Philosophies of Music Education – MUSC 835
CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 07/28/2020
This course emphasizes inquiry into the various philosophies of music education and the psychology of music. This includes social, structural, and psychological concerns of music learning and music making. Implications derived from cognition, assessment approaches, and meta-topics of art, folk, and popular musics will inform research that shapes the scholarly narrative of music education philosophies.
It is vital that each student understand the various philosophies of music education. This course will assist each student in having a complete and thorough understanding of how to create an environment in which they can begin to apply the philosophical elements and practical building blocks of music education. Students will receive instruction on how to synthesize and apply their understanding of the social, structural, and psychological aspects of music learning and music making. This course will help students attain a clearer awareness of the scholarly narrative of various music education philosophies, developing an understanding of cognition, assessment approaches, aesthetic elements and praxis as well as addressing how these ideas are impacted by biblical worldview.
Measurable Learning Outcomes
A. Employ doctoral level writing and research skills.
B. Construct a culturally contextualized music teaching methodology that includes spiritual formation and Christian ethics.
C. Formulate a philosophy of music education informed by the contexts of sociology, psychology, aesthetics, and a Biblical worldview.
D. Design music education initiatives within the practitioner responsibilities of administration and community leadership.
E. Synthesize knowledge of the literature of the discipline with the professional practices of music educators through research for the teaching environment.
F. Evaluate various contributions to the social, structural, and psychological contributions to educational philosophy from the existing body of literature.
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.
Discussion Board Forums (5)
Discussion boards are collaborative learning experiences. Therefore, the student will provide a thread in response to the assigned prompt for each forum. Each initial thread should be 100 - 250 words, and demonstrate course-related knowledge. In addition to the thread, you must reply to 2 other classmates’ threads. Each reply should be 100 - 150 words.
Written Assignments (5)
Written Assignment 1
Students will complete a 5–10 page paper in Turabian format comparing and contrasting the philosophies of Hanslick, Meyer, and Tolstoy. The student will demonstrate his/her understanding of these views of the Aesthetic experience and how it impacts instructions in modern music education. The student will also include content from The Oxford Handbook of Philosophy in Music Education Chapters 4-6 and the article: Music, Thought and Feeling: Understanding the Psychology of Music in this assignment.
Written Assignment 2
Students will complete a 5–10 page paper in Turabian format comparing and contrasting the philosophies and practices of music education in a different country/culture of his/her choosing. He/She will demonstrate an understanding of these views of the philosophical experience in different cultures and how instruction is impacted in modern music education within this specific region of the world. The student will also include content from The Oxford Handbook of Philosophy in Music Education Chapters 7, 8, and 10 as well as Social-Psychological advances in Music Education Ch .4
Written Assignment 3
The student will send a completed draft of one of the papers from WEEK 2 (Three Philosophies Paper) or WEEK 3 (International Philosophical Perspectives Paper) to his/her assigned colleague for editing and peer review. The student will complete one peer review as the reviewer by reading another student’s proposal paper and assessing each item in the rubric. The reviewer will enter comments on the draft by using the “Review” function in Word, complete the appropriate rubric, and upload to Blackboard as well as email the review rubric and paper with comments to the student-author and the instructor. The reviewer will include any additional observations from The Oxford Handbook of Philosophy in Music Education Chapters 9 and 11 as well as Social-Psychological advances in Music Education Ch. 6 that might inform this assignment. Turabian format will be used when reviewing the paper.
Written Assignment 4
The student will identify 10 scholarly sources and complete 10 annotations (4-5 sentence summation/reviews of the material) for each source using the following:
- Five (5) magazine articles (at least three published within the last five years)
- Five (5) journal articles (at least three published within the last five years)
- Any additional observations that you might have from The Oxford Handbook of Philosophy in Music Education Chapters 12, 14, and 16 as well as the article The Power of Music, (Brain, 2006) that apply to this assignment.
Turabian format is to be followed.
Written Assignment 5
The student will prepare the outline to a position paper to include a title page, abstract, introduction, background of the development of music education, review of the philosophical, sociological, and psychological basis of music education. This outline will be used to plan each of the entries of the students Thesis Project Proposal. This assignment will be submitted in footnote/bibliography style using Turabian format.
The student will prepare a 12–15 page position paper to include a title page, abstract, introduction, background of the development of music education, review of the philosophical, sociological, and psychological basis of music education. Then, they will develop a detailed description of how these concepts would be applied in a given classroom teaching situation. This paper is to correspond with the PowerPoint assignment. The assignment must include at least 20 sources and will use footnote/bibliography style Turabian. The paper must be submitted as a Word document.
The PowerPoint created in WEEK 8 should correspond with the final Philosophical, Sociological, and Psychological Foundations of Music Education Paper written in WEEK 7, and “unpack” the ideas and concepts expressed in the paper. The student will create a PowerPoint that uses slides with bullet points to outline the presentation. Various slides will be used to discuss the title, introduction, background of the development of music education, review of the philosophical, sociological, and psychological elements of music education, as well as defining the teaching plan describing the application of these ideas within the context of a classroom, and a bibliography. The PowerPoint should be approximately 10 slides long.
The assignment should be submitted in footnote/bibliography style in Turabian format.