MUS325 Music in the Education of Children

Fall 2016, Indiana State University

Section 001 MWF 11:00-11:50am
FINAL EXAM December 16 at 10:00am*
*Note: It is not possible to change the final exam date or time except for documented illness.

Mr. Flint Dollar

Office: Fine Arts 035
Email: flint.dollar@indstate.edu
Office Hours: By Appointment Only
Catalog Description
A study of music concepts, materials, and techniques for developing musical perception and
appreciation in the preschool and elementary classroom. 3 credit hours. Prerequisite: completion of 31
semester hrs.
Purpose
Designed for elementary education majors, this course provides foundational knowledge and
experiences aimed at improving the students understanding, skills, and confidence in using music to
enhance the core curriculum.
Required Materials
Soprano Recorder
Burton, S. (1994). Music Mania, Panda Bear Publications, CO. ISBN: 1-889163-02-3
(both available from the bookstore)
Course materials from Blackboard
3 3-ring Binder
Symbaloo Account
Printer, printer ink, paper
Reserve Texts:
Anderson, W., and Lawrence, J. (2010). Integrating Music into the Elementary Classroom. Boston:
Shirmer Cengage Learning.
Campbell, P, and Kassner,C. (2006). Music in Childhood: From Preschool through the Elementary
Grades. Belmont, CA: Thompson Higher Ed.
Fallin, J. and Tower, M. (2011). Using Music to Enhance Student Learning:A Practical Guide for
Elementary Classroom Teachers. New York, NY: Routledge
Hoffer, C. (2005). Music for Elementary Classroom Teachers. Long Grove, IL:Waveland Press, Inc.
Articles on Blackboard (text chapters included):
Calogero, J.M. (2002). Integrating Music and Childrens Literature. Music Educators Journal 89
(5) p.23-30
Dyer, J. L. (2011). Musical Thought: Using Music to Enhance Literacy Instruction. Illinois Reading
Council Journal, 39(4), 3-9.
Hammel, A. (2004). Inclusion Strategies That Work. Music Educators Journal 90 (5) p. 33-37
Hickey, M. and Webster, P. (2001). Creative Thinking in Music. Music Educators Journal 88 (1) p.
19-23
Miller, B. (1996). Integrating Elementary General Music: A Collaborative Action Research Study.
Bulletin of the Council for Research in Music Education (130), pp. 100-115

MUS325 Music in the Education of Children

Fall 2016, Indiana State University

Purpose
You will all be responsible for educating children representing a great diversity of learning styles.
Teachers who are most effective will use all available resources as a means of reaching children
and helping them to learn. The arts, and specifically music and dance, may be one of the most
powerful tools for increasing social learning, transmitting curriculum content, connecting learning to
other disciplines, and promoting creativity and imagination in both your students and you! This course
is designed to prepare you for teaching basic music concepts as well as for integrating music into
your elementary classroom. Our goal is to give elementary classroom teachers the confidence and
skills to use music as an important part of childrens daily experiences.
Specific Objectives
After completing this course, you will be able to:
Select age appropriate musical materials for children K-6 in the areas of singing, playing
instruments, dancing and moving, listening, and creating music (composing and improvising).
Demonstrate comfort with your singing voice and lead/teach songs by rote to children K-6.
Read simple music notation showing an understanding of the basic elements of music including
rhythm, melody, harmony, dynamics, tempo, timbre, and form.
Play musical instruments including pitched and non-pitched percussion instruments and recorder.
Understand the basics of the guitar.
Teach and lead musical games, movement activities, and dances appropriate for K-6
Plan and teach integrated lessons that connect musical activity with other curricular areas.
Effectively incorporate technology in lesson plans.
Make adaptations in musical activities for exceptional learners.
Select musical materials reflecting diversity and multicultural understanding.
Grading Scale (based on points earned)
434-450 = A+
388-400 = B+
341-355 = C+
416-433 = A
371-387 = B
327-340 = C
401-415 = A356-370 = B313-326 = C0-265 = F

