services (852-6479). To report sexual misconduct or sex discrimination, contact the Dean of Students (852-5787) or University of Louisville Police (852-6111).?Disclosure to University faculty or instructors of sexual misconduct, domestic violence, dating violence, or sex discrimination occurring on campus, in a University-sponsored program, or involving a campus visitor or University student or employee (whether current or former) is not confidential under Title IX. Faculty and instructors must forward such reports, including names and circumstances, to the University’s Title IX officer. For more information, see the Sexual Misconduct Resource Guide ().SUGGESTED RESOURCESAaron, T., Orff, C., & Keetman, G. Music for Children. multiple volumes. New York: Schott Music Corporation. Biba, G. (2006). Band instrument “quick fix” repair solutions: written by a band director for band directors. Chicago: GIA Publications. Catterall, J. S. (2009). Doing Well and Doing Good by Doing Art: The effects of education in the visual and performing arts on the achievements and values of young adults. Los Angeles/London: Imagination Group/I-Group Books. Frierson-Campbell, C. (2006). Teaching Music in the Urban Classroom: A guide to survival, success, and reform. Lanham: Rowman and Littlefield Education. Jagow, S. (2007). Teaching Instrumental Music: Developing the complete band program. Galesville: Meredith Music Publications. Kimpton, P. & Harnisch, D. L. (2008). Scale Your Way to Music Assessment: The ultimate guide to creating a quality music program. Chicago: GIA Publications. Miles, R. Teaching Music Through Performance. multiple volumes. Chicago: GIA Publications. Phillips, B. & Moss, K. Sound Innovations. multiple volumes. Fairfax: Alfred Music Publications. Stith, G. (2011). Score and Rehearsal Preparation: A realistic approach for instrumental conductors. Galesville: Meredith Music Publications. Turbyfill, H. (2005). Basic String Maintenance: A teacher’s guide. Fairfax: American String Teachers Association [with Alfred Music Publications]. Schlechty, P. C. (2011). Engaging Students: The next level of working on the work. San Francisco: Jossey-Bass. Wong, H.K. & Wong, R.T. (2001). How to Be an Effective Teacher: The first days of school. Mountain View: Harry K. Wong Publications, Inc. The instructor reserves the right to vary the syllabus and alter the sequence of instruction as needed.Syllabus prepared: November 2015 ................
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