GROWTH AND DEVELOPMENT OF THE MUSIC LEARNER
MUSC 352. Growth and Development of the Music Learner
Three hours lecture; one hour laboratory (3).
A study of the musical, mental, physical, behavioral, emotional and social growth characteristics of students and of individual differences among students. Course focuses on the relationship between human development and the music curriculum. Students will address state and national standards through peer instruction. Laboratory includes at least 9 hours observation in schools, exercises in peer teaching, and uses of technology in music education.
Detailed Description of Content of Course
A. The music curriculum
1. Professional standards
a. National Standards for Music Education
b. Virginia Standards of Learning for Music
2. Music courses in American schools
a. General music
c. Instrumental ensembles
B. Psychological foundations
1. The child-study movement
a. G. Stanley Hall
b. John Dewey
c. James Mursell
2. Developmental psychology
a. Sigmund Freud
b. Erik Erikson
3. Learning theories
a. Gestalt and field theories
b. Cognitive theories
c. Metacognition theory
d. Behavioral theories
1) Ivan Pavlov
2) B.F. Skinner
e. Developmental theories
1) Jean Piaget
2) Lev Vygotsky
3) Jerome Bruner
4) Edwin Gordon
4. Learning styles
a. Multiple intelligences: Howard Gardner
b. Learning modalities
c. Meyers-Briggs type indicator
d. Special learners
1) physical disabilities
2) mental disabilities
3) emotional disabilities
e. Cultural influences
2) racial, ethnic
5. Types of learning (domains)
a. Cognitive (Understanding music)
b. Affective (Valuing music)
c. Psychomotor (Making music)
C. Human growth and development
1. Physical growth and development
2. Vocal development
3. Stages of cognitive development
4. Behavioral, emotional and social development
Objectives and assessment
1. Authentic assessment
3. Behavioral objectives
4. Standardized music tests
E. Legal issues in education
1. Copyright laws
2. Laws regarding inclusion
1. Scheduling of music classes
2. Facilities and equipment
3. Classroom management
4. Instructional hardware and software for music instruction
5. Use of educational technologies for data collection, communication, and presentation
6. Virginia Standards of Learning (non-music)
A. Group observation of music classes in a variety of PreK - 12 schools settings (9 hours)
B. Peer teaching
C. Email observation journal
D. Four hours of professional development workshops
E. Collegiate MENC membership
Detailed Description of Conduct of Course
The course includes lecture, demonstration, cooperative learning projects, peer teaching exercises and observations at all school levels and in a variety of music classroom settings (general music, choral, instrumental).
Goals and Objectives of the Course
At the conclusion of the course, the student will
1. describe the content of the National Standards for Music and the Virginia Standards of Learning for Music.
2. identify the structure of a school music curriculum.
3. identify major learning theories and psychologists in education and music education.
4. identify and describe the major stages of human development in physical, vocal, mental and psychological contexts.
5. understand the relationship between human development and the music curriculum.
6. identify causes and results of individual differences among children (economic, social, racial, ethnic, religious, physical, and mental) and how those differences can be accomodated in music classrooms.
7. have demonstrated the ability to utilize technology for data collection, communication and presentation.
8. have at least nine hours of observation in school music classes at all levels (preK-12) and in the three major.
9. demonstrate teaching competency through peer teaching exercises.
10. participate in cooperative learning projects.
11. demonstrate a commitment to professional growth through participation in four hours of professional development workshops, in addition to active membership in collegiate MENC.
12. students will write a personal philosophy that applies philosophical foundations for the teaching of music in public schools: musical reasons, nonmusical reasons.
1. Class attendance and participation
2. Reviews of books, articles (print and on-line) and other materials
3. Observation journal reports
4. Peer teaching exercises
5. Cooperative learning projects
6. MENC membership and participation
8. Completion of professional development requirements
9. Production of teaching materials using technological resources
10. Research projects utilizing internet resources
Other Course Information
Approval and Subsequent Reviews
DATE ACTION REVIEWED BY
Revised April, 2009