Choral Music in the Schools

Student Learning Outcomes, Goals, Objectives:

Students successfully completing this course will be able to:

Standard 1. Teachers demonstrate leadership

Each student will:

• Maintain a current membership in their professional organizations (NAfME and ACDA) (SLO 1).

• Confirm a current Professional Background Check and Professional Liability Insurance (SLO 2).

• Demonstrate personal professional standards through attendance at, and preparation for, class meetings, online interaction, and teaching activities. (SLO 3).

• Construct professional administrative materials for inclusion in a Choral Department Handbook (SLO 4).

• Use written and verbal skills consistent with the professional role of a music educator (SLO 5).

• Analyze contemporary issues and concerns within a professional historical and philosophical perspective (SLO6).

• Students will be able to write in genres appropriate to the discipline(s) of the primary subject matter of the course.

Standard 2. Teachers establish a respectful environment for a diverse population of students

Each student will:

• Identify key common physical, intellectual, emotional, and musical characteristics of high school learners (SLO 7).

• Recall, explain, and observe how 9-12 students’ musicianship is shaped by their learning styles, exceptionalities (if any), and their culturally-based musical experiences, and how this impacts teaching and learning (SLO 8).

• Compare and contrast how learners with exceptionalities and diverse backgrounds experience music and how this impacts teaching and learning (SLO 9).

• Employ a variety of strategies in designing instruction for 9-12 vocal music students, including exceptional learners in the music classroom (SLO 10).

Standard 3. Teachers know the content they teach

Each student will:

• Implement the National Standards for Music Education and the North Carolina Essential Standards in Music through lesson planning and preparation and instruction (SLO 11).

• Identify healthy and unhealthy voice use in adolescent singers (SLO 12).

• Design and implement warm-ups and voice instruction for healthy vocal development of adolescent singers (SLO 13).

• Construct evidence-based materials and instructional practices for musicianship and music literacy (SLO 14).

• Exhibit functional proficiency in piano for accompanying and rehearsal leading (SLO 15).

• Choose effective non-verbal communication to reinforce instruction (conducting) (SLO 16).

• Use appropriate computer, recording, and music technology in the design and implementation of lessons and other teaching-related tasks (SLO 17).

• Recognize points of integration between choral music and other areas of the high school curriculum (SLO 18).

Standard 4. Teachers facilitate learning for their students

Each student will:

• Design materials and learning activities consistent with individual and group music learning outcomes for the choral classroom (SLO 19).

• Construct concept, objective, assessment cycles that exhibit instructional consistency (SLO 20).

• Design assessments that determine if concepts and objectives were met by the learners (SLO 21).

• Engage all students in the learning process (SLO 22).

• Use teaching cycles effectively and consistently (i.e, rehearsal frames, teaching loops) (SLO 23).

Standard 5. Teachers reflect on their practice

Each student will:

• Video record and critique all teaching events for effectiveness of presentation and instruction (SLO 24).

• Analyze all teaching observations and teaching activities and submit a reflection document (SLO 25).

• Post to all online discussions, at an appropriate professional standard (SLO 26).

 

 

Course Grading Information:

Activity/Performance Measure:	Percentage/Points
Planning (Lesson plans and planning-related assignments)	20%
Teaching (Peer and field teaching)	30%
Reflection (Written reflections on peer teaching, process letter, fieldwork reflections)	30%
Professionalism (Attendance)	10%
Final Portfolio (reflection on growth in skill and knowledge over the course of the semester with specific examples)	10%

Grading Scale

Percentage	Letter Grade
93-100	A
90-92.9	A-
87-89.9	B+
83-86.9	B
80-82.9	B-
77-79.9	C+
73-76.9	C
70-72.9	C-
67-69.9	D+
63-66.9	D
60-62.9	D-
0-59.9	F

Attendance/Participation:

You are expected to attend class and participate in class activities each day. You are allowed three absences over the course of the semester. Two instances of tardiness are equal to one absence. Attendance and tardiness are weighted and will count as 20% of your total grade. If you exceed three absences in class, your grade will be lowered one letter grade per additional absence. If you have 3 absences in fieldwork or absences without communicating to your cooperating teacher, you will fail the fieldwork portion of the class (and failure to pass fieldwork will result in a failing grade in the course). The instructor reserves the right to address excessive absences on a case-by-case basis.

Course Materials Purchased by the Students:

No course materials are required.