OUR LADY OF FATIMA UNIVERSITY

COLLEGE OF EDUCATION

TMEG 211 – TEACHING MUSIC IN THE ELEMENTARY GRADES

OLFU VISION

To improve man as man by developing individuals through a legacy of excellent education and compassionate value
formation.
OLFU MISSION OLFU CORE VALUES
Through innovative learning strategies focused on
The noble dictum “improving man as man” embodies the strong and updated academic foundation with
existence of Fatima Medical Science Foundation and Our Lady enhanced
of Fatima University as educational institutions dedicated to the industry skills and experience, a graduate of OLFU is
holistic formation of men and women imbued with the expected to be an ACHIEVER. In the community and
necessary skills, virtues and academic development. To in
achieve the workplace, an OLFU graduate will be known as a
this end, the university aims to: person who:
 Commit itself to the service of society through quality A – Is Aspires To Do His Best
education; C – Is Credible And Compassionate
 Develop the capabilities of individuals in order to H – Is Hardworking And Honorable
maximize their potentials; I– Is An Inspiration To Others
 Nurture future professionals with the requisite E – Is Efficiently Entrepreneurial And Employable
academic foundation and conventional skills so as to V – Is A Visionary
mold them into highly-respected leaders and members E – Is Ethical And Has Excellent Work Habits
of society; R – Is Responsible
 Respond effectively to the changing needs and
conditions of the times through continuing professional
education and research;
 Inculcate social awareness through community
outreach program;
 Imbue a deep sense of nationalism and pride in our
Filipino heritage;
 Uphold virtues of truth, justice integrity, compassion
and faith in God.
PROGRAM MISSION PROGRAM VISION

The College of Education commits itself in producing a high
performance level of teacher graduates who can teach across
different learning areas and shall take into account the students
and the community welfare towards a humane, progressive and
responsible citizenry for the country and for the world.
The College of Education envisions itself to be one of
the country’s leading teacher – training institutions in
developing globally competitive, committed, and
accountable educators.

PROGRAM EDUCATIONAL OBJECTIVES (PEO) PROGRAM OUTCOMES

A graduate of BECEd is expected to:

1. Demonstrate high level of content and pedagogical

1. Articulate the rootedness of education in philosophical, socio- knowledge.
cultural, historical, psychological and political contexts.
2. Demonstrate appreciation for diversity
2. Demonstrate mastery of subject matter/discipline;
3. Manifest collaborative skills.
3. Facilitate learning using a wide range of teaching methodologies
and delivery modes appropriate to specific learners and their 4. Demonstrate innovative thinking.
environments
5. Possess critical and problem solving skills.
4. Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners 6. Advocate for children’s rights, equity, community,
nationalism and democratic ideas.

5. Apply sills in the development and utilization of ICT to promote 7. Pursue lifelong learning.
quality, relevant and sustainable educational practices.

6. Demonstrate a variety of thinking skills in planning, monitoring,

assessing, and reporting learning processes and outcomes

7. Practice professional and ethical teaching standards, sensitive t

the changing local, national, and global realities

8. Pursue life-long learning for personal and professional growth

through varied experiential and field-based opportunities.
 COURS E SYLLABUS

TMEG 211 – TEACHING MUSIC IN THE ELEMENTARY GRADES

COLLEGE EDUCATION COURSE DESCRIPTION:

DEPARTMENT PROFESSIONAL This course deals with the educational foundations of Music as it apply to
EDUCATION teaching and learning in the elementary grades. Various teaching strategies be
given emphases in the course.
COURSE CODE TMEG 211

DESCRIPTIVE TEACHING COURSE OUTCOMES (CO):

TITLE MUSIC IN THE
ELEMENTARY 1. Explain the Philosophy and Rationale for Music Education
GRADES 2. Identify learning theories and principles in teaching Music;
3. Integrate media and technology in teaching Music
PREREQUISITE 4. Formulate teaching-learning experiences and assessment tasks in
teaching MUSIC using appropriate and innovative technologies;
CREDIT UNITS 3 5. Apply appropriate strategies in teaching MUSIC through demonstration
(S) teaching.

