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Tarleton State
University has a completely
online Master of Music in Music Education degree
You can take courses that count
toward a master's degree before you get your bachelor's degree!
Contact Dr. Vicky V. Johnson
vjohnson@tarleton.edu for more
information
DME COURSE OUTLINE MUSI 3315 
"Music is a category of social meaning" -- Kingsbury |
Teaching Schedule
Recorder Karate Accompaniments
Music Standards (PK-8 General Music)
Texas Music TEKS
 Note: This is an organic document! It will change.
You are responsible for what is on this page, not a copy you made at the beginning of the semester.
The dates given in the right column are the due dates, not the day we will work on assignments in class.
If you ever have trouble opening any file in the downloads, just try another
browser (Chrome, Internet Explorer, Firefox, Edge)
If there is ever a problem with an assignment (technology problem, don't understand it, can't find it, etc.) do not wait until the due date (or time) to explain your problem.
72% of all non-elementary music educators have taught elementary; 63% of non-choral music educators have taught choir; 85% of choral music educators have taught elementary. |
| Mini-Lessons What Should a Teacher Be Like? Budgets Colleagues Curriculum Room Arrangement Advocacy 
| Week 1 (beginning August 26)
| Assignment: 
| Wed | Put this webpage link on your desktop |
| Fri | Have ALL class materials Put the class schedule in an outside sleeve or first thing in your notebook
| | Fri | Discussion:
My own experience as an elementary music student. Describe your own experience in elementary music class. How often did you have music? What did you do in class? What were the things you loved and hated about your experience in elementary music class. Be specific. |
What teachers make The music teacher you wish you had http://blog.ted.com/2012/08/13/the-music-teacher-you-wish-you-had/ Mission of Music Education "to help children develop musical capabilities and independence, a hunger for musical experiences, and a sense of confidence to accomplish whatever they want to accomplish in music." - Katherine Strand Then Libby Larson (composer) says the mission "allows us to consider how we teach and what we teach in light of the question: 'Is it relevant to the mission?'" This is why I teach music . . . Save this as a poster for your class |
Week 2 (beginning
September 3)
No class on Monday
|
Wed |
|
Fri |
Solfege Songs |
| Recorder |
| | |
|
Why cover all of the Music Standards? I like
some so much better than others.
“Recipes for Success”
With the recipe analogy, you can add twice as
much sugar or eggs or milk to a cake because you like that
ingredient better. The finished product must be a result of a plan
that is tested (using national standards or TEKS, for example) to
have a good product.
| Assignment:
Make up your own
questions:
Each student will turn in
a total of 26 questions during the semester. Each question/answer
will receive points:
0: can't use in a test
1: minimal effort
2: acceptable
3: good
4: excellent
Points will be added up
throughout the semester for a grade. If all 4's, the student's grade
would be 104.
At the end of the
semester, the 100 best questions will be compiled for an exam.
How to write effective multiple choice questions
-
Make all options
similar in length.
-
Alternative responses
should be grammatically parallel.
-
Distractors should be
plausible.
-
Use a question
format, rather than "finish the sentence."
-
Emphasize higher
order thinking, not just recall, including understanding,
application, evaluation, etc.
-
Usually avoid
negative questions.
-
Avoid "All of the
above" and "None of the above"
-
The question may be
somewhat wordy, but the answers should not be.
|
| Week 3
(beginning September 9)
Work
opportunity for music teacher at the Child Development Center (see
Elizabeth Stephens)
Confirm
schedule below.
FOCUS
 Performing
vocal music
|
| Fri |
Quaver |
|
| Assignment: Mama Paquita Mama Paquita with vocals Mama Paquita accompaniment |
Week 4 (beginning September 16) FOCUS
Performing on instruments |
Instrument BINGO
Rote Song
Rubric for grading
| Assignment:
| Mon | Downloads Carol of the Bells
(3) voice, Orff instruments, percussion Carol of the Bells
(2) recorder, voice, Orff instruments Pachelbel Canon
(2) voice, recorder, Orff instruments (with "The First Noel") This Train
(3) voice, Orff instruments Peace Round
(2) voice, recorder, Orff instruments Ode to Joy Duet
(2) recorder duet Entre le boeuf et l'ane gris
(2) recorder trio |
| Mon | Reading Chapter 8: The Playing Child | | |
Mon |
Assignment
Write 2 questions from Chapter 8. Supply one correct answer and 3 incorrect answers. | | Wed | Reading
Chapter 3 (Orff methodology)
 Lightning Talks
Using the PowerPoint template, create one slide highlighting the Orff method. The slide is not to be read, but to serve as a visual addition to your presentation. You may use bullets for main points. Email the completed slide to me by 8:30am Be prepared to present your topic for 2-3 minutes using your slide. You will be timed and cut off at 3 minutes, so practice your timing. Your textbook info is brief. Feel free to include outside resources.
