EDUC 372: Middle School General Music Methods

Fall 2018 11:00-11:40 Tu/Th CFA 217

Instructor: Dr. Jill Wilson

Office: Koren 101
Telephone: (563) 387-1301 (office), (712) 899-7061 (cell)
Email: wilsji01@luther.edu
Office Hours: MWF 11:00 P.M.-12:00 P.M.; TTh 2:30-3:30 P.M.

Course Description
In this course, we will study the middle school learner as well as the content, materials,
and methods of instruction in the middle school general music classroom.

Course Objectives
Students in this course will:
• Actively participate in learning approaches suitable to the middle school general
music classroom
• Develop an understanding of theories of adolescent musical learning and
development
• Develop skill in lesson planning and teaching using emerging pedagogical
methods
• Reflect on effectiveness of teaching of others and self
• Develop a collection of pertinent reference and instructional materials

Required Membership
FMEA = $10

Please add these dates to your calendar. You are the leaders!
Fall Kick-Off Sunday Sept. 9 6:30 Bentdahl Commons
Fall Symposium Saturday Oct. 6 9-2:00 Jenson-Noble
Student Teacher Retreat Thursday Oct. 18 7:00 Pulpit Rock
Family Concert Saturday Nov. 3 10:00a.m. Orchestra Room
IMEA Fall Conference Fri./Sat. Nov 16-17 all day Ames
Christmas Celebration Thursday Dec. 6 7:00 CFA 217
More TBA
Become a member of ICDA or IBA or ISTA and NAfME ASAP!

Inclusivity Statement
My goal is to provide a safe, respectful, inclusive environment for everyone regardless
of sex, gender, gender identity and expression, sexual orientation, socioeconomic status,
(dis)ability, race, ethnicity, nationality, or religious beliefs. I believe we learn and grow
when we embrace a wide range of perspectives and experiences. Be you!
Required Texts
Burton, S. (2012). Engaging Music Practices: A Sourcebook for Middle School
General Music. NY: Rowman and Littlefield.
Sweet, B. (2017). Growing Musicians: Teaching in the Middle School and
Beyond. NY: Oxford.
Wish, D., Heimbauer, G., Speicher, C., Flora, J., DiMasso, A., Zellner, R., &
Danielsson, S. (2016). Music as a second language & the modern band
movement. NJ: littlekidsrock.org.

Supplemental Texts and Articles

Abrahams, F. (2009). Going Green: The application of informal music learning
strategies in high school choral and instrumental ensembles.
Bowman, W. D. (2004). “Pop”goes…? Taking popular music seriously. In C.
Rodriguez, C., (Ed.), Bridging the Gap: Popular Music and Music Education
(pp. 29-49). Reston, VA: MENC.
Clements, A. (2017). Popular music and the expanding curriculum. Media Journal
in Music Education, Volume 1, www.mjme.net.
Hickey, M. (2012). Music Outside the Lines: Ideas for Composing in K-12
Music Classrooms. NY: Oxford University Press.
Kratus, J. (2017). Reconsidering assessment in music education. Media Journal in
Music Education. Volume 1. www.mjme.net.
Madsen, C. (2000). Music education: A future I would welcome. College Music
Symposium, 40, 84-90.
SMTE Cultural Diversity and Social Justice Webinar – Sarah Minette.
http://smte.us/aspas/cultural-diversity-and-social-justice/
Phillips, K. (2010). Preserving music education in the 21st century. Bulletin of the
Council for Research in Music Education 185, pp. 87- 93.

Regelski, T. (2004). Teaching Music in Grades 4-8: A Musicianship Approach.
NY: Oxford University Press.
West, C. (2015). Philosophies in curriculum and assessment. In Conway, C. (Ed.)
Musicianship-Focused Curriculum and Assessment. Chicago: GIA Publications, Inc.
Woody, R. (2007). Popular music in school: Remixing the issues. Music
Educators Journal 93, 32-37.
Woody, R. (2012). Playing by ear: Foundation or frill? Music Educators Journal,
99(2), 82-88
Williams, D. (2017). On is the loneliest number: Forms of musicianship. Media
Journal in Music Education, Volume 1. www.mjme.net

Make this site a favorite on your computer and start downloading – NOW!

http://jamzone.littlekidsrock.org/teachers/

Assessment

150 points 1) Read and Respond - 10 @ 15 points

Guided reading questions are provided on KATIE. There is no
prescribed length for the response.

Does Not Meet

Exceeds Expectations Meets Expectations Meets Expectations
Expectations
Points Earned 5 4 3 2 or 1
Incorporation of Some information
Clear connections to A summary of
information from from the reading Poor sense or missing
the reading. important points is
reading assignment is what is truly important
addressed
assignment mentioned
Insightful
Adequate explanation
explanation of point Ideas are not illustrated
Expresses any of point of view;
of view concerning Adequate explanation by
personal thoughts makes some
the reading of point of view examples/explanations
and ideas clearly connections to the
illustrated by or are absent
reading
examples
Effective Writing is clean and Writing is clean and Writing is acceptable.
polished. The writer Multiple mistakes exist
communication; polished. The writer Minor errors exist
has no errors in these regarding grammar,
uses proper has few errors in regarding grammar,
conventions. usage and mechanics.
conventions of these conventions. usage and mechanics.
Organizational style Confusing or weak
grammar, usage, Organizational style Adequate
is clear. organization.
and mechanics. is clear. organization.

