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 Email: tpriest@weber.edu

Course Description

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

Required Text

Music Methods for Junior High and Middle School Students, Thomas Priest (Editor). University Custom Publishing (current edition).

Required Materials

Course Objectives

By the end of the course you should be able to:

  1. provide an informed rationale for music learning in public education.
  2. select musical literature that is appropriate for middle school students.
  3. apply the National/State Standards for Arts Education (Music) towards methods of instruction.
  4. design instructional strategies for middle school students.
  5. demonstrate knowledge of measurement and evaluation in music.
  6. develop music learning experiences that build connections between knowing muisc and knowing in other ways.
  7. analyze and describe music teaching and learning through qualitative or naturalistic research.

Evaluation Strategies

  1. The students will collect 20 selections of music that are appropriate for Jr Hi/Middle School students
  2. The students will participate in class discussions about the reading assignments.
  3. The students will apply the Facets Model to one or more selections to develop interdisciplinary teaching and learning strategies.
  4. The students will engage the class with teaching and learning strategies for sharing the music they have selected for the Facets Model assignment.
  5. 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.
  6. The students will complete two exams based on the readings and class discussions and demonstrations.

Course Assignments
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 1). 
(2) "Does Music Make You Smarter?" (Objective 1).
(3) "The Nature and Rewards of Music Teaching" and "The School Music Teacher" (Objective 1)
(4) "Guidelines for Teaching Music" (Objectives 4).
(5) "The Process of Learning Music" (Objective 4).
(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 3)
(12) ***Unit Plan and Teaching Episode (Objective 4)
(13) ***Second Qualitative Research Journal (Objective 7)


"Philosophical Foundations"
" 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 Arts"
" Teaching Middle School General Music"
Exams (100)
50 + 50 = 100
Qualitative Research Journal (100)
50 + 50 = 100
Music Repertoire Project
Facets Model
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 or 80-89%
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.

Library Resources

Music Collections

Textbooks on Reserve

Additional Resources