300-312 = D+
283-299 = D
266-282 = D-

Weighted Evaluation (450 total points possible)

155 pts.
Lesson Plans/Teaching
130 pts.
Reading Questions (60), Interview (30), Scavenger Hunt (20), Playlist (20)
50 pts.
Final Teaching/Lesson Plan
45 pts.
Class Participation (20)/Entry Tickets (25)
45 pts.
Teaching Reflections
25 pts.
Summary Binder (20)/Symbaloo (5)
*All grades will be posted in Blackboard in a timely fashion (within 2 weeks of submission).
Attendance
Because of the professional and participatory nature of this course, attendance is expected.
There is no penalty for up to 3 absences (excluding exam, peer teaching, and presentation days). Each
additional unexcused absence will result in lowering your final grade by one-half letter grade.

MUS325 Music in the Education of Children

Fall 2016, Indiana State University

No make-ups will be given for missed quizzes or missed peer teaching.

Extended illness or extraordinary circumstances will be considered based upon prior notification,
documentation, and discussion with instructor.

Group Work
Due to the size of the class, the will be a midterm group teaching presentation. Groups, topics, and grade
levels will be assigned by Mr. Dollar. Each group member is expected to contribute equally to the
project. One lesson plan will be provided for EVERY CLASS MEMBER via email. Formatting can be
found on Blackboard.
You may be required to find time outside of class to meet as a group to practice the teaching demo.
You MUST incorporate technology in some way during each teaching demo.
Assignments
Assignments are due at the beginning of class. Blackboard based assignments will be closed as of the
normal class start time. Points will be deducted a half of a letter grade per day an assignment is late and
no late work will be accepted beyond 10 days.
Descriptions and instructions for assignments will be posted on Blackboard and unless otherwise
instructed all assignments are to be submitted to the instructor through Blackboard. It is the
responsibility of the student to ensure assignments are submitted correctly and to notify instructor
immediately of any technical issues. The ONLY hard copy assignment to be turned in is the complete
lesson plan for the final teaching lesson plan demonstration.
A brief description of assignments can be found below:

Chapter Readings and Questions (60 pts)

Posted in Blackboard

4 lesson plans (Due throughout semester see Lesson Plan Format) (120 pts)
Posted in Blackboard

Entry Tickets (25 pts)

On random days, quizzes will be given at the beginning of the meeting time. Questions will
be taken from assigned readings or from previous class materials.

Scavenger Hunt (Due second week of classes) (20 pts)

Begin to explore the question Does music make you smarter? by conducting an Internet
scavenger hunt. Find 10 sources of information outlining the benefits of music learning.
For each source, provide a list including the URL, the source (who is making the claim), and
a brief sentence or two about the specific claim. At the end of your sources please write a
personal paragraph reflecting on why you would include music into the teaching of core
subject areas.
Example:
URL:
http://www.livescience.com/1388-playing-music-smart.html

Source:
Live Science (quoting neuroscientist at Northwestern University)
Claim:
Experiences in music is connected to reading and decoding speech

Playlist (Due during Study Week) (20 pts)

MUS325 Music in the Education of Children

Fall 2016, Indiana State University

Teachers select music to use in their classrooms for a variety of reasons. Whether you are
selecting a piece as part of a geographical study, looking for something to enhance a science
unit, or need a song for your class to sing in an upcoming talent show, certain criteria
should be considered. Throughout the semester create a playlist of at least 10 songs for use
in your classroom.
*Music examples must be age appropriate and carefully selected to hold the interest of the
selected age group. Be very careful when reviewing the lyrics, one overlooked bad word
or missed innuendo can make for a very long day in the life of a teacher. Music that is too
simple is boring; music that is too complex does not lend itself to music learning. If you find
the music interesting and can identify the potential for music learning, it is probably a good
choice.
*Music examples must include a variety of styles and genres. Youve heard the old adage,
variety is the spice of life; that particularly holds true for this assignment. Students need
to be exposed to a variety of types of music and you will find that you are better able to
integrate music into your classroom if you have several styles and sounds to choose from.
Include music that is made by different types of groups (large ensembles, small ensembles,
vocal groups, instrumental groups, etc.) and represents different styles and genres
(marches, lullabies, childrens songs, choral pieces, folk tunes, jazz, rock, etc.) Include music
from different time periods and different cultures.
*Write a brief statement about each piece describing why you find it interesting and what
you feel it has to offer your students. Upload this document on your Symbaloo page for this
course.