CONTACT 3 HRS / WEEK

HOURS
PER SESSION:

ALIGNMENT OF COURSE OUTCOMES (CO) WITH PROGRAM OUTCOMES (PO)

CO DESCRIPTION PO1 PO2 PO3 PO4 PO5 PO 6 PO 7
Explain the Philosophy and Rationale for Music Education
1

Identify learning theories and principles in teaching Music

2

Integrate media and technology in teaching Music

3

Formulate teaching-learning experiences and assessment

4 tasks in teaching MUSIC using appropriate and innovative
technologies
Apply appropriate strategies in teaching MUSIC through
5
demonstration teaching

ALIGNMENT OF COURSE EXPECTED OUTCOMES (CEO) WITH UNIT EXPECTED OUTCOMES (UEO)
UEO DESCRIPTION CEO1 CEO2 CEO3 CEO4 CEO5
1 Explain the Philosophy and Rationale for Music Education /

Familiarize with the curriculum framework of Music and Arts education /

2

Demonstrates understanding in teaching of sound, silence, /

3
rhythm , rhythmic patterns and ostinato
Develops musical awareness while performing the fundamental /
4
processes in music
/
5

/
6

/
7

/
8

/
9

/
10

/
11

12

/
13

/
14

/
15

Construct detailed lesson plan for teaching Math. /

16

Finalize the lesson plan and prepare IMs and Visual Aids for /
17
demonstration teaching.
Demonstrate the process or the skill in teaching assigned topic for /
18
MATH through demonstration teaching
 TEACHING-LEARNING
WEEK UNIT COURSE Assessment Tasks (AT) Resources
ACTIVITIES (TLA)
OUTCOMES (UO) CONTENT
TEACHING LEARNING ASSESSMEN TOOL
T

1 1.Explain the ORIENTATION Didactic Lecture Cooperative Rubrics Student

mission- vision A. Mission Learning Handbook
and the policies of B. Vision Inductive Discussion Activity Answer
OLFU C. School -Find Key Course
Policies Discovery Someone Who Syllabus

Short Quiz

Interactive Experiential Cooperative Answer

2 Explain the PHILOSOPHY Discussion Learning Learning Key Course
Philosophy and AND Activity Syllabus
Rationale for RATIONALE
Music Education FOR MUSIC Handout
EDUCATION
Familiarize with
the curriculum The Rubrics Lesson
framework of Curriculum Guide in
Music and Arts Framework of
Elem.
education Music & Arts
Education Math 1

Demonstrates RHYTHM Interactive Experiential Cooperative Answer

3 understanding in Discussion Learning Learning Key Course
1. Distinction Activity Syllabus
teaching of
sound, silence, Between
Handout
rhythm , Sound and Relates Creates simple
rhythmic Silence images to ostinato
patterns and 2. Steady sound and patterns in Rubrics Lesson
ostinato Beats silence within groupings of Guide in
3. Simple a rhythmic 2s, 3s, and 4’s
Elem.
pattern through body
Rhythmic Math 2 &
movements
Patterns 3
4. Ostinato

5. Musical
Develops Symbols and
musical Concepts:
awareness while - Notes and
performing the Rests
fundamental -Meters
processes in -Simple Time
music Signatures

4 Demonstrates MELODY
basic Lesson
understanding 1. Pitch Guide in
of teaching pitch 2. Simple Elem.
and simple Melodic Sing simple Math 1 &
melodic patterns Patterns melodic 2
3. Melodic patterns
Lines
recognizes the Matches the
musical symbols 4. Musical melody of a
song with the
and Symbols and
correct pitch
demonstrates Concepts: vocally
understanding 1.1 Intervals
of concepts 1.2 Scales
pertaining to 1.3 Melodic Sings in pitch
melody Contours
1.4 Patterns
of successive
pitches of a C
Major scale &
G Major scale
5Accidentals
1.
 1.6. F-Clef

