Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
COURSE SYLLABUS
CS No.: EEd MUSIC -2S-2020-2021

COLLEGE OF TEACHER EDUCATION

Program: Bachelor of Culture and Arts Education

OUTCOME-BASED SYLLABUS in
Teaching Music in Elementary Grades
2nd Semester, AY 2020-2021

Course Number: EED MUSIC Course Credit: 3 Units

Course Title: Teaching Music in Elementary Grades

UNIVERSITY VISION
A premier university in a global community

UNIVERSITY MISSION
To develop an empowered, productive, and morally upright citizenry through high quality,
innovative, and relevant instruction, research, extension, and entrepreneurship programs
adhering to international standards.
.
GOAL: ADVANCED EDUCATION AND HIGHER EDUCATION
To adapt and address itself as a functional learning center for innovative programs as a model institution
and enabling its graduates to be empowered and globally competitive through the provision of
undergraduate & graduate education which meet international standards of quality & excellence

A – Academic Excellence
C – Cultural Diversity
T – Technological Advancement
S – Social Responsibility
CORE VALUES
– Delivery of high quality, innovative, and relevant instruction and
acquisition of globally competitive skills.
– Equitable access to education for students/clients of diverse ethnic
identities and sustained commitment to nourish indigenous
cultures.
– Continuing innovations for enhancing resource utilization and
management towards improved and harmonious living conditions.
– Initiatives and priorities in contributing global expertise to create
positive impact on the University’s service areas to attain the
highest standards of organizational citizenship.

I. Course Description: Teaching music in the elementary grades deals with the

1
Property of the NVSU College of Teacher Education; Not to be reproduced or shared without written permission from the Dean.
NVSU-FR-ICD-02 (080519)
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
COURSE SYLLABUS
CS No.: EEd MUSIC -2S-2020-2021
educational foundations of Music as it applies to teaching and
learning in the elementary grades. Various teaching strategies
and assessment appropriate for each shall be given emphases in
the course.

II. Program Outcomes:

PO 1. Demonstrate in-depth understanding of the diversity of learners in various learning areas.

PO 2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the
different subject areas.
PO 3. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
PO 4. Manifest skills in communication, higher order thinking and use of tools and technology to
accelerate learning and teaching.
PO 5. Demonstrate positive attributes of a model teacher, both as an individual and as a
professional.
PO 6. Manifest a desire to continually pursue personal and professional development.

III. Course Outcomes:

CO 1. Apply theories of learning in designing learning-teaching musical experiences.

CO 2. Explain subject matter content clearly, accurately, and comprehensively.
CO 3. Design authentic assessment, evaluation instruments, and alternative assessment tools.
CO 4. Demonstrate skills in creative and critical thinking, logical reasoning, problem solving, and
decision making in various classroom situations.
CO 5. Observe integrity and professionalism in handling issues, conflicts, and controversies related
to student welfare as well as parents’ and community concerns.
CO 6. Pursue personal growth and professional development through attendance in seminar-
workshops, participation in demo-fests, conducting action research, and other educational-
related activities.

2
Property of the NVSU College of Teacher Education; Not to be reproduced or shared without written permission from the Dean.
NVSU-FR-ICD-02 (080519)
 CS No.: EEd MUSIC -2S-2020-2021
IV. CURRICULUM MAP

A. Alignment of Course Outcomes with Program Outcomes

Program Outcome (PO)

Course Outcomes (CO)
PO1 PO2 PO3 PO4 PO5 PO6
CO 1. Apply theories of learning in designing learning-teaching experiences. /
CO 2. Explain subject matter content clearly, accurately, and comprehensively. / B.
CO 3. Design authentic assessment, evaluation instruments, and alternative assessment tools. /
CO 4. Demonstrate skills in creative and critical thinking, logical reasoning, problem solving, and /
decision making in various classroom situations.
CO 5. Observe integrity and professionalism in handling issues, conflicts, and controversies related /
to student welfare as well as parents’ and community concerns.
CO 6. Pursue personal growth and professional development through attendance in seminar- /
workshops, participation in demo-fests, conducting action research, and other educational-
related activities.

