MUS 354C Fall 2020

MUS 354C: CHILDREN'S LITERATURE AND PERFORMANCE I

Fall 2020 (#22215)
Online Course* (Please review notes about web-based instruction on p. 8)
MWF 11:00 – 12:00

Dr. Caroline Moore

Office: 2.204B; Virtual office hours by appointment and during open class days (see calendar)
Caroline.Moore@austin.utexas.edu

Lorelei Batislaong, AI

“Contemporary music classrooms include a beautiful mosaic of individual children from diverse
backgrounds, children who vary considerably in their capabilities, interests, and levels of
motivation, and who present a variety of challenges much greater than what teachers may have
encountered as recently as a generation ago.” “When a culture of inclusion is fostered, students
develop musically, develop a sense of belonging, and feel good about their accomplishments
and those of the children who share their experiences.” (from Including Everyone: Creating
Music Classes Where All Children Learn)

Most of you, irrespective of your emphasis (choral or instrumental), are pursuing a degree program that
will prepare you to teach music. We know from research that attitudes regarding school and its many
subjects (music, math, science) begin to form at an early age and teachers and parents are critical to this
formation. Throughout their elementary school years, and indeed before they even enter elementary,
children are forming attitudes regarding the music they hear, sing, and play, and are also forming
attitudes about their own musical abilities. In turn, these attitudes will influence their decisions as to
whether or not they will continue music in middle and high school, and beyond. Excellent music teachers
can bring children, all children, to the point where they demonstrate competence and confidence in
music making and importantly, to the point where they are “hooked” on music for life.

This class focuses on the basic knowledge and skills that you will need to teach children who vary
considerably in their capabilities and interests, and how to do so in such a way that you foster a
community of thinking musicians in the classroom. You will also learn how to evaluate your own skills and
make important decisions for improving your teaching competence. Your introduction to the ideas and
skills in this class are developed throughout your program of study in Music and Human Learning.

You will also have the unique opportunity to use your intelligence and musical talents to bring the joy of
music to children in elementary music classes. Your work will be focused on classes that are inclusive—
classrooms with diverse populations of students, students who are considered to have disabilities or who
are considered “at-risk.”

Throughout this course, I encourage you to keep asking what Jellison (the author of our text) asks:
“what’s the point?” How and why do we, as educators, make decisions about what goes on in our
classrooms; how do we determine and pursue what is important, and; what does a community of
musicians look, feel, and sound like?

By meeting requirements of this class, you will satisfy the College of Education requirement for a course
on individual differences. This class also satisfies the state requirement for an all-level teaching
certification, although it does not provide extensive preparation for elementary general music teaching.
MUS 354C Fall 2020

MUS 354D is the continuing class for those with a choral emphasis, although those with an instrumental
emphasis and an interest in elementary music education may enroll with my permission.

Texts and Materials:

1. Jellison, J. A. (2015). Including Everyone: Music Classrooms Where All Children Learn. New York,
NY: Oxford University Press.
2. Project forms and other class materials (posted on Canvas).
3. Device for filming/editing/production – computer, tablet, smartphone, or camera. (Don’t purchase
something new for this course, we’ll work with what you have already, and talk more about this in
class.)

Teaching and Learning Principles: Several principles are prominent in this class, principles that are
important to your becoming a successful, competent, positive teacher who is capable of teaching music
to all children and preparing them for successful, happy, musical lives. These principles are presented in
the chapter topics in your text.

Chapter 1. Who’s Here?

The Children
Chapter 2. What’s the Point?
Teaching All Children: Teaching for Transfer and Transition
Chapter 3. Where Do I Start?
Culturally normative music experiences and social value
Frequent positive and reciprocal peer interactions
Fostering self-determination
Collaboration and coordinated efforts
Chapter 4. What Now?
Accomplishing Music Goals: A Universal Approach and Strategic Implementation
Appendices: Historical Foundations
Appendix A. Historical Timeline
Appendix B. Essay: From Exclusion to Inclusion
Appendix C. Essay: IDEA: History, Premises, Interpretation
Appendix D. Summaries of Significant Changes in Curricular and Instructional Practices:
1970s to the Present

