MUE 5057 Music Curriculum and Pedagogy II: Adolescence
Philosophy and praxis of the transmission (teaching and learning) of music by students grades five through twelve. Emphasis on the work of Imile Jaques-Dalcroze, Zoltan Kodaly, and Carl Orff, and the use of world musics in the classroom. The teaching and learning of music as an inductive-deductive cycle (emphasis on experience, description, and analysis leading to concepts that can be used in the encounter of further experiences). Curriculum development of eleven domains of music learning?voice pedagogy, comparatives (timbre/tone color/tone quality, dynamics, tempo, duration, pitch, texture, articulation), beat/meter/rhythm, melody/intervals/scales, simultaneity, form, listening, instruments, movement, improvisation, and composition. Curriculum projects using five curriculum parts?beginning point, song list, yearly flow chart, daily lesson plan, and activity plan (strategy). Pedagogy, performance, and literature of the recorder chest available for the classroom [Garklein flvtlein, sopranino, soprano (descant), alto (treble), tenor, and bass]. Choral literature and its pedagogy for adolescent voices. In-class teaching with critique. Readings of monographs and articles about current debates in music education; reaction papers to these readings assigned. Twelve hours of observation of middle school and high school musicians-educators. Prerequisite: MUE.5054 or permission of the Department. Should be completed as a preparation for EDU.5408: Student Teaching and Seminar: Music Education. (Spring)