Music Methods for the Elementary Teacher
Interstate Teacher Assessment & Support Consortium (InTASC) Standards
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Interstate Teacher Assessment & Support Consortium (InTASC) Standards Standard #1 - Learner Development The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2 - Learning Differences The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard #3 - Learning Environments The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Standard #4 - Content Knowledge The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5 - Application of Content The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Standard #6 - Assessment The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making. Standard #7 - Planning for Instruction The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard #8 - Instructional Strategies The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Standard #9 - Professional Learning and Ethical Practice The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10 - Leadership and Collaboration The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession 
http://www.htsb.org/standards/teacher_standards/teacher_index.html D. Department Outcomes Upon completing a major in Elementary Education, students will: 1. Demonstrate literacy in basic principles and knowledge of content in the specialty area. 2. Understand and apply basic learning theories and models in the classroom. 3. Use student input and information from diagnosis of student learning needs to develop learning outcomes. 4. Evaluate teaching and curriculum resources for effective use in the instructional process. 5. Plan lessons which use authentic situations, previous learning and integration across subjects. 6. Provide learning experiences which actively engage students as individuals and as members of collaborative groups. 7. Create a communication-rich environment that supports and encourages language development and use. 8. Use a variety of instructional strategies to meet the needs of diverse learners, including students of diverse cultural backgrounds.
10. Use effective classroom management techniques that foster positive interpersonal relationships, self-control, self-discipline, and responsibility. 11. Use community and parent resources as an integral part of the teaching process to promote student learning. 12. Demonstrate competency in the use of technologies available in the school setting. 13. Work collaboratively with other professionals.
IV. Course Outcomes: development of functional musical skills through understanding the basic elements of music and musicianship understanding of curriculum and lesson planning for integrating various content areas with music instruction. technical skill in planning and presenting lessons • personal music skill must match lesson • include appropriate standards • must follow commonly used formats • materials must match lesson isolate, identify, define and teach elements of music according to state standards. evaluate materials in planning teaching strategies. design classroom strategies that cultivate music literacy in children. use various classroom instruments, as well as your voice, as tools for teaching. V. Calendar: A detailed tentative calendar of assignments and activities will be given on the first day of class. It will include when assignments are assigned and when they are due, activities planned for the day and preparation needed to be done by the next class period. This cal  endar is subject to change due need for modification from what happens in class. The Final Project is due the next to last Wednesday of the term. Two copies must be turned in. Final recorder performance evaluations will be done individually in a meeting with the instructor during the last week of classes. These meetings will be set at your convenience. Final ukulele and autoharp performance evaluations will be done during the last regular class period.
VI. Course Assignments: Assignments will include two observations, rhythmic compositions, quizzes on lecture and handout materials, playing recorder, ukulele and other classroom instruments, singing, dancing, an integrated lesson plan, and a 10 minute music element/concept lesson plan presentations. (Details will be in the calendar given on the first day of class.) You will be given a list of songs to choose from for your lesson plan. There will be a mid-term exam and a final project (in place of final exam). The final project will be a unit based on a musical element of your choice. It should be 4-6 lessons in length. Each lesson should be planned for 20-45 minutes, depending on the grade selected for the unit. The grade level and goal for the unit are to be included in the introduction. Samples will be available to view. Each lesson plan should include: all standards/benchmarks applicable to the lesson outcome/objective (TSW) GLO’s
grade level materials needed warm-up/beginning activities method of evaluation at least two of these categories of activities — singing, movement, playing, improvising/ composing, listening presentation of materials and concepts — include opening and closure as appropriate copies of all written materials and handouts All lesson plans — unit, music presentation, and integrated — must be written with enough details so a substitute could come in and teach the lesson. There will be a sign-up sheet for the day and order of the music lesson presentation. You are expected to be ready, with all materials necessary, to teach on the day for which you signed up. Students need to make two copies of the unit to turn in. Students will need to schedule a 15 minute consultation with the instructor on your planned unit during the second week of the term. Students will also need to schedule an appointment with the instructor for the final evaluation of the unit and notebook/materials organization method. The final performance check on the recorder will happen at this meeting as well. A sign-up sheet will be used for scheduling appointments from 9:20-5:00 each day except Tuesday and until 2:00 Monday. Rubrics for teaching assignments, observations, final project, etc. will be given when assignment is assigned. They will include how many points are able to be earned. A description of assignments with their corresponding standard/outcome are attached at the end of the syllabus. Music reading/performance proficiency will be evaluated throughout the term. It will be based on the techniques and activities of the class. Part of this evaluation will be leading the class in some of these activities. The rubric for daily performance/class work is as follows:
5 = Exceptional (meets criteria 95-100%; exceeds expectation) 4 = Good (meets criteria 85-94%; meets expectation) 3 = Fair (meets criteria 75-84%; approaches expectation) 2 = Needs improvement (meets criteria 65-74%; needs improvement) 1 = Poor (meets criteria less than 65%; needs much improvement) Student must be in class to receive these grades as they are based on how they perform in-class work. Assignments will be assigned the following weights: Tests/Quizzes 13% Final Project 18% Daily Performance/class 10% Mid-term Exam 18% Homework 13% Lesson Plans/Presentations 18% Performance Finals 10%
Directory: sites -> soe.byuh.edu -> files sites -> Northern England’s set-jetting locations sites -> Physical custody of 1033 program property accountibility form statement of Physical Custody: By signing for the below 1033 property I am a Law Enforcement Officer of the aforementioned Law Enforcement Agency sites -> Nstructions for Acquiring Excess Equipment online, through the 1033 Program sites -> Memorandum of agreement files -> Education 2003 Doctor of Philosophy files -> Instructor: Jackie Lynn Rama, M. A. Ed files -> Edu 200 Fall 2015 Human Growth and Learning Applied to Teaching Download 498.41 Kb. Share with your friends:
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