Junior High and Middle School Methods
Professor: Thomas Priest, Ed.D
|Classroom: BC 210, T,TH
||Office: BC 351, BC 331
|2 Credit Hours
||Office Hours: T & TH at
10:30 or by appointment
|Telephone: (801) 626-7181
Music 4822 provides music teachers with an introduction into
methods of instruction, organization and presentation of appropriate content
and musical literature in junior high and middle school music classes.
Completed Piano Proficiency
Music Methods for Junior High and Middle School Students,
Thomas Priest (Editor). University Custom Publishing (current edition).
- An organized portfolio where you keep all class notes, 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.
By the end of the course you should be able to:
- provide an informed rationale for music learning in public education.
- select musical literature that is appropriate for middle school students.
- apply the National/State Standards for Arts Education (Music) towards methods
- design instructional strategies for middle school students.
- demonstrate knowledge of measurement and evaluation in music.
- 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
- The students will collect 20 selections of music that are
appropriate for Jr Hi/Middle School students
- The students will participate in class discussions about
the reading assignments.
- The students will apply the Facets Model to one or more
selections to develop interdisciplinary teaching and learning strategies.
- The students will engage the class with teaching and learning
strategies for sharing the music they have selected for the Facets Model
- Students will engage in qualitative or naturalistic research
in Junior High or Middle School settings; students are required to observe
6 hours of music instruction in grades 7 though 9 and document these observations
through a journal of their experiences.
- The students will complete two exams based on the readings
and class discussions and demonstrations.
The assignments are designed to help you meet the course objectives (See
above). In order to succeed in the class, it is in your best interest to
plan ahead and work on the more difficult assignments*** throughout the
semester. You may turn in assignments early.
|(1) "Philosophical Foundations" (Objective
|(2) "Does Music Make You Smarter?" (Objective
|(3) "The Nature and Rewards of Music Teaching" and "The School
Music Teacher" (Objective 1)
|(4) "Guidelines for Teaching Music" (Objectives
|(5) "The Process of Learning Music" (Objective
|(6) ***Exam I will
take place in the testing center (Objectives 1 & 4)
(7) *** First
Qualitative Research Journal and *** Music
Repertoire Project (Objectives 1, 2,
4, & 7)
Begin Working on Facets Model Assignment
|(8) "National Standards for Arts Education" and "Thinking Processes
in a Different Kind of Classroom" (Objective 1, 3, & 4)
|(9) "Getting to Know a Work of Art" and "Exploring Relationships
Among the Arts" (Objective 6)
| "Teaching Middle School General Music" (Objectives 2, 3,
4, & 5)
| (10) ***Exam
II will take place in the testing center (Objectives 1, 2, 3, 4, 5, & 6)
|(11) ***Facets Model (Objective
|(12) ***Unit Plan and Teaching Episode (Objective
|(13) ***Second Qualitative Research Journal (Objective 7)
Does Music Make You Smarter?"
The Nature and Rewards of Music Teaching" and "The School Music Teacher"
Guidelines for Teaching Music"
"The Process of Learning Music"
"National Standards for Arts Education" and "Thinking Processes in a Different
Kind of Classroom"
Getting to Know a Work of Art" and "Exploring Relationships Among the
Teaching Middle School General Music"
50 + 50 = 100
|Qualitative Research Journal (100)
50 + 50 = 100
|Music Repertoire Project
|Unit Plan (50) and Teaching Episode (50)
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 400.
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.
- "Spotlight on Music," (grades 5-8) Macmillan/McGraw-Hill (Media Kits on
- "Share the Music," (grades 5-8) McGraw-Hill (Textbooks, CDs and transparencies
available on Reserve)
- "The Music Connection," (grades 5-8) Silver
Burdett Ginn (Textbooks and CDs available on Reserve).
- "Beginning Folk Dance," Demonstrations
of folk dances from around the world (5 videotapes), Phyllis Weikart, High/Scope
press, 1988 (On Reserve)
- "Rhythmically Moving," 9 CDs
that accompany Beginning Folk Dance Series, High/Scope (On Reserve)
- "Teaching Folk Dance: Successful Steps" (2
videotapes), Phyllis Weikart, High/Scope, 1998 (On Reserve)
- 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.
- 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.