General Course Objectives: Assignments are designed relevant to the course objectives.
1. To stimulate thinking concerning musical experiences and value systems that have substantive
implications for the quality of children’s musical lives.
2. To stimulate thinking concerning “traditional” curricular and instructional practices and describe
ways to redesign music programs for the transfer of skills and transition to a musical life in school
and as an adult.
3. To stimulate thinking and describe principles for creating a classroom culture of inclusion.
4. To describe basic concepts and issues related to quality of life for all students (attitudes, myths,
and barriers; historical developments; legal mandates and major premises; school support
systems and eligibility; the role of teachers; ongoing issues of diversity and discrimination).
5. To describe principles and actions that will lead to positive interactions and support from parents,
special educators, paraprofessionals, and others.
MUS 354C Fall 2020

6. To describe a universal approach to music teaching and develop beginning level skills for
planning and implementing accessible, equitable, and flexible music activities using universal
strategies and adaptations as needed.
7. To describe strategies and demonstrate beginning level skills to increase positive peer
interactions and foster self-determination in classroom music activities.
8. To practice beginning level skills for teaching elementary age children in inclusive music classes.
9. To develop insight into diverse populations of students in inclusive music classrooms.

Assignments: Some assignments are to be brought to class meetings for discussion and feedback and
others are to be posted on Canvas or GoogleDrive. Please refer to this syllabus and to the checklist for a
quick glance as to whether an assignment is to be brought to class, posted, or both. The assignment that
you post is your final assignment and will often not receive additional feedback other than receiving one
of two marks: complete or incomplete. An assignment that is posted on time, but does not meet criteria,
will receive a grade of incomplete. Late assignments will turn pink automatically after the due date and
time; you will not receive credit for late assignments.

(See full descriptions below):

1. ARTISTS IN THE SCHOOLS ONLINE LEARNING PROJECT (ASOLP)
2. FLEXIBLE MUSICIANSHIP PROJECT
3. WRITTEN EXAMS (2)
4. IN-CLASS MUSICIANSHIP
5. READINGS, CLASS DISCUSSIONS, FULL PARTICIPATION, SPONTANEOUS WRITING
6. CONCLUDING PRESENTATIONS
7. INDEPENDENT SCHOLARSHIP PROJECT (optional)
8. ATTENDANCE, DUE DATES/APPROPRIATE SUBMISSION, CHECKLIST

Assignment Descriptions:
1. ARTISTS IN THE SCHOOLS ONLINE LEARNING PROJECT (ASOLP)
(Collaborative and Individual)

Components: Initial Teacher Correspondence, Teacher Meeting, Report of Teacher Meeting, Pre-Plan
Plan, Storyboard, Team Review Forms, Content Check, Draft Video-Based Lesson and Accompanying
Instructions, Teacher Draft Video Review Form, Tutorial, Final Video-Based Lesson and Accompanying
Instructions, Teacher Final Video Review Form, Self-Evaluation

For this project, you will create a highly polished video-based lesson about your instrument for an
elementary school music class. Your final product for this project will be individual, but you will conceive
and construct this work in collaboration with a production team. Make sure you complete each part of the
project in time to meet any deadlines (see below and calendar).

1a) Initial Teacher Correspondence

• After you receive your school assignment, send an email to your teacher to introduce yourself
and to arrange a time for a virtual meeting by the date due. Make sure to review the
requirements in the Assignments section on Canvas. Be sure to cc: CM and LB.

1b) Teacher Meeting (virtual)

MUS 354C Fall 2020

• Meet with your teacher to discuss the plan and to ask questions. Review the Guidelines for
Teacher Meeting and the Report of Teacher Meeting form for full requirements in advance. In
this meeting, you will:
o Determine what grade level you will prepare your project for. The grade level must
include children with known disabilities, who are at-risk, or who may not be participating
at the same level or in the same way as other students in the class. Do not accept any IEP
or 504 paperwork from your teacher.
o Ask about specific school and music classroom policies and procedures.
o Ask about music goals for your targeted grade level, and what the teacher hopes to work
on with them this semester. Take detailed notes! This will be helpful for choosing
curriculum and designing your project.

1c) Typed Report of Teacher Meeting (Canvas)

• After the meeting, complete the report form including details of the meeting and of your initial
thoughts on the project (see form in Canvas).

1d) The Pre-Plan Plan (draft in GoogleDrive, final on Canvas)

• Complete the Pre-Plan Plan Form and upload it to GoogleDrive before class to share it with your
production team; your team members will review your Pre-Plan ideas and give you feedback. This
is the time to look critically at ideas, to think realistically about what could work and what most
likely won’t, and how to avoid problems. After your group discussion of ideas, revise your Pre-
Plan and post a typed version to Canvas along with all of the review forms you received by the
date due. You will use this to draft your initial Storyboard.