Alignment of Course Content with Course Outcomes (CO)

Course Outcomes (CO)

Course Content
CO1 CO2 CO3 CO4 CO5 CO6
Chapter 1: Music and Its Meaning L L L L L L
1. Music
2. The Nature of Music
3. The Processes of Music
Chapter 2: Music Education L L L L L L
1. The philosophy of Music Education
2. The Objectives of Music Education
3. The Six Areas of Music Instruction
4. The Teacher and Music Education
5. The Challenges of a Music Teacher

3
Property of the NVSU College of Teacher Education. Not to be reproduced or shared without written permission from the Dean.
NVSU-FR-ICD-02 (080519)
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
COURSE SYLLABUS
CS No.: EEd MUSIC -2S-2020-2021
Chapter 3: Music and Its Elements P P P P P P
1. Sound
2. Rhythm
3. Melody
4. Harmony
5. Timbre
6. Form
Chapter 4: Experiencing Music P P P P P P
1. Music Reading
2. Music Listening
3. Instrumental Playing
Chapter 5: Music Composers L L L L L L
1. Foreign
2. Local composers
Chapter 6: Musical Instruments P/O P/O P/O P/O P/O P/O
1. Ethnic / Indigenous Musical Instruments
2. Rondalla Ensemble
Legend:
L – Learned outcomes (knowledge, skills, values) / outcomes achieved in the subject
P – Practiced the learned outcomes (knowledge, skills, values)
O – Opportunity to learn and practice (opportunity to learn and practice knowledge, skills, values but not taught formally)

4
Property of the NVSU College of Teacher Education; Not to be reproduced or shared without written permission from the Dean.
NVSU-FR-ICD-02 (080519)
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
COURSE SYLLABUS
CS No.: EEd MUSIC -2S-2020-2021

V. COURSE OUTLINE AND TIMEFRAME

Timeframe Course Content/Subject Matter

Discussion of the University Orientation: VMGO
Class organization
Week 1 Overview of the course
Leveling of expectations
Class Requirements
Chapter 1: Music and Its Meaning
1. Music
Week 1
2. The Nature of Music
3. The Processes of Music
Chapter 2: Music Education
1. The Philosophy of Music Education
2. The Objectives of Music Education
Week 2
3. The Six Areas of Music Instruction
4. The Teacher and Music Education
5. The Challenges of a Music Teacher
Chapter 3: Music and its elements
1. Sound
2. Rhythm
Week 3-5 3. Melody
4. Harmony
5. Timbre
6. Form
Chapter 4: Experiencing Music
1. Music Reading
Week 6-8
2. Music Listening
3. Instrumental Playing
Week 9 Midterm Examination
Chapter 5: Music Composers
Week 10-12 1. Foreign Composers
2. Local composers
Chapter 6: Musical Instruments
Week 13-17 1. Ethnic / Indigenous Musical Instruments
2. Rondalla Ensemble
Week 18 Culminating Activity: Recital in Instrumental Playing

5
Property of the NVSU College of Teacher Education; Not to be reproduced or shared without written permission from the Dean.
NVSU-FR-ICD-02 (080519)
VI. LEARNING PLAN
 Desired Course Content/ Teaching and Learning Activities Assessment Values Time
Learning Outcome Subject Matter Teaching Learning Assessment Assessment Developed Frame
Republic of the Philippines
Activities Activities
NUEVA VIZCAYA STATE UNIVERSITYTasks Tools
Discuss the university’s Discussion of the University Buzz Session Bayombong,
Group Dynamics Recitation
Nueva Vizcaya Rubrics Internalizing the Week
Vision, Goals, Mission, Orientation: VMGO Synchronous university’s 1
and the college’s Class organization COURSE SYLLABUS quest for
Objectives Overview of the course CS excellence and -2S-2020-2021
No.: EEd MUSIC
Leveling of expectations globalization
Class Requirements
To discuss the unique Music and Its Meaning Misconception Facilitated Reflection Rubrics Internalizing the Week
value of music; its 1. Music Check discussion paper concepts of 1
nature, functions and 2. The Nature of Music Synchronous music
importance 3. The Processes of Music
To identify and Music Education Pair-share- Collaborative Facilitated Rubrics Developing Week
appreciate the 1. The Philosophy of Music repeat information discussion one’s 2
complete program of Education Synchronous sharing appreciation of
music education 2. The Objectives of Music music
Education
3. The Six Areas of Music
Instruction
4. The Teacher and Music
Education
5. The Challenges of a Music
Teacher
To have an in-depth Music and Its elements Wisdom from a Collaborative Prepared work Rubrics Developing Week
discussion, 1. Sound Teacher information exercise one’s 3-5
interpretation and 2. Rhythm Synchronous sharing competencies in
appreciation of the 3. Melody music
basic elements of 4. Harmony
music 5. Timbre
6. Form
To provide the Experiencing Music Return Facilitated Prepared work Rubrics Developing Week
opportunity to learn 1. Music Reading demonstration instruction exercise one’s interest, 6-8
music and express 2. Music Listening Synchronous & creativity,
one’s feelings, 3. instrumental Playing Asynchronous resourcefulness
emotions through and talents
music
Midterm Examination Week
9
To develop a deep Music Composers Wisdom from a Group Prepared work Rubrics Appreciating the Week
appreciation on the 1. Foreign Composers Teacher Assignments exercise works of music 10-12 7
Property works of some
of the NVSU famous
College 2. Local
of Teacher Education; NotComposers Think-Pair-
to be reproduced or shared without written permission from the Dean. composers in
foreign(080519)
NVSU-FR-ICD-02 and local Share the different
composers Synchronous eras
To develop skills in Musical Instruments Return Collaborative Prepared work Rubrics Appreciating the Week
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
COURSE SYLLABUS
CS No.: EEd MUSIC -2S-2020-2021

