High School Music Methods
Music 4842 Syllabus
Professor: Thomas Priest, Ed.D
|Classroom: BC 210/125, T & TH
||Office: BC 351
|2 Credit Hours
||Office Hours: T & TH at
12:00 or by appointment
|Telephone: (801) 626-7181
Music 4842 provides music teachers with an introduction into
methods of instruction, organization and presentation of appropriate content
and musical literature in high school music classes.
Successful completion of Music 4822, Junior High/Middle School Methods
- Music Methods for Middle School Students, University Custom Publishing,
- Music Methods for High School Students, University Custom Publishing, current
- An organized portfolio where you keep all class notes (manuscript
paper too), handouts, and assignments. It will help you and the class to
keep your materials
- Recordings as needed
- Scores and parts as needed
- Art supplies as needed.
WSU's teacher preparation conceptual framework theme is "Student Achievement:
Students, Teachers, & Communities Working Together." The model that illustrates
the program's purposes, philosophy, outcomes and evaluation is represented
by an easel, at the center of which is three overlapping components: Reflecting,
Engaging, and Collaborating. The program standards are performance-based:
that is, they describe what teachers should know and be able to do in order
to be awarded a license. Course outcomes and objectives are geared around
the conceptual framework. View the conceptual framework, INTASC Standards
and the critical performances for each level on the teacher education website.
The Candidate Outcomes (Student Outcomes)
By the end of the course the teacher education candidate should be able
- provide an informed philosophy of music education.
- select musical literature that is appropriate for high school students.
- apply the National/State Standards for Arts Education (Music) towards methods
- design instructional strategies for high school students.
- demonstrate knowledge of measurement and evaluation in music teaching and
- develop music learning experiences that build connections between knowing
muisc and knowing in other ways.
- analyze and describe music teaching and learning through qualitative or
- gather information on selected topics using music education research.
- manage and administer a music education program.
- The students will collect 20 selections of music that are
appropriate for High School students
- The students will select a music education topic, research
this topic, evaluate resources, and write a paper on this topic ( a review
of the extant literature).
- Students will analyze musical literature that they would
like to share with high school students.---Answering questions from the
Facets Model would be very helpful.---From this analysis, students will
design a Teacher Work Sample that includes warm-ups that not only help
students learn the selected literature but also allows students to engage
in improvisation and/or composition.
- Students will engage in qualitative or naturalistic research
in high school settings; students are required to observe 6 hours of music
instruction in grades 9 through 12 and document these observations with
a jounral of their experiences.
The assignments are designed to help you meet the course outcomes
(See above). In order to succeed in the class, it is in your best interest
plan ahead and work on the more difficult assignments*** throughout
the semester. You may turn in assignments early.
|(1) "Talking About Music: Interviews with Older Adults About Their
Music Education..." (Outcomes 1-6, 8, & 9).
|(2) "Behavior Management in Rehearsal" and "Managing
Music Classes and Rehearsals" (Outcomes 1-6, 8, & 9).
|(3) "Management of a Choral Program" (Outcomes 1-6, 8, &
|(4) "Effective Budget Procedures" (Outcomes 1-6, 8, & 9)
|(5) Select Research Topic for Research Paper (Outcome 8)
|(6) ***The Exam will
take place in the testing center (Outcomes 1-6, 8, & 9)
(7) ***Collecting and Evaluating Music Education
Resources Assignment (Outcome 8)
(8) *** First Qualitative
Research Journal (Outcome 1-7, & 9)
|(9) ***Music Repertoire Project (Outcome 2)
|(10) ***Research Paper (Outcome 8)
|(11) ***Teacher Work Sample and Teaching Episode (Outcomes 3-6)
|(12) ***Second Qualitative
Research Journal (Outcome 1-7, & 9)
|“Talking About Music: Interviews with Older Adults”
Behavior Management in Rehearsal” and “Managing Music Classes
Management of a Choral Program”
Effective Budget Procedures”
Assessing Learning in Music” and “Judging Musical Performances:
Method or Madness”
|Collecting and Evaluating Music Education Resources
|Music Repertoire Project
|Qualitative Research Journals (100)
||50+50 = 100
|Teacher Work Sample (50) and Teaching Episode (50)
50+50 = 100
Since several assignments are designed to help you succeed in completing the
other more difficult assignments, all assignments must be completed (regardless
of total points) to receive a C or higher in the course. 10% will be subtracted
for each day an assignment is late. You may figure out your final letter grade
by dividing the sum of your points by 360.
A, A- = Outstanding completion of all course requirements or 90-100%
B+, B, B- = All course requirements completed with competence and accuracy
C+, C, C- = All course requirements adequately completed or 70-79%
D+, D, D- = Some course requirements not completed or 60-69%
E = Several course requirements not completed or 59% or below
The exams should help you learn and apply what you have studied throughout the
course. Questions on the exams have been developed by many of the students that
have previously taken this course. If you would like to submit a question for
a future class, please do not hesitate to do so.
- The Stewart Library collection of recordings
- Public libraries often have excellent collections of CDs, DVDs, and videotapes.
- There is most likely excellent music in your own personal collection.
Textbooks on Reserve
- Janet Barrett, Claire McCoy, and Kari Veblen. (1997). Sound
Ways of Knowing: Music in the Interdisciplinary Curriculum.Wadsworth/Thomson.
- Charles Hoffer (2001). Teaching Music in the Secondary Schools (fifth edition).
- Reimer, Bennett (1970). A philosophy of music education. Englewood Cliffs,
NJ: Prentice Hall.
- Music for Teachers
- Student membership in the Music Educators National Conference and
the Utah Music Educators Association is strongly encouraged
- The Music Educators
Journal (Published by MENC)
- Journal of Research in Music Education
(Published by MENC)
- Bulletin of the Council for Research in Music Education
The University of Illinois)
- Update: Applications of Research in Music Education (Published
Attendance and Participation
If you miss class, it is entirely your responsibility to attempt
to make up the missed work. It is inappropriate to rob class time to make up
for your absence. You are expected to attend class and to participate. Past
students have cited class discussions and demonstrations as important components
of the course. Since knowledge and information will be shared that will not
be readily available outside of class, attendance is vital for your success
in the course. Students who miss class or are late to class impede their own
achievement as well as the achievement of their classmates.
Disabled Students' Notice
Any student requiring accommodations or services due to a disability must contact
Services for Students with Disabilities (SSD) in room 181 of the Student Service
Center. SSD can also arrange to provide course materials (including this syllabus)
in alternative formats if necessary.