| | Wed |
Bulletin Boards |
|
Wed | Recorder Karate Due: #1, 2, 3 by noon |
| Fri |
Assigned teaching (see
Master schedule) |
| Fri | Discussion For Heaven’s Sake Consider a hypothetical 5th grader in your music class. She is an atheist. She is an atheist because these are the values her parents have taught her. They have just as sincerely taught her that there is no God, as have other children's parents taught them the opposite. And yet every morning at school, she is led by her teacher in a public school to say the Pledge Of Allegiance which states "one nation, under God". Think of yourself as a 5th grader standing with your classmates each morning having to say (or at best, having to listen to) "There is no God". That sounds worse, doesn't it? But is it any different? For the purpose of this discussion, also read the following article: Rethinking Religion in Music Education Based upon the hypothetical 5th grader scenario and the linked article, how would you handle programming for a holiday PTO performance and for classroom activities during traditional holiday seasons? Secondly, should these standards be different for younger children than for other levels, such as Jr. High, High School, or College? |
|
Week 5 (beginning September 23) FOCUS
Creating
through Improvisation Social Skills |
| Assignment:
| Mon | Downloads Goldilocks 1
(7) Goldilocks 2
(7) Jazz Improvisation on Piano
(7) Rhythm canon
(7) Weather Rondo
(7) |
|
Mon |
Reading
Chapter 6: The Moving Child | | |
Mon |
Assignment
Write 2 questions from Chapter 6. Supply one correct answer and 3 incorrect answers. |
| Wed | Reading
Chapter 3 (Methods of Teaching Music; Dalcroze)
Lightning Talks
Using the PowerPoint template, create one slide highlighting the Dalcroze method. Feel free to use other sources. The slide is not to be read, but to serve as a visual addition to your presentation. You may use bullets for main points. Email the completed slide to me by 8:30am Be prepared to present your topic for 2-3 minutes using your slide. You will be timed and cut off at 3 minutes, so practice your timing. Your textbook info is brief. Feel free to include outside resources.
|
|
Wed |
Bulletin Boards |
|
Fri |
Assigned teaching (see
master schedule) |
|
Week 6
(beginning September 30) FOCUS
Creating
through composing and arranging Methodology Conclusion |
Limerick Examples When symphony instruments tune,
They’re not matching the flute or bassoon;
It’s the first oboe’s “A”
That the strings must obey.
If they don’t, be prepared for High Noon. There once was an old man of Esser, Whose knowledge grew lesser and lesser, And now he's a college professor. LIMERICK STRUCTURE | | | | | | | | | | 1 | 2 | 3 | 4 | Rhyme scheme | Line 1 | (w) w | S w w | S w w | S (w) (w) | | A | | | 5 | 6 | 7 | 8 | | Line 2 | (w) w | S w w | S w w | S (w) (w) | | A | | | 9 | 10 | | | | Line 3 | (w) w | S w w | S (w) (w) | | | B | | | 11 | 12 | | | | Line 4 | (w) w | S w w | S (w) (w) | | | B | | | 13 | 14 | 15 | 16 | | Line 5 | (w) w | S w w | S w w | S (w) (w) | | A | | | | | | | |
| Assignment:
| Mon | Downloads Compose a Melody
(7) Do-It-Yourself Country & Western Song Kit
(7) with disclaimers! Instrument Limericks
(7) Polyrhythm Unit
(7) Song Parody (7) Song Parody webpage Telephone Number Music
(7) Variations and Arrangements
(7) Write a Rap Song
(7) |
| Mon | Reading Chapter 10: The Creating Child | | |
Mon |
Assignment
Write 2 questions from Chapter 10. Supply one correct answer and 3 incorrect answers. |
| Wed | Reading Chapter 3 (Methods of Teaching Music; Other Approaches)
Lightning TalksUsing the PowerPoint template, create one slide highlighting other approaches (methodologies) for teaching elementary music. The slide is not to be read, but to serve as a visual addition to your presentation. You may use bullets for main points. Email the completed slide to me by 8:30am Be prepared to present your topic for 2-3 minutes using your slide. You will be timed and cut off at 3 minutes, so practice your timing. Your textbook info is brief. Feel free to include outside resources
