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. Field experience required.