Demonstrates FORM Interactive

basic Discussion Experiential Brainstorming Rubrics Course
5 1. Musical Learning Syllabus
understanding
Lines - Allowing a Answer
on the teaching continuous Short Quiz Key Handout
of the concepts 2. Beginnings
two-way
of musical lines, and Endings process of Cooperative
beginnings and in Music discussion Learning Lesson
endings in 3. Repeats in Activity Guide in
Music Deductive
music, and Elem.
repeats in music Math 3

1. Phrases in
a Musical
Demonstrates Piece
understanding 2. Structure
of teaching of of Musical
musical phrases, Sound
and the uses
and meaning of 2.1
musical terms in Antecedent
form (Question)
Phrase
2.2
Consequent
(Answer)
Phrase
2.3
Introduction
2.4 CODA
(ending)Phra
se

Structure of
Musical
Sound
1. Strophic
2. Unitary

PRELIMINARY EXAMINATION

demonstrates TIMBRE Interactive Experiential Cooperative Answer Course

understanding Discussio Learning Learning Key Syllabus
7 1. Quality of n Activity
of the basic
Sound in Handout
concepts of
timbre Music
2. Distinction Lesson
Between Rubrics Guide in
Speaking and Elem.
Singing Math 1 &
4.Introduction 2
to Voice
Production
3.
Differentiation
in Sound
Quality

4. Introduction
to Musical
Instruments
demonstrates
understanding 1. Variations
of variations of of Sound
sound in music 1.1 Vocal
(lightness and 1.2
heaviness) as Instrumental
applied to vocal
and instrumental
music
 Demonstrates DYNAMIC Deductive Experiential Cooperative
understanding Learning Learning Course
8 1. Volume of Activity Syllabus
of teaching of
Sound in Lecture Rubrics
the basic Handout
concepts of Music
dynamics 2. Distinction
Between Lesson
Loudness and Guide in
Softness in Elem.
Music Math 3
Recognizes the
musical symbols
and
demonstrates
understanding
of teaching the
concepts
pertaining to
volume in music
Responds
Variations in appropriately Interprets with
Demonstrates to differences body
understanding Dynamics
in sounds movements
of the teaching heard through the dynamics
of the concept body of songs
of dynamics movement
through a wide
variety of
dynamic levels

Demonstrates TEMPO Experiential Cooperative Course

understanding Direct Learning Learning
1. Speed of Method Activity
of the teaching
9 Sound In Rubrics Lesson
of the concepts
Music Guide in
of tempo in
2. Distinction Elem.
order to respond
Between Math 1 &
to conducting
Fastness and 2
symbols
indicating Slowness in
variations in Music
tempo 3. Conducting
& Tempo

Demonstrates
understanding 1. Speed /
of the teaching Flow of Music
of the concepts
pertaining to
speed/flow of
music

Demonstrates TEXTURE Experiential Cooperative Syllabus

understanding Direct Learning Learning
10 1. Distinction Method Activity Rubrics
of the teaching
Between Lesson
of the basic
Thinness and Guide in
concepts of
Thickness in Elem.
texture as:
Music Math 3
1. monophonic
(one voice) 2. Single
2. homophonic Melodic Line
(voice and or
accompaniment) Simultaneous
3. polyphonic Occurrence of
(many voices) Multiple
Melodic Lines
 Variations in
Texture
1. Monophony
2. Homophony
3. Polyphony

Recognizes the HARMONY Direct Experiential Cooperative

musical symbols 1. Method Learning Learning Course
Simultaneous Activity Syllabus
and
Rubrics
demonstrates Sounding of
11 Handout
understanding Two Tones /
of the teaching Pitches
of the concepts Lesson
of harmony Introduction Guide in
through the to Major Triad Elem.
intervals that Math 1, 2
constitute the &3
1. Primary
primary chords Chords
of major and 2. Harmony in
minor scales in Group
music Performances

MIDTERM EXAMINATION

13 Construct detailed Lesson Plan Guided Individual Rubrics Course

lesson plan for for MUSIC Lesson Detailed Activity Syllabus
teaching MUSIC Planning Lesson
Preparation Planning Lesson
Plan
14 Finalize the lesson Preparation of Experiential Course
plan and prepare IMs and Visual Learning Preparing IMs Group Rubrics Syllabus
IMs and Visual Aids for and Visual Preparation
Aids for Demonstration Aids and Lesson
demonstration Teaching Cooperative Plan
teaching Learning
Activity IMs and
VAs

