MED 312, Music Methods and Materials for Middle School and High School
(Field Experience embedded in class)
This course will prepare the music education major for classroom teaching at the middle school and high school levels and will cover organization of a total sequential music program. A major component of the course will be a field experience in the public schools. A second major component will be the preparation and presentation of research projects and unit plans on multicultural music, jazz, improvisation, twentieth century music, women composers, electronic music, music technology, show choir, marching band, jazz band, beginning band, middle school choir, musical theater and selected topics of interest and professional benefit to the students. All units will be correlated to the QCC’s.
Successful completion of MED 122 and MED 222 and
admission to the
GA-TFC-PTO #3. Demonstrates content mastery.
GA-TFC-PTO #5. Plans instruction to promote thinking creatively, critically, and independently.
GA-TFC-PTO #6. Plans instruction utilizing formal and informal methods of assessment.
Objectives The student will:
A. Basic Cognitive Background
1. Gaining Factual knowledge (methods and trends)
2. Learning fundamental principles and theories
a. develop a knowledge of adolescent behavior patterns as they apply to music learning. (PTO#3)
b. become aware of various techniques of designing and managing musical learning. (PTO#5)
c. become aware of techniques and opportunities for providing activities that reach mainstreamed, exceptional children. (PTO #3, #6)
B. Application of Learning
3. Learning to apply course material
4. Developing specific skills, competencies and points of view needed by professionals in the field.
a. be able to articulate an understanding of current methods and materials used in middle school and high school
music teaching and how they integrate with the total school curriculum. (PTO #5, #6)
b. gain practical knowledge of music administration including: schedule, budget, equipment,
recruitment/retention, programming, public relations and fund raising. (PTO #3)
c. research, plan and present a unit of instruction. (PTO #3, #5)
d. develop knowledge and insight in teaching performing ensembles including: repertoire, rehearsals, competitions, concerts, contests and the role of the performing ensemble in the school and community. (PTO #3, #5)
e. define, develop and utilize various formal and informal assessment tools. These assessments will correlate to the unit plans in PTO #6. (PTO #6)
f. complete a minimum of five hours of field experience in the public schools. (PTO #3, #5, #6)
g. design a small ensemble program including: small vocal ensembles and various small instrumental ensembles such as barbershop quartets, madrigal groups, show choir jazz band, brass quintet, percussion ensemble, string quartet etc.
h. develop a curriculum/resource file for middle school and high school music classes and ensembles.
i. present abilities mastery section of portfolio for instructor evaluation.
6. Developing creative capacities
a. gain insights into analyzing and preparing the musical score for rehearsal and performance. (PTO #3)
b. be able to plan the rehearsal of a performing ensemble with attention to technical, musical and stylistic concerns
and how they are communicated to students. (PTO #3, #5)
c. design a small ensemble program including: small vocal ensembles and various small instrumental ensembles such as barbershop quartets, madrigal groups, show choir jazz band, brass quintet, percussion ensemble, string quartet etc.
d. develop a curriculum/resource file for middle school and high school music classes and ensembles.
e. present abilities mastery section of portfolio for instructor evaluation.
Textbook and materials—Texts will be available on reserve
Hoffer, Charles R.. Teaching Music in the Secondary Schools. (Wadsworth Pub. Co., Belmont, CA, 1991, ISBN 0-534-14136-6 Fourth Ed.
Membership in MENC. Applications supplied in class.
Music Educators Journal. Received as a result of membership in MENC.
School of Teacher Education Handbook
School of Music Handbook.
Model presentation of initial unit of instruction by professor. Preparation of unit plans by students based on instructor model (topics assigned by instructor and linked to course objectives/content, lesson/unit plans pre-approved by instructor) Presentation of units of instruction, in college class, and public schools, by students. Self reflection/evaluation and peer evaluation of instructional unit. Video tape of at least one presentation evaluated by student and instructor. Readings, discussions, lectures and field experience.
The student will:
1. complete readings by the date indicated on the Course Calendar. (#3)
2. plan units of instruction meeting QCC guidelines for a specific age level class or ensemble on jazz, world music, musical theater and 20th. century music. (#3, #5, #6)
3. plan and teach a unit of instruction based on MED 312 Course Objectives, assigned by instructor. Plans approved in advance. (#3, #5, #6)
4. change teaching behavior based on self-evaluation, peer-evaluation and instructor evaluation. Evaluations received after each lesson in unit.
5. reflect on teaching and make appropriate changes based on self-assessment as a result of video taped teaching of unit of instruction.
6. read four journal articles on music teaching and write a brief synopsis of each. (#3)
7. Field Experience: teach a unit in the public schools and visit five classrooms and submit to The instructor an observation form for each visit.
a. middle school band or orchestra b. middle school choir
c. high school band or orchestra d. high school choir
e. general music/advanced placement/exploratory/piano or guitar class
8. be responsible for researching and developing a plan of action for including activities and instructional strategies for mainstreamed exceptional children. (the Music Educators Journal, April 1982, v. 68, n. 8). (#3, #5, #6)
9. be responsible for all assigned readings on the day specified in course calendar.
10. Complete twenty hours of field experience. This placement will be made in the public schools by the instructor.
11. Turn in completed abilities mastery form for this course.
1. Tests based on readings, lectures/discussions 15%
2. Unit plans based on QCC 20%
3. Teaching of unit in classroom 15%
4. Journal article synopsis 15%
5. Five classroom observations (documented) 15%
6. Curriculum/materials file on middle & high school. 10%
7. Abilities mastery portfolio 10%
WEEK 1 Introduction to course. The music teacher; personality, ego, human qualities, professional
competence, observations, student teaching, human./professional relations.
