MUS 231 A01 (12328) – FALL 2014 Page 1 of 9

UNIVERSITY OF VICTORIA

FACULTY OF FINE ARTS SCHOOL OF MUSIC

Course Title: MUSIC EDUCATION FOUNDATIONS Semester: FALL, 2014 Course No.: MUS 231 A01 (12328) (Formerly ME 201) Building: MAC- MacLaurin Class Time: Monday – 10:00am-11:20am Room: MAC A168 Thursday – 10:00am-11:20am Credits: 1.5 units Drop/Add: Friday, September 19, 2014 Hours: 0-3 Last Day to Withdraw without penalty “F”: Friday, October 31, 2014 Instructor: Dr. Adam Jonathan Con Office: MAC A163 Hours: M/TH 9:00am – 10:00am and 11:20am-2:00pm Phone: (250) 721-6451 Tuesday 5:00pm-7:00pm Email: acon@uvic.ca and by appointment (email) Main Office: (250) 721-7903 If a student is not able to meet with the instructor during posted office hours, it is the student’s responsibility to arrange an appointment with the instructor during a time that is mutually convenient. Please do so via email. Course Outline: MUS 231 01 (12328) is the study of the historical, philosophical, sociological, psychological, and

curriculum foundations of music education. This course is a foundational course in the music education methods sequence. It prepares music education candidates to take the sequence of music education methods which culminates in (EDCI 761) Curriculum and Instruction in the Secondary School and finally (ED-P 780/798) the final teaching practicum. This course is designed to challenge preconceived ideas and beliefs about music and music education. Activities such as discussion, debate, presentation, peer teaching, and group work are core to this class.

Prerequisite: ME 101 / MUS 131 Introduction to Music Education Student Learning Outcomes: Students will:

SLO #1: investigate, reflect, write about, and articulate the relevant knowledge and understanding about some of the major issues and trends in contemporary music education in the United States and Canada with special focus on issues in the province of British Columbia;

SLO #2: develop, write, and articulate a personal philosophy of music education; SLO #3: demonstrate skills in critical thinking, meta-cognition and problem-framing in the domain of music education; SLO #4: demonstrate competent communication skills through writing (APA format); and, SLO #5: demonstrate competent communication skills through the oral medium.

Required Texts:

CoursePack – available from the University of Victoria Bookstore. The coursepack will retail for $44.50 each. The Fall 2014 UVic Bookstore booklist will be made available during the first week of August. Students are able to order their course materials online by visiting the booklist or they can drop by any time that the Bookstore is open.

MUS 231 A01 (12328) – FALL 2014 Page 2 of 9

Other readings as assigned will be posted as a PDF document on CourseSpaces

Other pertinent books and periodicals are located in the Music Resource Room and the MacLaurin Library. Your ongoing reading should help you make informed contributions to the discussions, presentations, papers, and classroom observations.

Mus 231 Coursepack Titles: Fall 2014 (listed by chronological Article Review due date)

Due Date Reading # Titles

AR #1 September 8 Reading #2 Vogan, N. (2010). Canada: Diverse developments across the decades.

AR #2 September 15 Reading #3 Kennedy, M. (2000). Creative music making since the time of the singing schools.

AR #3 September 18 Reading #1 Hanley, B. (2000).What’s Ahead? Challenges for music education in Canadian Schools.

AR#4 September 25

Reading #4 Jorgensen, E. R. (2001). What are the roles of philosophy in music education?

Reading #5 McCarthy, M. & Goble, J. S. (2002). Music education philosophy: Changing times.

AR#5 September 29

Reading #6 Bowman, W. (2005). To what question(s) is music education advocacy the answer?

Reading #7 Tupman. D. (1998). Advocacy: “To be or not to be. . .”

AR#6 October 2 Reading #11 Kelly, S. (2002). A sociological basis for music education.

AR#7 October 6

Reading #8 Green, L. (1994). Gender, musical meaning, and education.

Reading #9 Hanley, B. (1998). Gender in secondary music education in British Columbia.