|
| Wed |
Bulletin Board |
|
Fri |
Assigned teaching
(see master schedule) |
| Fri | Discussion Methodologies There are distinct differences in the methodologies in elementary music pedagogy. Here are a few of the ones most widely used (designated by the man who formulated the pedagogy): Orff Kodaly Dalcroze Suzuki Gordon Are these methods very different? Is it possible to use parts of several of these methods to formulate a teaching plan for your students? Would this be a good idea? Why or why not? |
| Fri | Assignment: Limerick compositions Look at the limericks in the Instrument Limericks sheet. Copy them onto a Word document and complete them with the proper rhyme scheme. |
Criteria | Performance Indicators | Failing | Acceptable | Good | Excellent | Content | Not completed | Last line complete but not related to topic | Last line is in same subject area | Last line cleverly completes the rhyme | Rhyme scheme | Unacceptable rhyme scheme | Incorrect rhyme scheme in at least one verse | One or more close rhyme schemes | Exact rhyme schemes | Rhythm | No regard for rhythm | Inconsistent rhythm | Partially consistent rhythm | Consistent rhythm | | 0 |
1:C |
2:B |
3:A |
|
Week 7 (beginning October
7)
FRIDAY: We will visit Mrs.
Westbrook's 2nd grade class at Chamberlin Elementary. Her class
begins at 11:03, but you will need to check in with the front desk,
so be there early! Wear suitable attire. | Assignment: | Wed |
Lightning Talks Latest trends in music education
Using the PowerPoint template, create one slide
identifying the latest trends in music education.The slide is not to be read, but to serve as a visual addition to your presentation. You may use bullets for main points. Email the completed slide to me by 8:30am Be prepared to present your topic for 2-3 minutes using your slide. You will be timed and cut off at 3 minutes, so practice your timing. Your textbook info is brief. Feel free to include outside resources
|
| Wed | Mid-term exam Note: Do not add "with mallets" or any additional information in parentheses to your answers
Textbook chapters 2, 3, 8, and 10 will be included |
| Wed |
Bulletin Board |
|
Fri |
Assigned teaching (see
master schedule)
|
|
| | Week 8 (beginning October 14) FOCUS
Performing
through reading music and Creating through notating music |
| Assignment:
| Mon | Downloads Ear-Training Mysteries (8) |
| Mon | Reading Chapter 5: Pitch and the Child | | |
Mon |
Assignment
Write 2 questions from Chapter 5. Supply one correct answer and 3 incorrect answers. |
| Wed | Reading Chapter 7: Rhythm and the Child |
| |
Wed |
Assignment
Write 2 questions from Chapter 7. Supply one correct answer and 3 incorrect answers. |
| Wed |
Recorder Karate Due: #4, 5, 6 by noon |
| Wed |
Bulletin Board |
|
Fri |
Assigned teaching
(see master schedule) |
| Fri | Assignment: Song Parody Composition |
Music Advocacy: Why is music important in our society? Why is it important to teach music in our schools? |
Week 9
(beginning October 21) FOCUS
Responding
through Listening and Moving Classroom Management |
| Assignment:
Words are so often unnecessary: Bobby Ferrin Elephant in the Room |
Week 10 (beginning October 28) FOCUS
Responding
through Evaluating Curriculum |
| Mon | Curriculum Mini-Lesson |
Review music books & teacher's editions Pedagogy on Elementary Links page
|
| Wed |
THURSDAY: Meet me in the hall at noon for a photo; those in
the photo (in costume) will receive extra credit
FRIDAY: We will visit Mrs.
Westbrook's 2nd grade class at Chamberlin Elementary. Her class
begins at 11:03, but you will need to check in with the front desk,
so be there early! Wear suitable attire.