1e) Storyboard (draft in GoogleDrive, final on Canvas)

• Create a detailed Storyboard for your video and upload it to GoogleDrive to share it with your
production team; your team members will review your Storyboard and give you feedback. The
Storyboard is a representation of your video-based lesson; this can include written components,
images, sound examples, etc. You will use this Storyboard to explain your goals and overall vision
for the project, and how the segments of the video lesson will flow together. Be prepared for
feedback from the group, and incorporate this feedback into the plan for your video. After
presenting to your production team and making any desired edits, you will submit a final version
along with all of the review forms you received on Canvas.

When preparing your Storyboard, keep in mind that your Video-Based Lesson should include the
following minimum components:

(1) A well-planned introduction – this should include thanks to the teacher, introductions – about
you, what you do at UT, some music stuff about you, informal stuff - but remaining professional.
We’ll discuss your intro scripts in class, and then you will submit a final intro script to Canvas.
(2) High level of musicianship and accuracy in verbalizations about the music, overall intelligence,
musicality, and accuracy throughout the lesson.
(3) A detailed description of the instrument (e.g. parts, function, tuning, how to put it together, how
to play, etc.)
(4) Performances of three short pieces (or movements), or appropriate excerpts that demonstrate
your best musicianship and your facility on the instrument. You may have a classmate or someone
else prepare accompaniments for your pieces, or you may play acapella. We’ll talk more about
piece selection in class.
MUS 354C Fall 2020

(5) An engaging student activity in a well-planned sequence of activities that is motivating,

meaningful, enjoyable, and fun (not to be confused with frivolous or silly). We’ll discuss how to
select and implement appropriate ways for children to engage in active music-making activities
and discussion within the video format.
(6) Demonstration of your skill in using a universal approach; present the material in such a way that
it will engage all students in an enjoyable, meaningful music experience.

1f) Draft Video-Based Lesson and Accompanying Instructions (GoogleDrive, Canvas, Email)
• Shoot, edit, and make your beautiful Video-Based Lesson and Accompanying Instructions to go
with it: the Accompanying Instructions should include anything that is necessary for the teacher
who is using your video to know, such as: materials or instruments that the students will need in
advance, scores of repertoire you are introducing to the students, when they should stop and
start the video, etc.
• First, you will upload a draft (compressed) along with your Accompanying Instructions first to
GoogleDrive, for your production team to review; they will complete Review Forms, and send
those back to you via GoogleDrive. Then, after editing, you’ll upload to Canvas along with the
Content Check form for us to approve.
• Once approved, you will send the Video, the Instructions, and the Teacher Draft Review Form (fill
in your info before you send it) to your teacher; they will watch the Video Lesson, and complete
the review. Please keep in mind that you will not be able to deliver your video to your teacher
until it has passed through your production team and has also been approved by us – keep an
eye on the due dates!

1g) Teacher Draft Review Form (Canvas)

• The teacher will watch and complete a Review Form about your Video Lesson, which will include
feedback based on what may or may not work for their classes and students. The teacher should
have completed this component before we meet for your tutorial; you should upload a copy of
this to Canvas before your tutorial.

1h) Tutorial
• Schedule a time for a small group tutorial with me and Lorelei (see calendar). In your tutorial, we’ll
discuss the teachers’ completed Review Forms, the Accompanying Instructions, and review parts
of your videos as needed. After your tutorial, you will make edits and/or reshoots as appropriate.
You should schedule this tutorial after you have received the Review Form from your teacher.

1i) Final Video-Based Lesson and Accompanying Instructions (Canvas & sent to teacher, cc CM and LB)
• Upload your Final Video (compressed) to Canvas, and send it along with the Accompanying
Instructions and Final Review Form (fill in your information first) to your teacher, so that they can
present your beautiful product to the targeted grade level.

1j) Teacher Final Review Form (Canvas)

• After playing your video in class, the teacher will complete a Final Review Form about your final
video, which will detail their perception of the students’ learning and engagement. They will
submit that to me and to you; you should upload a copy of this to Canvas.

