This course helps students engage matters of curricula development and pedagogy through critical evaluation and inquiry. Emphasis is given to curricula and pedagogical models that address practical issues for primary, secondary, and college classrooms.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Music education pedagogy and curriculum has been influenced through centuries in terms of philosophy, theory, and practice. According to constructs of Action Theory, and supported by the theoretical frameworks of Experiential Learning Theory and Cognitive Load Theory, the extension of music learning beyond the classroom should be best accomplished through a series of methods, curriculum planning, and teaching strategies that provide a hands-on approach for the learner. This course equips the music educator to create and implement curriculum and pedagogical concepts through a praxial approach.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Discuss the main curricular and pedagogical trends in music education.
- Analyze key pedagogical models employed in music education.
- Compare music education curricula that address practical issues for primary, secondary, and college classrooms.
- Design pedagogical models that inform personal application in the music classroom.
- Evaluate contrasting curricular emphases in music education.
Textbook readings and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.
Discussions are collaborative learning experiences; therefore, the student is required to create a thread in response to the provided prompt for each forum. Each thread must be 350–400 words, demonstrate course-related knowledge, and reference 1 source. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 200–250 words. These assignments are tied to learning outcomes A, B, C, D, and E.
After reading Regelski chapters 1, 3, and Appendix A, the student will write a paper in current Turabian format, summarizing the concepts in the material. The summary must contain 5–7 pages of content, a title and bibliography page, and at least 4 references to scholarly sources, in addition to the Bible. Course textbooks may be used as sources for this assignment.
The student will select 1 course and develop a 12-week Curriculum Project that focuses on the praxial music education approach. This project will be comprised of 5 charts. The Curriculum Project will assist the student in producing effective teaching and training strategies to facilitate teaching and learning through a paraxial approach. The student will submit the assignment in 6 parts, with all references formatted in current Turabian style:
Applying the concepts from the textbook readings and presentations for the module/week, the student will assume the position of curriculum designer for his or her selected course. He or she will create an original syllabus draft and an analysis of the course in order to produce an overall 12-week plan focused on a praxial approach which uses curriculum planning and the Analysis Chart. Part 1 must include a minimum of 4 cited scholarly sources. Textbooks may be used as sources. This assignment is aligned with measurable learning outcomes B, C, and D.
Applying the concepts from the textbook readings and presentations for the module/week, and after evaluating and reflecting on the completed Analysis Chart, the student will apply specific instructional, visual, and technical strategies to produce a praxial prototype of the learning outcomes, assessments, and exercises for the 12-week plan by completing the Design Chart. Part 2 must include a minimum of 5 cited scholarly sources; meaning, at least 1 reference for each learning outcome/rationale. This assignment is aligned with measurable learning outcomes C and D.
Applying the concepts from the textbook readings and presentations for the module/week, and after evaluating and reflecting upon the previously submitted Design Chart, the student will create an advanced organizer for 1 lesson using 3 methods of delivery presented in a Development Chart. The student must also complete the Gagne Events of Instruction chart and describe specifically how each instructional event is accomplished, providing at least 1 reference per entry from the course textbooks in current Turabian format. This assignment is aligned with measurable learning outcomes B, C, and D.
Applying the concepts from the textbook readings and presentations for the module/week, and after evaluating and reflecting upon the previously submitted Development Chart, the student will revisit the content and identify 6 items and 6 tasks necessary prior to instruction. Each task and item listed must include a corresponding reference, in current Turabian format, to support its use. This assignment is aligned with measurable learning outcomes A, B, C, D, and E.
Applying the concepts from the textbook readings and presentations for the module/week, and after evaluation and reflection upon the previously submitted charts, the student will list learning outcomes, select formative assessments, and provide a rationale for each assessment with a cited reference as to why the selected formative assessment will be effective. The student will then create a syllabus that correctly reflects all of the previously submitted charts for the entire course.
The student will review all four charts and the syllabus and will identify 10 strategies, activities, or formative assessments that should be revised in order to strengthen the overall plan toward praxial approach. The 10 selected items for revision must be highlighted in the rationale box followed by the original item to provide comparison. The student must provide a rationale as to why he or she believes the revision should be made, or why it will be more effective, supported with at least 1 reference.
The syllabus must be revised to match all course requirements, point allocations, assignments, and must reflect a praxial approach. This assignment is aligned with measurable learning outcomes B, C, and D.
As the final submission, the student will submit a finalized syllabus along with all 5 revised charts, a 10-item formative assessment, and a 25-item summative assessment that could be used for a selected week during his or her curriculum. The final submission must also include a reference page containing all scholarly sources used throughout the creation of the Curriculum Project. Acceptable sources include: the course textbook, the Bible, and peer-reviewed scholarly articles (published within the last 15 years). All references must be cited in current Turabian format. This assignment is tied to learning outcomes A, B, C, D, and E.
Each quiz will cover the Reading & Study material for the assigned modules/weeks, or may be cumulative per description. Each quiz will be open-book/open-notes, contain 25 multiple-choice and true/false questions, and have a 1-hour and 30-minute time limit. These assignments are tied to learning outcomes A, C, D, and E.