TOTAL SCORE
( /15)

100 points 2) Discussions on KATIE- 10 @ 10 points

Initial posts (6 pts.) should demonstrate critical thinking, address
the topic at hand, and answer the questions using personal
insight. It is important that you make explicit connections to
readings and video presentations/articles. Respond to two peers
(2 pts. Each). Please make every effort to choose a variety of
colleagues and include everyone.
 150 points 3) Plans and Execution - 5 @ 25 points + Journals (25 points)
As part of this course, you will be planning and teaching weekly
classes for 3rd-8th graders employing Modern Band curriculum
and resources. The two classes being offered this semester are
Rock Band and Songwriting. You will be asked to keep a journal
of the experience in additions to lesson reflections.

25 points 4) Professionalism and quality feedback to peers

You should be prepared for class and teaching experiences
regularly, attend FMEA events when no school-related
conflict exists, join professional organizations, participate
and interact with peers appropriately in class activities,
take responsibility for actions/choices, and display an
enthusiasm for and positive attitude toward your chosen
profession.

75 points 5) Final: Cover Project

You will be performing two covers (of two different styles) and
one original song with your band. Each member must play guitar
or bass and keyboard or drum set at least once.

500 points TOTAL

Date Topic Assignment Due

8/30 Introduction
Modern Band
Music as a Second
Language
9/4 Guitar skills Read and Respond 1: MB Manual pp. 8-21, 31 and
Lucy Green – MEJ.
9/6 Guitar pedagogy Discussion A (comment on at least two classmates’
posts by midnight Saturday): Green – Hear, Listen,
Play chapter (see KATIE blog prompts)
9/11 The Adolescent Musician Read and Respond 2: Read Sweet Chapters 1 and 2
The Role of the Music and Burton Chapter 1
Teacher
Prep Session I
9/12 LCCMS BEGINS (Rock Band #1)
9/13 Drums skills Discussion B: watch Ann Clements video

9/18 Bass skills Read and Respond 3: Read Sweet Chapter 3

Beginning Composition
Classroom Climate
9/19 LCCMS (Rock Band #2)
9/20 Keyboard skills Discussion C: watch Sarah Minette
“Remixing” Music
Education
9/25 Motivation and Read and Respond 4: Regelski Chapter 1 and
Development Developmental Characteristics.
9/26 LCCMS (Rock Band #3)
9/27 Guitar Pedagogy Discussion D: read Woody - Playing By Ear, read
Bowman Chapter
10/2 Informal Learning Read and Respond 5: Green and Abrahams articles

10/3 LCCMS (Rock Band #4)

10/4 Assessment Discussion E: watch John Kratus

10/9 Music and Technology Read and Respond 6: Burton Chapters 8 and 10

10/10 LCCMS (Rock Band #5)

10/11 “Popular” Music Discussion F: Read Woody - Popular Music

10/16 FALL BREAK

10/17 LCCMS (Rock Band #6 – end of Session I)

10/18 Compositions and Discussion G: Kratus - Songwriting
Songwriting
10/23 Designing Musical Read and Respond 7: Wiggins Chapter 8, Hickey
Problems Chapter 2 and selected portions
Prep Session II
10/24 LCCMS (Rock Band and Songwriting #1)
10/25 Composition Discussion H: read Burton Chapter 11
10/30 Musicianship-focused Read and Respond 8: West chapter
assessment
10/31 LCCMS (Rock Band and Songwriting #2)
11/1 Centers Discussion I: Read Burton Chapter 12
11/6 Strategies for Students Read and Respond 9: Hourigan chapter
with Learning Differences
11/7 LCCMS (Rock Band and Songwriting #3)
11/8 Culturally Responsive Discussion J: Connie McCoy video
Teaching
11/13 Don’t Defend, Improve Read and Respond 10: Phillips article
11/14 LCCMS (Rock Band and Songwriting #4)
11/15 No Class - IMEA
11/20 Cover Project Unit Plan proposal
11/22 No Class - Thanksgiving

11/27 Classroom Management Read Sweet Chapter 4

 Cover Project
11/28 LCCMS (Rock Band and Songwriting #5)
11/29 Humanity of Teaching Read Sweet Chapter 5
Music
Cover Project
12/4 Humor in the Classroom Read Sweet Chapter 6
Cover Project
12/5 LCCMS (Rock Band and Songwriting #6 – end Session II)
12/6 Final Wrap Up Unit Plan and Journals due

Final: 10:15-12:15 Tuesday, December 12 (share video presentations)

We are victims of our own learning for we tend to teach, not as we were taught to teach, but as
we were taught. And thus the gap between what we know – theories of teaching and learning
which have resulted from research, experimentation, and observation – and what we do – the
teaching behaviors readily observable in the classroom – continues to widen. (Boardman,
1985).