Reading #10 Small, C. (1997) Musicking: A ritual in social space.

AR#8 October 9

Reading #12 Fung, C. V. (2002). Experiencing world musics in schools: From fundamental positions to strategic guidelines.

Reading #13 Countryman, J. (2009). Stumbling towards clarity: Practical issues in teaching global musics.

Reading #14 Campbell, P. S. (1998). The musical cultures of children.

AR#9 October 20 Reading #15 O’Neill, S. A. & McPherson, G. E. (2002). Motivation.

AR#10 October 23 Reading #18 Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal

development of children and young people. AR#11

October 27 Reading #16 Hallam, S. (2001). The development of expertise in young musicians: Strategy use, knowledge acquisition and individual diversity.

AR#12 October 30 Reading #17 Demorest, S. B. & Morrison, S. J. (2000). Does music make you smarter?

AR#13 November 13

Reading #20 Riemer, B. (1995). Beyond performing: The promise of the new National Standards in music education.

Reading #21 Swanwick, K. (1998). The perils and possibilities of assessment.

AR#14 November 20

Reading #19 Rodriquez. C. X. (2002). Popular music in education: Toward a new conception of Musicality.

Reading #22 Seddon. P. (2002). Inclusive music curricula for the 21st century.

AR#15 November 24

Reading #23 Wiggins, J. (2002). Teaching music through problem solving.

Reading #24 Poelman, B. B. (2002). Harvard’s teaching for understanding: Applications to Music Education.

MUS 231 A01 (12328) – FALL 2014 Page 3 of 9

ATTENDANCE This Course adheres to the university attendance Policy: http://web.uvic.ca/calendar2014-09/FACS/UnIn/UARe/Atte.html

Students are expected to attend all classes in which they are enrolled. An academic unit may require a student to withdraw from a course if the student is registered in another course that occurs at the same time. In some courses students may be assigned a final grade of N or debarred from writing final examinations if they have failed to satisfy a minimum attendance requirement set by an instructor for lectures, laboratories, online course discussions or learning activities, tutorials, or other learning activities set out in the course outline. Instructors in such courses must inform students in the course outline of any minimum attendance requirement and the circumstances under which they will be assigned a final grade of N or debarred from final examinations. Students who are absent, late or cannot attend an entire class because of illness, an accident or family affliction should report to their instructors as soon as possible. (For more information, refer to “Academic Concessions”.) An instructor may refuse a student admission to a lecture, laboratory, online course discussion or learning activity, tutorial or other learning activity set out in the course outline because of lateness, misconduct, inattention or failure to meet the responsibilities of the course set out in the course outline. Students who neglect their academic work may be assigned a final grade of N or debarred from final examinations. Students who do not attend classes must not assume that they have been dropped from a course by an academic unit or an instructor. Courses that are not formally dropped will be given a failing grade, students may be required to withdraw and will be required to pay the tuition fee for the course.

IMPORTANT information for the student to understand. . . The complex nature of teaching requires hundreds of decisions on the fly. Speaking to Dr. Con before a class regarding an absence or tardy is the not the best time to give or request important information requiring a major decision or discussion. Likewise, after a class, Dr. Con has many things to clean up and attend to; so discussion immediately afterwards is also not an ideal time. This is not to say that speaking to Dr. Con before or after a class is discouraged. Rather, this is a caution that what is discussed just before or after a class may likely be forgotten. It is best to wait and see Dr. Con at another time (during office hours preferably) to discuss whatever concerns or information you may have or you can send him an email. If you do have a conversation with Dr. Con, follow up with an EMAIL to confirm what was said and understood. The chances are high that if you do not confirm the conversation with an email, the information and communication between you and him will be lost until it is too late. ASSESSMENT Evaluation in this course will be based on the following tasks:

% of Course Grade

Assessment/Assignment Description

Student Learning Outcomes (SLO)

#1 #2 #3 #4 #5

20% Assignment: Article Reflections (15) ü ü ü Assignment: Personal Reflections (10) ü ü

10% Attendance and Participation (25) ü ü ü 10% Assignment: History Group Presentation ü ü

