Governor Janklow's Faculty Award for Teaching with Technology allowed me to incorporate technology into MUS 110 Music Theory. But before I became engrossed in computer particulars, I restructured the course on a foundation of substance and pedagogy. This document is largely introspective, but I documented my ideas in order to share them and to seek criticism.
Regarding substance, my field is music. I am an active composer and performer. In every assignment and evaluation, I try to incorporate real music rather than contrived theory examples, and whole compositions rather than excerpts. I attempt to give only coursework relevant to a musician and music educator.
Though developed in large part by MENC (Music Educators National Conference) as a comprehensive set of educational standards for K-12 music instruction, I believe The National Standards for Music Education also provide a valuable starting point for a college music curriculum. Following each standard, I list the corresponding MUS 110 activities.
Singing, alone and with others, a varied repertoire of music. - individual sight singing of western art music and folk songs from around the world - ensemble singing of challenging harmonies - chord arpeggiations - harmony exercises
Performing on instruments, alone and with others, a varied repertoire of music. - performing arrangements and compositions by classmates - demonstrating theory concepts
Improvising melodies, variations, and accompaniments. - improvising a melody above a chord pattern - improvising variations on a melody - accompanying a melody with a keyboard
Composing and arranging music within specified guidelines. - rhythm composition - melody composition - two-part counterpoint
Reading and notating music. - notate music well by hand - notate music with a computer - read and sing in G, F & C clefs - reduce an orchestral score to a grand staff - perform a multistave score at the piano
Listening to, analyzing, and describing music. - masterwork listening assignments
Evaluating music and music performances. - anonymous criticism of compositions by classmates
Understanding relationships between music, the other arts, and disciplines outside the arts. - listening and lecture
Understanding music in relation to history and culture. - listening and lecture
Most of the National Standards for Music Education map onto higher echelons of Bloom's Taxonomy of Thinking Levels. I elaborated upon knowledge and comprehension.
Knowledge - quizzes & assignments (See the MUS 110 schedule.) - fluency quizzes (timed quizzes)
Comprehension - quizzes & assignments (See the MUS 110 schedule.)
Application - See the following National Standards:
- Singing, alone and with others, a varied repertoire of music.
- Performing on instruments, alone and with others, a varied repertoire of music.
- Reading and notating music.
Analysis - See the following National Standards:
- Listening to, analyzing, and describing music.
- Understanding relationships between music, the other arts, and disciplines outside the arts.
- Understanding music in relation to history and culture.
Synthesis - See the following National Standards:
- Improvising melodies, variations, and accompaniments.
- Composing and arranging music within specified guidelines.
Evaluation - See the National Standard Evaluating music and music performances.
Verbal/Linguistic - textbook - lecture - discussion
Logical/Mathematical - duration - musical form - harmony - voice leading
Visual/Spatial - music notation - musical structure - conducting
Bodily/Kinesthetic - reading rhythms - conducting - performing
Interpersonal/Social - ensemble performances - assignments done in class
Intrapersonal/Introspective - most assignments and evaluations are completed alone
Musical/Rhythmic - see most of the other Multiple Intelligences
I revise my courses continually based upon student reactions.
1. Encourages students to learn. - interesting, relevant coursework - variety (3 topics per day) - teach them what they don't know
2. Makes the subject matter understandable. - logical, progressive pacing - peer tutoring - computer assisted instruction
3. Makes it clear how the grades are determined. - each syllabus and assignment has a grading policy
4. Appears knowledgeable about the subject matter. - active composer and pianist - professional listserves - professsional journals - electronic correspondence with peers in my field - summer conferences
5. Appears to be well prepared for each class. - detailed course schedule - exhaustive, organized materials for each topic
6. Displays respect for students. - native of this region
7. Helps students learn. - assignments begun in class - office hours immediately after class - upperclass tutors available through the NSU PASS program
8. Evaluates students' work fairly. - each assignment is evaluated by the same criteria
I hear and I forget,
I see and I remember,
I do and I understand.
Finally, I employ discovery learning and the Socratic method.