VII. COURSE REQUIREMENTS AND GRADING SYSTEM

Requirements Points Weight

(%)
Mid Term 4
0
Mid-Term Examination 100 40
Class Standing 300 60
 Class Participation/Interactive Sharing 100 20
 Quizzes and Assignments 100 10
 Individual Output: Instrumental Playing 100 30

Final Term 6
0
Recital in Instrumental Playing 100 40
Class Standing 300 60
 Class Participation/Interactive Sharing 100 20
 Quizzes and Assignments 100 10
 Individual Output: Instrumental Playing 100 30

Grading System
Final Grade = Mid Term Grade (40%) + Final Term Grade (60%)

Cut-Off Percentage Point

Descriptive Equivalent
Raw Score System System
60%
100 97-100 1.00 Outstanding
95 – 99 94-96 1.25 Outstanding
90 – 94 91-93 1.50 Very Satisfactory
85 – 89 88-90 1.75 Very Satisfactory
80 – 84 85-87 2.00 Very Satisfactory
75 – 79 82-84 2.25 Satisfactory
70 – 74 79-81 2.50 Satisfactory
65 – 69 76-78 2.75 Satisfactory
60 – 64 75 3.00 Fair
55 – 59 4.00 Conditional
Below 55 5.00 Failed
INC Incomplete
DRP Officially Dropped without Credit
UD Unofficially Dropped with a grade of 5.00

Course Requirements:

1. Class Participation / Interactive Sharing

Students are encouraged to actively participate in class discussions as this will maximize their
learning as well as to create a livelier class atmosphere through their interactions.

A proposed exemplary performance for the student is shown below:

 Given the chance to do advanced readings, the student is able to participate in a discussion
with the professor and fellow students;

8
Property of the NVSU College of Teacher Education; Not to be reproduced or shared without written permission from the Dean.
NVSU-FR-ICD-02 (080519)
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
COURSE SYLLABUS
CS No.: EEd MUSIC -2S-2020-2021

 The student initiates discussions in class voluntarily raising relevant and in-depth questions
and sharing analyses and insights on the subject matter;
 The student shows evidence of having prepared for the current lesson through the content
of his/her participation;
 The student is prompt and fully attentive (e.g. no texting, unless for emergencies) in class;
 The student actively listens to the professor’s inputs and to the contributions of others and
reacts to these constructively and meaningfully in a manner that enhances general class
understanding of the concepts and issues under discussion.
 The student expresses himself/herself correctly and effectively in standard business English.

2. Long Quizzes and Assignments

The student is expected to manifest better performance in long quizzes and accomplish given
assignments.

3. Individual Output: Instrumental Playing (Culminating Activity)

The student is expected to exhibit a remarkable performance in the following instruments:

1. Bandurria/Laud/Octavina
2. Recorder or king flute
3. Other instrument of his own choice

VIII. REFERENCES

A) Book/Printed Resources

1. Bautista, Magdalena, et al. 1998. An introduction to music. Mandaluyong City: National Bookstore.
2. Carter, Nicolas. 2018. Music theory: From absolute beginner to expert 3rd edition. CreateSpace
Independent Publishing Platform.
3. Cruz, Pilar, et al. 1987. Teaching the elementary school subject. Manila, Philippines: Rex Bookstore.
4. Del Castillo-Gloria, Loreto. 1984. Music for the classroom teacher. Manila, Philippines: Rex
Bookstore.
5. Ellul, Matthew. 2017. How to read music in 30 days. CreateSpace Independent Publishing Platform.
6. Ferrante, Damon. 2017. Piano book for adult beginners. Steeplechase Arts.
7. Ferris, Jean. 1995. Music: the art of listening 4th edition. Wisconsin: Brown and Benchmark
Publisher.
8. Hickok, Robert. 1995. Exploring music 5th edition. Wisconsin: Brown and Benchmark Publisher.
9. Pilhofer, Michael and MM Holly Day. 2019. Music theory 4th edition. For Dummies
10. Press, Barton. 2020. How to read music for any instruments. More Books LLC.
11. Press, Barton, 2020. Music theory essentials: A step-by-step introduction to music theory for all
musicians. More Books LLC.
12. Rivadelo, Rosita F. 1987. Music education: materials and methods. Manila, Philippines: National
Bookstore.
13. Rivadelo, Rosita F. 1994. Musical Instruments: then and now. Manila, Philippines: National
Bookstore.
14. Volk, T. M. (2004). Music, education, and multiculturalism: Foundations and principles. Oxford
University Press on Demand.
15. Willoughby, David. 1996. The world of music 3rd edition. Massachusetts: McGraw Hill.

B) e-Resources

1. Abril, C. R. (2006). Learning outcomes of two approaches to multicultural music

education. International Journal of Music Education, 24(1), 30-42.

9
Property of the NVSU College of Teacher Education; Not to be reproduced or shared without written permission from the Dean.
NVSU-FR-ICD-02 (080519)
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
COURSE SYLLABUS
CS No.: EEd MUSIC -2S-2020-2021
2. Anderson, W. M., & Campbell, P. S. (2010). Teaching music from a multicultural
perspective. Multicultural perspectives in music education, 3, 1-7.
3. Butler, A., Lind, V. L., & McKoy, C. L. (2007). Equity and access in music education:
Conceptualizing culture as barriers to and supports for music learning. Music Education
Research, 9(2), 241-253.
4. JACINTO, G. (2019). Music Education in the Philippines: Examining the Transition to the K to 12
Curriculum. 音楽文化教育学研究紀要, (31), 125-134.
5. Kang, S. (2016). The history of multicultural music education and its prospects: The controversy of
music universalism and its application. Update: Applications of Research in Music Education, 34(2),
21-28.
6. Klinger, R. (1996). From glockenspiel to mbira: An ethnography of multicultural practice in music
education. Bulletin of the Council for Research in Music Education, 29-36.
7. Legette, R. M. (2003). Multicultural music education attitudes, values, and practices of public school
music teachers. Journal of Music Teacher Education, 13(1), 51-59.
8. Letts, R. (2003). The effects of globalisation on music in five contrasting countries: Australia,
Germany, Nigeria, the Philippines and Uruguay. Report of a research project for the Many Music
Programmes of the International Music Institute (October).
9. McCarthy, M. (2004). Toward a global community: The international society for music
education. Perth: International Society for Music Education.
10. Miralis, Y. (2006). Clarifying the terms “multicultural,”“multiethnic,” and “world music education”
through a review of literature. UPDATE: Applications of research in music education, 24(2), 54-66.
11. O’flynn, J. (2005). Re-appraising ideas of musicality in intercultural contexts of music
education. International Journal of Music Education, 23(3), 191-203.
12. Southcott, J., & Joseph, D. (2010). Engaging, exploring, and experiencing multicultural music in
Australian music teacher education: The changing landscape of multicultural music
education. Journal of Music Teacher Education, 20(1), 8-26.
13. Skelton*, K. D. (2004). Should we study music and/or as culture?. Music Education Research, 6(2),
169-177.
14. Wang, J. C., & Humphreys, J. T. (2009). Multicultural and popular music content in an American
music teacher education program. International Journal of Music Education, 27(1), 19-36.

Prepared by/revised by/adopted by: Reviewed by:

BONIMAR T. AFALLA, PhD DEMETRIA A. CORPUZ, EdD

Faculty Member Department Chair

Recommending Approval:

SANNY J. DANGIS, PhD CRISTINA R. SALVOSA, DPA

Dean Campus Administrator

Approved:

JOCELYN P. CABRERA, PhD

Vice President for Academic Affairs

10
Property of the NVSU College of Teacher Education; Not to be reproduced or shared without written permission from the Dean.
NVSU-FR-ICD-02 (080519)
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
COURSE SYLLABUS
CS No.: EEd MUSIC -2S-2020-2021

11
Property of the NVSU College of Teacher Education; Not to be reproduced or shared without written permission from the Dean.
NVSU-FR-ICD-02 (080519)