Interview Elementary Teacher (Due during study week) (30 pts)

Make professional contact with one general elementary classroom teacher and request an
interview on the topic of using music in the classroom. Prepare your questions before you
schedule the interview and be respectful of the participants time. Five or six questions with
a few follow up inquiries should give you enough information to complete this assignment.
Your interview may be with someone you already know or you may select someone you
have not met. The interviews may be conducted by phone, email, or in person. Possible
topics include the value of music education in students lives, the role of arts education in
public school, the changing nature of public school music, integrating music into lesson
plans, and the challenges to providing quality arts education today. Do not limit yourself to
these topics; think about the questions you have regarding music learning and public
education and use this time to explore your questions.
*For the assignment, provide a description of the person interviewed, a list of the
questions asked, and a transcription of the participants responses. ALSO include a short
summary of the interview including your thoughts and ideas about the topics discussed.

Mid-term Group Lesson Presentation/Self Reflection (35/20 pts)

See requirements in assignments on Blackboard

Course Binder/Symbaloo Page (Due 11/18) (20/5 pts)

See requirements in assignments on Blackboard

MUS325 Music in the Education of Children

Fall 2016, Indiana State University

Final Lesson Plan/Self Reflection (to be Presented during Study Week/Finals) (50/25 pts)
See requirements in assignments on Blackboard

Course Policies
Cell phones/tablets, etc. are not to be visible or heard at any time during the class period.
No food or drink (other than water) is permitted in FA409.
No grade of incomplete will be given for this course.
You MUST complete all assignments. Even if no points are earned, all assignments must be completed.
All written work must be the original work of the student and the use of sources must be documented.
Course Format
This course is one in which you are expected to be fully engaged. While there will be
lecture and discussion, the course will be filled with the musical activities of singing, playing
instruments, dancing/moving, listening, and creating. You are expected to complete readings as assigned
and practice new skills daily. Music skills are similar to other elementary skills: they develop with
consistent practice over time.
Laptop Required for Course
For the purposes of this course, it will be assumed that you are in compliance with the mandatory laptop
policy of the University. Usage of the laptop must conform to the provisions of this course as laid out in
this syllabus as well as the Code of Student Conduct. Because the primary emphasis of this course is
musical activity you are asked to use your laptop ONLY when required for presentations.

"The Sycamore Standard"

Students at Indiana State University are expected to accept certain personal responsibilities that constitute the "standard"
for behavior in a community of scholars.
As a student at Indiana State University:
I will practice personal and academic integrity; I will commit my energies to the pursuit of truth, learning, and
scholarship; I will foster an environment conducive to the personal and academic accomplishment of all students; I will
avoid activities that promote bigotry or intolerance; I will choose associations and define my relationships with others
based on respect for individual rights and human dignity; I will conduct my life as a student in a manner that brings
honor to me and to the University Community; I will discourage actions or behaviors by others that are contrary to these
standards.
Adopted by the Indiana State University Student Government Association April 17, 2002

MUS325 Music in the Education of Children

Fall 2016, Indiana State University

AMERICAN WITH DISABILITES ACT STATEMENT
Indiana State University seeks to provide effective services and accommodation for qualified individuals with
documented disabilities. If you need an accommodation because of a documented disability, you are required to register
with Disability Support Services at the beginning of the semester. Contact the Director of Student Support Services. The
telephone number is 237-2301 and the office is located in Gillum Hall, Room 202A. The Director will ensure that you
receive all the additional help that Indiana State offers. If you will require assistance during an emergency evacuation,
notify your instructor immediately. Look for evacuation procedures posted in your classrooms.

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