20% Assignment: Philosophy Statement ü ü Assignment: Philosophy Presentation ü ü

5% Assignment: mini assignments and quizzes ü ü 15% Assignment: The Townhall Debates (Pro / Con) ü ü ü ü ü

20% Assignment: Final Paper ü ü ü Assignment: Presentation of Final Paper ü ü ü

MUS 231 A01 (12328) – FALL 2014 Page 4 of 9

ASSIGNMENT DESCRIPTIONS Article Reflections: 15 X 15 points each = 225 points (SLO #1, #3, #4) Article Reflections are designed to help you synthesize the articles and readings. Although there are 24 readings in the CoursePack, you will only need to do 15 article reflections. They are listed on page 2 of the syllabus. On days when you have more than one article to read (sometimes two or more) you will simply write one article reflection and synthesize all the readings due for that class. Required information:

1. Name and Date (1 point) 2. Complete Bibliographic Information: APA format (1 point) 3. Analysis of Article: (9 points)

a. Describe the MAIN PURPOSE of the article. (1 point) b. What was the authour’s hypothesis? They had a question in mind and attempted to

investigate to find out the answer. What was the question? (2 points) c. List the key concepts contained in the main body of this article (4 points) d. What were the conclusions? (2 points)

4. Applications: (2 points)

What were the concepts, knowledge or ideas that you gained from this article? How will this apply to you as a future music educator or contributing member of society?

5. Questions: (2 points) In an effort to help you develop your critical and analytical skills, formulate two questions specifically pertaining to this article. Question everything: perspective, understanding, paradigms, future application, and biases.

Personal Reflections: 10 X 3 points each = 30 points (SLO #3, #4) This is the metacognitive process. Thinking about your thinking as it relates to this class. It can be reflective of a past or future reading, past, present or future experiences related to music education or your life. Minimum 250 words. All writing rules and expectations apply as indicated in the syllabus. These are due by the beginning of the next scheduled class. Personal reflections will be written for the following classes (see page 8 Calendar for PR dates):

September 4, 11, 22 October 16 November 3, 6, 17, 27 December 1, 4

History Group Presentation: 25 points (SLO #3, #5) In groups of a minimum 4, maximum 6, give a presentation illustrating what you see as the important pivot moments in the development of music education. Use the readings as your guide and you are encouraged to do further investigation in the library. Everyone in the group is expected to contribute and present equally. How that it accomplished is a matter of working out your relationships with your fellow group-mates and the subject matter. Points are weighted to favour your ability to work as one unit. Philosophy Statement: 25 points (SLO #2, #4) This two-page statement (12 pt font) (double-spaced) answers the questions for a perspective employer about what you think and how you would answer the following questions:

a. What music should be studied and performed? b. Who should study music? c. Why should anyone study music? d. When should music be studied? e. Where should music be studied?

Philosophy Statement Presentation: 10 points (SLO #2, #5) Present your Philosophy Statement to the class. You will read your paper. 6 minutes maximum. The Townhall Debates: 2 X 20 points = 40 points (SLO #1, #2, #3, #4, #5)

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This assignment will help you develop an articulate argument advocating for music education based on your personal philosophy of music education. You will do two debates: one pro and one con. Understanding the arguments of your adversary will help you to create a rational and thoughtful rebuttal. Prior to the debates you will be given a title (ex. Community food bank leader) and then you will argue the merits based on that title and position against or for music education. You will be given 3 minutes to orally present your well-prepared statement (10 points). Another student will be on the opposite side of the argument and will give their 3 minute presentation afterwards. During each other’s 3 minute presentation, each debater who is listening will take notes and formulate a rebuttal. Each side will then have 2 minutes to give their rebuttal (10 points) to your opponent and then your opponent will have the same opportunity to present their rebuttal. Final Paper: 100 points (SLO #1, #3, #4) You final paper is a synthesis of the course and a lens into what you see is the future of music education. You will combine the elements and readings of the Historical, Philosophical, Sociological and Psychological perspectives and create a position paper on what you hypothesize as the future of music education in Canada. You will need to find outside citations and evidence to support your position. It is likely that some of the citations will not be directly related to music education. Proper APA formatting is required. All aspects of formal writing are required. Length: 1,500 words. Final Paper Presentation: 20 points Present your final paper to the class. You may not read your paper. 5 minutes.