Extra credit for wearing a costume on Halloween!! | Assignment:
| Mon | Downloads Audience Etiquette Note
(9) Concert Manners
(9) Conductor
(9) Conducting
(9) |
| Mon | Reading Chapter 12: Curriculum Design | | |
Mon |
Assignment
Write 2 questions from Chapter 12. Supply one correct answer and 3 incorrect answers. |
|
Wed | Reading Chapter 4: The Singing Child |
| |
Wed |
Assignment
Write 2 questions from Chapter 4. Supply one correct answer and 3 incorrect answers. |
| Wed |
Bulletin Board |
| Wed | Assignment: Make your own game Choose a game template and construct your own game. Submit your game in Blackboard under the Assignment tab by 8:30am. Name your file YourName_Game How to use MP3 audio files with PowerPoint Save your PowerPoint file in a new folder and name it PPGame_yourname Copy all of the mp3 files that you plan to use into the same folder (do this first, before you link them to the slides) On the slide in which you wish to insert the audio file, click insert - movies and sounds - sound from file and choose the mp3 from the folder containing your PowerPoint and mp3 files. This will link the mp3 to the PowerPoint slide.
|
|
Fri |
Assigned teaching
(see master schedule) |
| | | |
|
Week 11 (beginning November
4) FOCUS
Connecting
with other content areas Budget Music in Children's Literature |
| Mon |
| Wed | | | |
| Assignment: |
Week 12
(beginning November 11) FOCUS
Connecting
with history and culture Assessment |
| Assignment: |
| | Week 13 (beginning November 18) FOCUS Programs/Programming Special Needs Children |
| Assignment:
|
Mon | Assignment Game assessment: Play the posted games (see link to Dropbox below) of the 4 students whose last names are just past yours in the alphabet. Using this rubric, give them a grade. PowerPoint Game Evaluation Form
Note: if the one of the persons below did not turn in a game, skip
to the next one to make sure you assess 4 games.
Game assessment assignment link to Dropbox:
https://www.dropbox.com/sh/dozhet793bqo34e/AADPTorNlIUTKtZdxXtFms1Sa?dl=0 |
| Mon | Downloads Children's Choirs
(8) Project List
(7) Boomwhacker & Melody Bells Songs
(8) Teaching Children with Disabilities (6) |
| Mon | Reading Chapter 16: Music for Exceptional Children | | |
Mon |
Assignment
Write 2 questions from Chapter 16. Supply one correct answer and 3 incorrect answers. |
| Wed | Lightning Talks
Should voice lessons be given to elementary age children?
What are some of the ways that children naturally demonstrate their
singing potential?
Should children be allowed to sing "wherever they are" (their own pitch
level)?
How should you deal with 5th grade boys whose voices are beginning to
change?
List some strategies to motivate students to exhibit good posture.
How should you deal with monotone singers?
How should recordings be used in teaching children to sing?
Explain the process of teaching children to sing in parts?
What are the pros and cons of starting a children's choir at your
school?
What kinds of accommodations will you need to be prepared to make for
special needs children in your music class?
What are the current laws that apply to teaching special needs children
in Texas?
Using the PowerPoint template, create one slide supporting the answer to your question. Email the slide to me (vjohnson@tarleton.edu) by 8:30am |
http://www.musictechteacher.com/musicquizzes.htm |
Week 14 (beginning November 25)
| Mon Texas law - requirements for special needs children Federal and Texas law Performances of Cross-curricular compositions | |
Wed |
| Fri
No class on Friday: Thanksgiving holiday |
| Assignment:
|
Mon | Assignment 7 Cross-curricular composition due Be sure to double-check the Cross-curricular Composition
page before turning in the assignment for formatting requirements. Bring a hard copy for each person in the class |
|
Wed |
Textbook quiz |
| | | | | | | | | | | |
|
Week 15
(beginning December 2)
| Mon
|
| Wed
(last class day) | | | |
Final Exam:
Friday December 6, 10:30 - 12:30 | Assignment:
| Mon | Turn in notebooks |
Merry Christmas 10 Things No One Tells You About Becoming a Teacher |
Why cover all of the National Standards? I like
some so much better than others.
“Recipes for Success”
With the recipe analogy, you can add twice as much
sugar or eggs or milk to a cake because you like that ingredient
better. The finished product must be a result of a plan that is tested
(using national standards or TEKS, for example) to have a good product.