Demonstrate the Teaching

15-17 process or the skill Demonstration Interactive Group Teaching Rubrics Course
in teaching of MUSIC Discussion Presentation Demonstration Syllabus
assigned topic for Interactive
MUSIC through Discussion Lesson
demonstration Plan
teaching allowing a
continuous
two-way
process of
discussion

FINAL EXAMINATION

REFERENCES
Abeles, Harold, Hoffer, Charles and Klotman, Robert. Foundations of Music Education, (New York: Schirmer Books,
1984)

Armstrong, Thomas. "American Institute for Learning and Human Development." Multiple Intelligences. 2010.
http://www.thomasarmstrong.com/multiple_intelligences.htm
.
Bruner, Jerome, The Process of Education. (Cambridge, Mass.: Harvard University Press, 1977)

Bureau of Elementary Education, 2002 Basic Education Curriculum. (Pasig City: Department of Education, 2002)

Bureau of Elementary Education, 2002 Philippine Elementary Learning Competencies. (Pasig City: Department of
Education, 2002)

Bureau of Secondary Education, Department of Education. Basic Education Curriculum. Pasig City, 2002.

Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New
Secondary Education Curriculum. Pasig City, 1991.

Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies Philippine
Secondary Schools Learning Competencies. Pasig City, 1998.

Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010.

Gardner, Howard. "Multiple Intelligences." Howard Gardner. 2010. http://www.howardgardner.com/MI/mi.html.

Gardner, Howard, Multiple Intelligences. (New York: Basic Books Inc., 1991)
Miller, Cleve, Performance-Based Learning, (England: Cambridge University Press, 2008)

Miller, Cleve. "Performance-Based Learning (Mexico: Cambridge University Press, 2010)." Teaching Business English
(audio blog), December 16, 2010. performance-based-learning.html.

Reimer, Bennett. A Philosophy of Music Education Advancing the Vision. 1991 ed. (Aesthetic Education. Upper Saddle
River, New Jersey: Prentice Hall, 2003).

Reimer, Bennet, Journal of Aesthetic Education, (USA: University of Illinois Press, 1991)

Thomas, Ronald, A Structure for Music Education. (Bardonia, N.Y.: Media Materials Inc., 1970)

Thomas, Ronald B. MMCP Synthesis: A Structure for Music Education. (Bardonia, N.Y: Sponsored by the U.S. Office of
Education Media Materials, 1970).

Wade, Bonnie C., Thinking Musically: Experiencing Music, Expressing Culture, (England: Oxford University Press, 2003).

ALIGNMENT OF TEACHING LEARNING ACTIVITIES (TLA) WITH COURSE EXPECTED OUTCOMES (CEO)
NO TEACHING CEO1 CEO2 CEO3 CEO4 CEO5

1 DIDACTIC - Educator tells the facts, concepts, principles and generalizations / /

INDUCTIVE - Educator facilitates; Learner arrives at the facts, principle, truth or
2 / / /
generalization
DISCOVERY - Educator facilitates; Learners are tasked to synthesize thoughts to
3 /
perceive something not known before
REFLECTIVE - educator facilitates; learners continually learn from their own
4 experiences by considering alternative interpretations of situations, generating and /
evaluating goals, and examining experiences
INQUIRY TEACHING – the learners are lead to query or investigation by asking
5 the 3 levels of questioning and from there, formulate their own thoughts or / /
reflection.
CONSTRUCTIVISM - the learners are guided to construct thoughts from out of
6 /
what they have previously taught, experience, or read
PROBLEM SOLVING- the learners are exposed to situations, shown video clips, or
7 tasked to read speeches and they are given questions to answer that would / /
explain what and how situation may affect or be affected by other aspects.
DEMONSTRATION - the educator shows how something occurs or is done and
8 / /
the learners imitate the same thing using their own style.
PROJECT METHOD - the facilitator allows the learners to get into a newly
9 / /
crafted work to express thoughts, feelings, or ideas
DEDUCTIVE – the facilitator starts off with the general ideas, concepts, theories
10 and explains these by giving a lot of examples, illustrations, and explanations / /
to make sure learners understand.
NO LEARNING

1 LECTURE - Communicating information to audience / /

2 DISCUSSION - encouraging application of learning materials and soliciting feedback /

CASE STUDY - Evaluating a situation and incident through analysis beyond

3 / /
interpretation of facts

4 MODELING - encouraging learners’ performance that would enhance their / /

communication skills and creativity.