�� NOTE:

1. Competency: all of the assignments must be completed for you to receive credit for the course. 2. Assignments are due at the beginning of class on the due date. Late assignments will not receive full credit. 3. Written assignments must be submitted via a hard copy and/or Course Spaces as directed by the instructor. 4. Emailed assignments will not be accepted. 5. All formal written assignments are to be word-processed, double-spaced, 12pt 6. Format of all formal written work will be APA https://owl.english.purdue.edu/owl/resource/560/01/ 7. All written assignments require you to demonstrate a proficient command of standard English usage. Those who

experience difficulty will be referred to the Writing Clinic. http://ltc.uvic.ca/servicesprograms/twc.php a. 10 bonus points given for proof of use of the Writing Clinic (Philosophy Statement and Final Paper only)

8. Cheating and plagiarism are offences subject to serious penalty, and will not be tolerated. Please see the University of Victoria Policy on Academic Integrity for detailed guidelines on intellectual property: http://web.uvic.ca/calendar2014-09/GRAD/FARe/PoAcI.html

9. The instructor reserves the right to give unannounced quizzes on lecture materials. 10. Any assignments not returned by the end of classes will be available for pick-up through the Music Education

Resource Center Supervisor until December 31, 2014. 11. Due to the Freedom of Information Act assignments MUST BE picked up personally or by a designate with

written permission.

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Grades will be allocated as outlined in the below Undergraduate Grading Scale Sheet:

Undergraduate Grading Scale

Passing Grades

Grade Point Value

Percentage * Description

A+ A A-

9 8 7

90 – 100 85 – 89 80 – 84

An A+, A, or A- is earned by work which is technically superior, shows mastery of the subject matter, and in the case of an A+ offers original insight and/or goes beyond course expectations. Normally achieved by a minority of students.

B+ B B-

6 5 4

77 – 79 73 – 76 70 – 72

A B+, B, or B- is earned by work that indicates a good comprehension of the course material, a good command of the skills needed to work with the course material, and the student’s full engagement with the course requirements and activities. A B+ represents a more complex understanding and/or application of the course material. Normally achieved by the largest number of students.

C+ C

3 2

65 – 69 60 – 64

A C+ or C is earned by work that indicates an adequate comprehension of the course material and the skills needed to work with the course material and that indicates the student has met the basic requirements for completing assigned work and/or participating in class activities.

D 1 50 – 59 A D is earned by work that indicates minimal command of the course materials and/or minimal participation in class activities that is worthy of course credit toward the degree.

COM Excluded Grade N/A Complete (pass). Used only for 0-unit courses and those credit courses designated by the Senate. Such courses are identified in the course

listings.

CTN Excluded Grade N/A Continuing. Denotes the first half of a full-year course.

Failing Grades

Grade Point Value

Percentage * Description

E 0 0 – 49 Conditional supplemental. Supplemental examinations are not offered by all departments and the allowable percentage may vary by program (e.g. 35-49). Students will be advised whether supplemental will be offered and if the percentage range varies when assessment techniques are announced at the beginning of the course.

F 0 0 – 49 F is earned by work, which after the completion of course requirements, is inadequate and unworthy of course credit towards the degree.

N 0 0 – 49 Did not write examination or complete course requirements by the end of term or session; no supplemental.

N/X Excluded Grade N/A Did not complete course requirements by the end of the term; no supplemental. Used only for Co-op work terms and for courses designated

by Senate. Such courses are identified in the course listings. The grade is EXCLUDED from the calculation of all grade point averages.

F/X Excluded Grade N/A Unsatisfactory performance. Completed course requirements; no supplemental. Used only for Co-op work terms and for courses designated

by Senate. Such courses are identified in the course listings. The grade is EXCLUDED from the calculation of all grade point averages.