Teaching Schedule
|
|
Bulletin
Board/Felt Board |
Orff |
Microteach |
Facilitator |
Check-offs
(mention
title) |
Check-offs
(in my
office)
Forms required |
Songs by
Rote |
Lightning
Talks |
|
Week 1
Aug 26-30 |
|
|
|
|
|
|
|
|
|
Week 2
Sep 3-6 |
|
|
|
|
|
|
|
|
|
Week 3
Sep 9-13 |
|
|
|
|
Zach (Orff) |
Maegan (BB)
Jordan (MT) |
|
Matthew
Jorge
Deanna |
|
Week 4
Sep 16-20 |
Maegan |
Zach |
Jordan |
Zach |
Jorge (Orff)
David-Keaton (SBR) |
Matthew (BB)
Barrett (MT) |
|
David-Keaton
Narciso
Barrett
Zach |
|
Week 5
Sep 23-27 |
Matthew |
Jorge |
Barrett |
Bradley |
Maegan (Orff)
Narciso (SBR) |
David (BB)
Bradley (MT) |
David-Keaton |
Bradley
Maegan
David
Jordan |
|
Week 6
Sep 30-Oct 4 |
David |
Maegan |
Bradley |
Jorge |
Matthew (Orff)
Barrett (SBR)
Jordan (SBR) |
Deanna (BB)
Jorge (MT) |
Narciso |
Deanna
Matthew
Jorge
Barrett
Zach |
|
Week 7
Oct 7-11 |
Deanna |
Matthew |
Jorge |
Maegan |
David (Orff)
Bradley (SBR)
Zach (SBR) |
David-Keaton (BB)
Maegan (MT)
Zach (MT) |
Barrett
Jordan |
David
Maegan
Bradley
Narciso
David-Keaton
Jordan |
|
Week 8
Oct 14-18 |
David-Keaton |
David |
Maegan
Zach |
Matthew
Jordan |
Deanna (Orff)
Jorge (SBR) |
Narciso (BB)
Matthew (MT)
Jordan (Orff) |
Bradley
Zach |
|
|
Week 9
Oct 21-Oct 25 |
Narciso |
Deanna
Jordan |
Matthew |
David |
David-Keaton
(Orff)
Maegan (SBR) |
Barrett (BB)
David (MT) |
Jorge |
|
|
Week 10
Oct 28-Nov 1 |
Barrett |
David-Keaton |
David |
Deanna |
Narciso (Orff)
Matthew (SBR) |
Bradley (BB)
Deanna (MT) |
Maegan |
|
|
Week 11
Nov 4-8 |
Bradley |
Narciso |
Deanna |
David-Keaton |
Barrett (Orff)
David (SBR) |
Jorge (BB)
David-Keaton (MT) |
Matthew |
|
|
Week 12
Nov 11-15 |
Jorge |
Barrett |
David-Keaton |
Narciso |
Bradley (Orff)
Deanna (SBR) |
Zach (BB)
Narciso (MT) |
David |
|
|
Week 13
Nov 18-20 |
Zach |
Bradley |
Narciso |
Barrett |
|
|
Deanna |
|
|
Week 14
Nov 25-27 |
|
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Week 15
Dec 2-4 |
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Supplemental Discussion Topic: Helen Larson was a music specialist in a prestigious prep school. She had built the program up from a “singing time” to a comprehensive music curriculum. In addition to her regular classes, she had organized two choirs, had an after school hand chime group and had beginning and advanced Orff ensembles. She produced a school musical each year and had brought in a Suzuki violin teacher to begin string instruction in the lower grades. A new headmaster was hired whose focus was fund-raising and development. He was delighted with Helen’s work, but encouraged her to spend less time on “music literacy activities” (reading music, analyzing, appreciating) and more on performance. He communicated his assurance that the parents and community were of the same mindset and that the children would benefit as well. Although Helen recognized the value of musical performance, she preferred a program that had more of a balance, with more emphasis on the development of musical skills. Many of us have wonderful memories of school performances, and maybe not so many from classroom activities. With whose philosophy would you most closely align yourself – Helen’s or the Headmaster’s, and why? Topic: The following is from an actual music teacher. This situation is not to convey that all or even most situations are like this, although they certainly do exist. “The biggest challenge I face is figuring out how to actually teach in an atmosphere in which I am increasingly viewed as a babysitter, hired only to provide conference time to the "real" teachers. In my nine years teaching, I have seen my per-student contact time decrease by half while my class sizes have doubled. "Real" teachers would never be asked to succeed under those conditions. The implicit statement, clearly understood by all the "real" teachers, is that what I do doesn't matter. All that matters is what I can do for them.” Topic: The following is from an actual music teacher. What advice would you give? “I need advice on what I can do with my after school choir. This is my first year to have a choir and I have 13 students. 6 are mentally challenged, 3 don't want to be there, 2 want to be there but can't sing on pitch, then I have my 2 who can sing anything I put in front of them. So...here's the question. What in the world do I do for a concert? I've tried 2 part to no avail. They can't even sing unison very well. I have no idea what to do for a Christmas program, or even in general. Any suggestions?” Topic: Read Chapter 16 in your textbook and the article "Preparing to Teach Special Needs Children" and be prepared to answer the following questions: Based on the reading in your text, should all special needs children be mainstreamed? Why or why not? Your text defines “exceptional children” as “those who require special education and related services if they are to realize their full human potential.” How can this be accomplished in a music classroom which may include both gifted children, and those with various mental and physical challenges?