PERFORM ACTIVITIES- (collage presentation) – The learners get to do tasks

5 / /
which shall reveal their learning and own talents. This activity would allow
individual differences and success at the same time.
SITUATIONAL ANALYSIS –is similar to Inquiry Teaching for the learners are
exposed to situations, shown video clips, or tasked to read speeches and they
6 / /
are given questions to answer that would explain what and how situation may
affect or be affected by other aspects
GUIDED STUDY – is similar Reflective since educator facilitates; learners
continually learn from their own experiences by considering alternative interpretations
7 / /
of situations, generating and evaluating goals, and examining experiences. An
example of this is a Concept paper.
GROUP DYNAMICS- learners learn the value of teamwork, trust, and sharing
8 / /
as they are tasked to work on something as a group.
CONCEPT MAP- learners outline important points or vital elements taken from
9 /
stories read or speeches heard.

ASSESSMENT TASK (AT) AND TOOLS WITH COURSE EXPECTED OUTCOMES (CEO)
NO ASSESSMENT TASK (AT) CEO1 CEO2 CEO3 CEO4 CEO5

1 PAPER AND PENCIL TEST / / / /

2 ORAL ASSESSMENT / / /

3 PERFORMANCE-BASED / / / / /

4 PRODUCT BASED / / / / /

NO TOOL CEO1 CEO2 CEO3 CEO4 CEO5

1 ANSWER KEY /

2 RUBRIC / / / /
 ASSESSMENT WEIGHTING: HOMEWORK,ORAL REPORTS, WRITTEN REPORTS, PORTFOLIOS AND PAPERS

Homework and Assignment

(Number for the entire semester, submission mode and weight)
Particulars:

Students are required to render an oral report and submit a written report as scheduled. And by
Oral Reports. Written Reports, Portfolios the end of the final period, a portfolio is an academic requirement which is equivalent to 20% of
his final period grade.

GRADING SYSTEM
The final grade of the student is interpreted as shown on the table below:

ABOVE 74.00 and

AVERAGE 95.00 – 97.00 92.00-94.00 89.00 – 91.00 86.00-88.00 83.00 –85.00 80.00 - 82.00 76.00-79.00 75.00
98.00 below
FINAL
1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 5.0
GRADE

FDA (Failure due to Absences) UW (Unauthorized Withdrawal) INC (Incomplete)

AW (authorized withdrawal NFE (No Final Examination

Lecture Prelims (20%) Midterms (20%) Finals (20%) Assessment Task with Quizzes (35%) Capstone/Term Paper (5%)

OTHER IMPORTANT INFORMATION

OTHER COURSE POLICIES

All exercises and requirements for the course are to be complied by the students as part of their
STUDENTS COURSE PORTFOLIO
portfolio and must be made available for inspection by the instructor before the end of the semester

LANGUAGE OF INSTRUCTION ENGLISH

Per Section 1551 of CHED’s Manual of Regulation for Private Educational Institution, a student who
has incurred absences more than twenty percent (20%) of the total number of school days shall not be
ATTENDANCE
given credit to the course regardless of class standing. For further provisions of the said policy, please
refer to the OLFU Student Handbook.

COURSE CONSULTATION SCHEDULE

COURSE REVIEW AND ENHANCEMENT Chair: Dr. Hansel Hope C. Perez
MEMBERS Member : Mr. Jefferson Lerona and Mrs. Lorna Buenventura

PREPARED: ENDORSED: APPROVED:

COLLEGE OF EDUCATION DR. HANSEL HOPE A. PEREZ DR. ELMER S. HIDALGO

Faculty Member Program Head, College of Education Dean, College of Education