1k) Self-Evaluation (Canvas)

• After you have completed all components of the project, complete your Self-Evaluation and post
on Canvas by the due date.
MUS 354C Fall 2020

2. FLEXIBLE MUSICIANSHIP PROJECT (Collaborative)

Each group will create an original piece of music or an original arrangement of an existing piece of music;
this piece should demonstrate creative approaches to music making, and incorporate instruments and
voices. Each group member will be expected to participate in the presentation in an active music-making
capacity. Think outside of the box and surprise us… we will discuss this more in class.

Components: Draft Score (1 per group), Final Score and Video (1 per group)

2a) Draft Score (Canvas)

• By the due date, each group should submit a draft score of what they intend to perform in their
final video. I expect that this score may still be a work in progress, but it should show that
significant work and organization has occurred – I should be able to read it and have a good idea
of what I’m going to hear on the final video.
• The score must include the following minimum components:
o An instrumental part for each participant, where none are playing what they consider to
be their primary instrument
o A vocal part for each participant
o At least one piano part; the person, or people, playing piano must not consider piano to
be their primary instrument

2b) Final Score (Canvas) and 2c) Video (GoogleDrive)

• By the due date, upload a copy of your final score to Canvas and a compressed video of the final
performance to GoogleDrive. Take care when setting up your video that each player can clearly
be seen and heard. The final score should include all of the elements listed above, and should be
an accurate representation of what is presented on the video. And, it should go without saying,
but the music should be good. We will watch these fantastic videos during the last class meetings
of the semester.

3. WRITTEN EXAMS (2)

Meet minimum criteria (minimum of 70% correct) on each of two exams that cover the reading and
lecture material. Exams must be taken on the scheduled day; there will be no make-up exams.

4. IN-CLASS MUSICIANSHIP
I will ask you to present (sing and accompanying) a piece of elementary-focused song material to the
class on at least one day at some point in the semester. Piano is the preferred accompanying instrument;
if you don’t have access to a piano we can discuss an alternate option. This will be randomly assigned; I
will email you the piece in advance of the class so that you will have a chance to practice and prepare. Be
ready, be fabulous.

5. READINGS, CLASS DISCUSSIONS, PARTICIPATION, SPONTANEOUS WRITING

Suggestions for Independent Reading: Your learning will be deeper and you will be more engaged in
class when you have chosen to be actively involved in your own learning by thinking and writing. I highly
recommend that you focus on main ideas, questions, and personal applications as you read. Don’t
highlight continually, but you may want to annotate or jot down some of the main ideas, some questions
you have, and how some of the material relates to your personal experience.
MUS 354C Fall 2020

Suggestions for Preparing for In-Class Discussions: After or as you read, (1) summarize (in writing) a few
main ideas in bullet points. Although you may have a few factual statements, most of your bullets should
be at a higher level (analysis/synthesis of information, ideas, events). Also, (2) jot down one or two
questions that were stimulated by the reading. Don’t ask factual questions (which we can handle in class)
but instead, try to ask questions that show a higher level of thinking. You may also want to (3) jot down
comments related to the chapter material that apply to you, your thoughts and/or experiences as a
teacher, learner, and citizen.

Spontaneous Writing and Class Discussions: I may ask you to write extemporaneously and to engage in
small or large group discussions during class meetings or on Canvas from time to time. If you engage in
the reading and preparation activities above, your spontaneous written comments and your participation
in discussions will demonstrate your ability to synthesize ideas from the reading and lectures with
thoughtful and insightful responses. Although I will comment on occasion about some ideas I find
particularly interesting and thoughtful, I will typically not return written comments to you. If I do not talk
directly to you about your responses, you may assume that your written comments are satisfactory (or
even amazing).

6. CONCLUDING PRESENTATION
At the end of the semester, you will have 5 minutes to give a class presentation about your video lesson
project. The presentation can take whatever format you choose but it should be professional and focus
on your learning and that of the students. Prepare typed notes for your presentation and email these
notes to CM following the presentation.

7. INDEPENDENT SCHOLARSHIP PROJECT (optional)

This project is completely yours. You will decide whether to do it at all and, if you do choose to do it, you
will decide how to complete your project if you are pursuing the grade of A for this course. Only students
who meet all criteria for a grade of B are eligible to submit an Independent Scholarship Project (see
Grade Criteria below). To qualify for a grade of A, your project must represent your very best,
independent (not collaboration) work (i.e., not something hastily put together at the end of the semester).