Topic: Based upon your reading in Chapter 15 in your textbook, answer the following questions in your discussion post: 1. Based on the reading in your text, what will be your philosophy and general practice regarding cultural diversity in your classroom? 2. In Ms. Johnson’s scenario (p. 392), what would you have done differently along the way? Discussion: NCLB
Should the “No Child Left Behind” philosophy apply to music? The concept of NCLB is a promise to raise standards for all children and to help all children meet those standards. In most music classroom settings, there always seems to be that one child who just doesn't seem to grasp what you are trying to teach. For instance, a particular child cannot keep a steady beat, has no sense of tonality, and has no clue that he or she is in error. In what ways do you deal with this child to bring him or her up to the level of the rest of the class? Is it even necessary for the child to reach a specific level of competency?
|
Discussion Info
| Requirements and deadlines: You will have a discussion question each week. You should post an answer to the question by Friday at midnight. At least two additional posts (responses to other students' posts) are due by Sunday at midnight. Ten points will be deducted from the week's discussion grade if posted late. Be aware that doing the bare minimum will not earn an "A." NOTE: You should read all posts, not just the ones to which you intend to respond. Blackboard logs all activity and I am aware if you only read 2 posts in a discussion. You will be accountable for reading all posts, even if they are posted after the deadline. When I grade the discussion, I will look at the total number at that time. In addition, please rate all original posts that you read by clicking on the "Review" tab just below it. You don't have to do this for responses, just original posts. |
| Answer the question entirely, not just one thought. Don't just paraphrase something in the lecture - do some thinking, reading on your own. It doesn't have to be a long answer, but it should not consist of a single point. It should also not be a simple yes or no answer, even if you put the word "definitely" in front of it. If you were an experienced teacher having taught successfully for years, we might be interested in your unsubstantiated opinion. Otherwise, do some research on the question! Your book is a good place to start, but not a good place to finish. |
| In responding to others' answers, feel free to ask them for clarification or for further information to justify their answers. "I agree" is not a discussion. Neither is a paraphrase of their post. If you ask a question, you must also provide additional new material for your response to count. Your response should add something to the original post. Remember that chit chat responses ("I saw you at the movies last night," etc.) will not be counted toward the response post requirement. As a matter of fact, those belong in the Water cooler! Also, you are welcome to respond to as many posts as you like, but again, with something of substance, not just a "me, too!" answer. I am suspect of any answer that begins with "I agree . . . " This is sometimes called "sheeping." 