GRADED ASSIGNMENT: review (update) philosophy of music education in portfolio and review a journal
article on music teacher burnout or stress. Discuss/consider unit plans to be completed by student.
Continue to add appropriate materials to portfolio. (Read Hoffer p. 8-24)
WEEK 2 TEST on Hoffer p. 8-24. Discussion of relationship with school administration, faculty, staff, community, parents, booster organization. Discussion of Georgia Quality Core Curriculum. Teaching general music. Spiral curriculum approach in general music. Assignments: Read Hoffer, chapter 6, begin to plan unit of instruction based on QCC. Clear proposed unit plans with instructor in advance. Read first journal article on teaching general music. Field Experience: complete first observation in general music area. See course requirement checksheet.
WEEK 3 Test on Hoffer, chapter 6. Turn in first observation on form provided by instructor. Developmental characteristics of middle school students: intellectual, physical, aesthetic/musical, socio-emotional. Students begin team teaching unit on Middle School Performing Ensembles. Assignments: Read Hoffer chapter 7, review journal article on middle school performing ensembles. Field Experience: complete second observation in middle school performing class.
WEEK 4 Test on Hoffer, chapter 7. Review of journal article on teaching general music due.
Turn in observation form on middle school performing class/ensemble.
Students must finalize topic for unit plan :jazz, world music, musical theater, 20th. century music, or other topic approved by instructor.
WEEK 5 Journal article on middle school performing ensembles due.
Team teaching unit on high school performing ensembles begins.
Assignments: read Hoffer, chapter 8, review journal article on high school performing
ensembles. Field Experience: observe high school performing class/ensemble.
Assignment Reminder: Unit plan (selected during week 4) will be turned in on week 14.
WEEK 6 Test on Hoffer, chapter 8. Turn in observation form on high school performing
ensemble/class. Team teaching assignment on high school performing ensembles concludes.
Reminder: continue work on unit of instruction based on QCC for middle or high school music
class. Review of Kodaly method for choral instruction. Review of Kohut, Instrumental Pedagogy
approaches to teaching instrumental ensembles.
WEEK 7 Unit plan based on QCC due in class.
Instructor lectures on developmental characteristics of high school age students.
Assignment: read Hoffer, chapter 15.
Field Experience: arrange to make final two observations in public schools.
WEEK 8 Review of journal article on high school performing ensembles due.
Team teaching continues by explaining and expanding Hoffer, chapter 15, Teenagers and Music.
(Teenage problem areas, motivating teenagers, pupil/teacher relations, culturally disadvantaged
teens, recruiting and working with boys in music ensembles).
Assignments: Read Hoffer, chapter 15, and Stufft, W. David. "Two Rules for Professional
Conduct," Music Educators Journal. July 1997, p. 40-42. (Write review of article)
WEEK 9 Team teaching of unit on "Teenagers and Music" concludes.
Final two observation reports due in class.
Field Experience Assignment: students receive two public school teaching assignments.
Assignment: Read three articles on Teaching Special Students.
Synthesize this information and formulate a plan for including methods and activities for
exceptional children. (MEJ, April 1982 issue or appropriate substitute articles pre-approved by instructor will be accepted).
WEEK 10 Test on Hoffer, chapter 15. Synopsis of journal article on professional conduct due.
Team teaching of unit on "Music Teaching and Student Discipline" begins.
Teaching team will read and expand on Hoffer, chapter 16.
Assignment: Read Hoffer chapter 16.
WEEK 11 Team teaching unit on copyright law and the music teacher.
(Review and expand on Hoffer p. 391-392 and Althouse booklet on reserve in library)
Reminder: continue to collect items for Curriculum/Materials file.
WEEK 12 Test on copyright lectures.
Assignment: (Hoffer, chapter 10, Achieving correct intonation).
Test on Hoffer chapter 10.
WEEK 13 Team teaching unit on Intonation begins.
Assignment: read Hoffer chapter 17. Research project due. Music expression and
stylistic interpretation. "The School, the teacher and the law." Test on Hoffer chapter 17.
Review for final exam. Turn in Completed Abilities Mastery Form for this course.
WEEK 14 Unit plan due!
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MED 312 Music Methods and Materials for Middle School and High School page 6
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Student Course Requirements Checklist
_____ 1. Journal article synopsis on teaching general music.
_____ 2. Journal article synopsis on middle school performing ensemble.
_____ 3. Journal article synopsis on high school performing ensemble.
_____ 4. Journal article synopsis on professional conduct.
_____ 5. Observation of general music classroom. Observation form required.
_____ 6. Observation of middle school vocal ensemble class. Observation form required.
_____ 7. Observation of middle school instrumental ensemble class. Obs. form required.
_____ 8. Observation of high school vocal ensemble class. Observation form required.
_____ 9. Observation of high school instrumental ensemble class. Observation form required.
_____ 10. Lessons taught in Middle School or High School level music class.
_____ 11. Read two articles from MEJ, April 1982, (or equivalent source) and develop plan for including
exceptional children in the music classroom.
_____ 12. Presentation of first unit plan or research project in college classroom.
_____ 13. Presentation of second unit plan or research project in college classroom.
_____ 14. Presentation of third unit plan or research project in college classroom.
_____ 15. Presentation of fourth unit plan or research project in college classroom.
_____ 16. Presentation of fifth unit plan or research project in college classroom.
_____ 17. Portfolio updated and checked by instructor
_____ 18. Curriculum/resource file for middle school/high school music instruction checked.
_____ 19. Demonstration of fretted string (guitar) experience.
(Sing and accompany any standard folk song, demonstrate three strum patterns)
_____ 20. Instructor evaluation of abilities mastery portfolio.