Here are a few criteria for this project:

(1) Your project must be substantive, and should relate to the themes we’ve discussed in this class.
Your project should be meaningful for you and also for any other individuals who may be involved.
(2) The product must include a written document, although the written document does not have to
be the core of the project. In your written document you should explain clearly why you believe that
your project is a credible example of a meaningful experience for you and your very best work.
Whether the project you submit will satisfy the expectations for an A depends entirely on my
perception of its substance, depth, and quality.
(3) The project must not be an assignment you have submitted or will submit for credit in this or
another class.

8. ATTENDANCE, DUE DATES/APPROPRIATE SUBMISSION, CHECKLIST

Competence, scholarship, attendance, promptness, and professionalism in course assignments are
considerations in determining the final grade. All assignments must be completed and submitted by the
due dates in order to receive credit; if you have any issues with timely submission, please speak to me
about it. You should plan to keep copies of all of your assignments that you would like to keep a record
of. Record the date when you turn in an assignment on the Check List and turn this in on the last day of
MUS 354C Fall 2020

class. We will also keep this record, but you are responsible for completing the check list through the
semester, and turning it in by the last day of class.

Your attendance in class and in small group sessions is very important; this is where we will dive into
ideas, meet interesting people, and do outstanding scholarly work. However, I understand that this
semester is unusual to say the least; our synchronous Zoom class sessions will be recorded and posted to
our class Canvas, so that if you are unable to attend a session you will be able to review the material. If
you have any issues with attendance, please speak to me about it.

Grade Criteria (See attendance policy and its relationship to the final course grade):
A Satisfy criteria for B and complete independent project.
B Course requirements completed on time with competence and accuracy, participation in class is
consistent.
C Course requirements completed adequately, participation in class is inconsistent.
D One or more course requirements not adequately completed, participation in class is lacking.
F Several course requirements not completed or failure to meet any criterion.

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*Important Information About Web-Based Instruction for MUS 354C:

Instructional Mode: ONLINE - this course is designed to be 100% online. Students will be able to
complete all required course activities remotely. This course will involve some asynchronous learning
activities where students will be required to complete coursework on their own. Enrolled students will be
notified by the instructor which assignments will be asynchronous, when those assignments will be
available, and when they will be due.

Class Recordings: Synchronous class meetings will be recorded and posted to our class Canvas, so that
those who are unable to attend synchronous meetings will be able to review class sessions. Class
recordings are reserved only for students in this class for educational purposes and are protected under
FERPA. The recordings should not be shared outside the class in any form. Violation of this restriction by
a student could lead to Student Misconduct proceedings.

Sharing of Course Materials is Prohibited: No materials used in this class, including, but not limited to,
lecture hand-outs, videos, assessments (quizzes, exams, papers, projects, homework assignments), in-
class materials, review sheets, and additional problem sets, may be shared online or with anyone outside
of the class unless you have my explicit, written permission. Unauthorized sharing of materials promotes
cheating. It is a violation of the University’s Student Honor Code and an act of academic dishonesty. I am
well aware of the sites used for sharing materials, and any materials found online that are associated with
you, or any suspected unauthorized sharing of materials, will be reported to Student Conduct and
Academic Integrity in the Office of the Dean of Students. These reports can result in sanctions, including
failure in the course.
Honor Code: The core values of The University of Texas at Austin are learning, discovery, freedom,
leadership, individual opportunity, and responsibility. Each member of the university is expected to
uphold these values through integrity, honesty, trust, fairness, and respect toward peers/community. If
you have concerns about an individual’s behavior in this class, you may consult with me or call the
Behavior Concerns Advice Line (BCAL): 512-232-5050.

University of Texas Core Values:

Learning - A caring community, all of us students, helping one another grow.
MUS 354C Fall 2020

Discovery - Expanding knowledge and human understanding.

Freedom - To seek the truth and express it.
Leadership - The will to excel with integrity and the spirit that nothing is impossible.
Individual Opportunity - Many options, diverse people and ideas, one university.
Responsibility - To serve as a catalyst for positive change in Texas and beyond.

Student Honor Code: As a student of The University of Texas at Austin, I shall abide by the core values of
the University and uphold academic integrity.

Students with Disabilities: Americans with Disabilities Act (ADA) Compliance Statement: The University
of Texas at Austin provides upon request appropriate academic accommodations for qualified students
with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-4641
TTY or on the web at http://deanofstudents.utexas.edu/ssd/. Please contact the office at the beginning
of the semester regarding accommodations and procedures.