|
| Please write in complete sentences and use correct punctuation, capitalization, etc. We do become accustomed to shorthand in e-mails and text messages, but you should be able to do it the other way also, and this is a good forum in which to practice. Part of your grade will be based upon your ability to communicate your understanding of the subject, both professionally and effectively, so think of the discussion forum as a writing assignment that will be graded both on content and form. Write your posts on a Word document first with spell-check and grammar-check turned on (instructions). Then copy and paste to the forum. |
| Please begin your response posts with the person's name to whom you are responding. Some of the threads go back and forth between people and when read in compiled format, become very confusing. |
| These submissions are time and date stamped, so don't miss the deadlines. I read all of your posts in context, in the discussion forum. However, When I grade them in Blackboard, I am looking at only your posts, so keep that in mind when you judge your own participation. | | Part of your grade (see rubric below) is to rate the original posts of your classmates. At the bottom of each original post, there is a box that says "Rate This Message." Click the box and then choose the rating (one star to five stars) that you think the post deserves. |
| Grading will be as follows (see rubric below): The answer to the original question is worth 40 points. Responses are required and are worth 30 points. Peer review ratings are worth 10 points and reading the posts and responses are both worth 10 points. No credit will be given for responses that simply agree or that do not add to the discussion. DO NOT copy material from some other source and present it as your own in your discussion answer. The penalty for plagiarism is to fail the class. I check these answers. Don't risk it. |
Discussion Rubric Grades for discussion questions will be based on the following rubric Criteria | Performance Indicators | Failing | Incomplete | Acceptable | Good | Excellent | Original Post | No original post | Incomplete answer | Acceptable answer, but mostly opinion, or some incorrect or incomplete information | Complete answer showing knowledge of reading material | Insightful answer well supported by reading material | 0 points | 28 points | 32 points | 36 points | 40 points | Responses | No responses including “I agree” responses with no new information | One response missing or one response is an “I agree” response with no new information | Acceptable responses, but very little new information | 2 complete responses that include new information | More than 2 responses that include new information | 0 points | 21 points | 24 points | 27 points | 30 points | Peer Review | No ratings given | 1-3 ratings given | 4-6 ratings given | 7-9 ratings given | 10 or more ratings given | 0 points | 7 points | 8 points | 9 points | 10 points | Posts Read includes responses | No posts read | Less than 10 read | Less than half read | More than half read | All posts read | 0 points | 7 points | 8 points | 9 points | 10 points | Writing form | Posts unavailable to grade or unacceptable writing form | Multiple errors in punctuation, capitalization, grammar, and sentence form | Several errors in punctuation, capitalization, grammar, and sentence form | Minimal errors in punctuation, capitalization, grammar, and sentence form | Correct punctuation, capitalization, grammar, and sentence form | 0 points | 7 points | 8 points | 9 points | 10 points | | | | | | | | Total points | 0 | 70 | 80 | 90 | 100 |
Assignment Submission
| Submit assignments as Word documents unless specified otherwise. Do not try to submit the document without saving it first. Be sure and save it to a folder where you can retrieve it later. Sometimes resubmissions are necessary. |
| Save the document as Assignment1_YourName.doc (substituting the correct assignment number and using your own name :-) |
| Always use a heading at the top of the page which includes your name, the assignment number, and the date. |
| Upload the Word document in the assignment section as an attachment. Do not attach it to an e-mail |
| Occasionally your assignments may be returned to you for a redo. Make your corrections and resubmit through the Assignment section as before. If you do not resubmit, you will receive a zero for the assignment. |
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Musical Development Children sing in tune within range of 5 pitches (4-5Kindergarten) begin to perceive tonality (6-7 1st) can discern fast from slow and long from short (6-7 1st ) can perform a beat on a drum (6-7) are capable of reading and writing various rhythmic patterns (7-8 2nd) are developmentally ready to play recorder using full range (9-10 4th) are more accepting of new kinds of music before about age 9 (3rd grade and below) can perform canons, rounds, descants, countermelodies (9-10 4th grade) can perform 2-part songs (10-11 5th grade)
Children can most accurately reproduce a rhythm by chanting. The most natural forms of rhythm are speech and movement. The only accurate response of young children to a musical listening experience is movement. The first stage of the creative process is experimentation and discovery. |
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Orff Schulwerk Videos I Can See the Moon:
https://www.youtube.com/watch?time_continue=159&v=0e0nZnRpjJY
Pumpkin Poem:
https://www.youtube.com/watch?time_continue=61&v=o2XMn6sPHgE
“Stitches” by Shawn Mendez:
https://www.youtube.com/watch?time_continue=17&v=g-HZAWIp1gM Kodály
Videos Zach Randolph:
https://www.youtube.com/watch?v=A1J94jkbwCY Daniel Bergman:
https://www.youtube.com/watch?v=XxVtnTtlK14 Lauren Bain:
https://www.youtube.com/watch?v=KIqSVUx8208 Dalcroze Eurythmic
Videos: Hong Kong:
https://www.youtube.com/watch?v=5T32SVNZsC4 Sabine Heubusch:
https://www.youtube.com/watch?v=fnjwRHyOD1o Dr. Jeremy Dittus:
https://www.youtube.com/watch?v=KyLwmp2idQI
|
 
 Created and maintained by Vicky V. Johnson |