Temporary Grade

Grade Point Value

Percentage * Description

INC N/A N/A Incomplete. Used only for those credit courses designated by the Senate, to be replaced with a final grade by June 1 for Winter Session courses and by October 1 for Summer Session courses. Such courses are identified in the course listings.

DEF N/A N/A Deferred status granted. Used only when deferred status has been granted because of illness, an accident or family affliction. See Deferred Status.

INP N/A N/A In Progress. Used only for courses designated by Senate, to be replaced with a final grade by the end of the next Winter Session except for TIED courses (identified in the Calendar). In TIED courses the INP must be replaced with a final grade by the end of the subsequent term (including Summer Session) or, where a COOP Work Term, or other activity approved by the academic unit, intervenes, within eight months. If a student fails to complete the second course of a TIED course sequence, then the final grade will be N.

CIC N/A N/A Co-op Interrupted Course. See "General Regulations: Undergraduate Co-op".

Grade Note Note

AEG N/A N/A Aegrotat. Transcript notation accompanying a letter grade, assigned where documented illness or similar affliction affected the student's performance or prevented completion of all course work.

WE N/A N/A Withdrawal under extenuating circumstances. The WE registration status will replace a course registration or grade when approved by the Dean following a request for academic concession from a student. This registration status is excluded from the calculation of all grade point averages; it will appear on the official transcript.

* The grading scale for the evaluation of course achievement at the University of Victoria is a percentage scale that translates to a 9 point GPA/letter grade system. The 9 point GPA system is the sole basis for the calculation of grade point averages and academic standing. Standardized percentage ranges have been established as the basis for the assignment of letter grades. The percentage grades are displayed on the official and administrative transcripts in order to provide fine grained course assessment which will be useful to students particularly in their application to graduate studies and for external scholarships and funding. Comparative grading information (average grade [mean] for the class), along with the number of students in the class, is displayed for each course section for which percentage grades are assigned.

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Supplemental Information: RCSD: Resource Centre for Students with a Disability This class and instructor support individual student learning needs. Students with disabilities needing academic or physical accommodations should:

• Contact the Resource Centre for Students with A Disability (RCSD) at (250) 472-4947; • Make a consultation appointment at Campus Services Building, 3800 Finnerty Road, Room 150; • Bring a letter to the instructor from the RCSD indicating what your need may be for academic or physical

accommodation. This should be done within the first two weeks of class.

The RCSD is part of UVic’s Division of Student Affairs. They work with faculty and students to promote educational equity and accessibility for students with disabilities. They support students in achieving academic goals by providing services and programs and coordinating academic accommodations for students. They also act as consultants to faculty and work with the university community to help create a more accessible learning environment. The RCSD supports the principles of universal design, which is the process of creating environments that are usable and accessible to people with a wide range of abilities. Applying these principles minimizes the need for individual adaptations or accommodations. For the purposes of accessing RCSD services and supports, a disability includes any long-term or recurring physical, mental, sensory, psychiatric or learning disability that affects a student's performance in an academic setting.

Civility The Professor shall not allow another person to disrupt the learning or full participation of others in this class. Students are expected to communicate in a civil manner in academic interactions at all times, both in and out of the classroom. This means that interactions are to be carried out in a polite, courteous, and dignified manner, which is respectful and understanding toward both peers and professors. Unbiased and non-discriminatory actions that reflect the utmost respect for one another, regardless of race gender, religion, disability or sexual orientation are mandatory. Failure to behave in a civil manner may result in disciplinary actions as described by the General University Policies GV0205/SS9105). Religious Holiday Policy In accordance with University Policy, students are permitted to absent themselves from classes, seminars or workshops for the purposes of religious or spiritual observance. ADVANCE arrangements (prior to the date of absence) must be made with the instructor to make-up coursework. http://web.uvic.ca/calendar2014-09/GI/GUPo.html#pageTop CELL/SMART PHONES Cell/smart phones (includes texting) are not permitted. Cell/smart phones may not be left on the vibrate mode. Basically, any electronic device not keeping you alive must be powered OFF! Being present without the distraction of texting or a cell phone demonstrates your level of discipline, dedication to the music education profession and respect for both the teacher and fellow students. A student whose cell/smart phone VIBRATES or RINGS will be expected to bring treats for the entire class at the next class meeting. In the event of an ongoing family emergency, the student must have PRIOR permission from the instructor. E-mail E-mail is an official means of communication from the University. You are required to use your UVIC e-mail address when submitting assignments or requesting assistance or a meeting. It is your responsibility to check your UVIC e-mail address regularly and open e-mails the University and course instructor sends. It is not an excuse to say you did not receive the e-mail in time because you did not check your account. FACEBOOK and TEXTING are not acceptable modes of communication for this class. Caveat (A caution to prevent misinterpretation) Although this syllabus is an understanding between the professor and student to respectively provide a worthy learning experience, the dates, schedules, procedures listed are subject to change in the event of extenuating circumstances. By remaining a registered student in this course, the student has identified their understanding of the obligations and caveat set-forth in this syllabus for satisfactory completion of the course.

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UNIVERSITY OF VICTORIA MUS 231-FOUNDATIONS CALENDAR - FALL 2014

MONTH MONDAY THURSDAY

SEPTEMBER

1 LABOUR DAY

NO CLASS

4 Introduction PR

8 Reading 2 HISTORICAL

11 Library Orientation PR

15 Reading 3 18 Reading 1

22 Historical Assignment Due Group Presentations

PR

25 Reading 4 & 5 PHILOSOPHICAL

29 Reading 6 & 7

2 Reading 11 SOCIOLOGICAL

OCTOBER

6 Reading 8 & 9 & 10 9 Reading 12 & 13 &14

13 Thanksgiving Holiday

NO CLASS

16 Philosophy Statement Due Philosophy Presentation Due

PR

20 Reading 15 PSYCHOLOGICAL

23 Reading 18

27 Reading 16

30 Reading 17

NOVEMBER

3 The Townhall Debates PR 6 The Townhall Debates PR

10 READING BREAK

NO CLASS

13 Reading 20 & 21 CURRICULAR FOUNDATIONS

17 COMOX PR

20 Reading 19 & 22

24 Reading 23 & 24

27 Course Summary Course Evaluations

PR

DECEMBER 1 FINAL PAPER PRESENTATION

PR 4 FINAL PAPER PRESENTATION

FINAL PAPER DUE PR

MUS 231 A01 (12328) – FALL 2014 Page 9 of 9

UNIVERSITY OF VICTORIA

FACULTY OF FINE ARTS SCHOOL OF MUSIC

Course Title: MUSIC EDUCATION FOUNDATIONS Semester: FALL, 2014 Course No.: MUS 231 A01 (12328) (Formerly ME 201) Building: MAC- MacLaurin Class Time: Monday – 10:00am-11:20am Room: MAC A168 Thursday – 10:00am-11:20am Credits: 1.5 units Drop/Add: Friday, September 19, 2014 Hours: 0-3 Last Day to Withdraw without penalty “F”: Friday, October 31, 2014 Instructor: Dr. Adam Jonathan Con Office: MAC A163 Hours: M/TH 9:00am – 10:00am and 11:20am-2:00pm Phone: (250) 721-6451 Tuesday 5:00pm-7:00pm Email: acon@uvic.ca and by appointment (email) Main Office: (250) 721-7903 If a student is not able to meet with the instructor during posted office hours, it is the student’s responsibility to arrange an appointment with the instructor during a time that is mutually convenient. Please do so via email.

Contract of Understanding

I, (print name) have read the syllabus and acknowledge that by remaining in this class, I shall abide by the stated requirements. This includes, but is not limited to, attending all class and being responsible to meet all assignments and deadlines as indicated. I understand that attendance and recording of attendance is my responsibility. I understand that I am responsible for the quality of my professional disposition. (Student Signature) (Instructor Signature)

(WITNESS Signature) Dated: September , 2014