Community, Culture and Relationship in Music Education – MUSC 851

CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 02/09/2022

Course Description

Study of how the music educator builds community and culture in the music program and grows relationships with other groups in the educational system and beyond. To sustain a thriving music program, the music educator must build a healthy culture and sense of community within the music program. It is also important for the music educator to build strategic partnerships with administration, other arts programs, academic programs, sports programs, community arts organizations, venues, and more.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

It is important for the music educator to build community and culture in the music program and to grow relationships with other groups in the educational system and beyond.To sustain a thriving music program, the music educator must build a healthy culture and sense of community within the music program. It is also important for the music educator to build strategic partnerships with administration, other arts programs, academic programs, sports programs, community arts organizations, venues, and more.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Analyze how the music educator builds community and culture in the music program.
  2. Examine how the music educator grows relationships with administration, academic programs, other arts programs, sports programs, and other groups in the educational system.
  3. Explain how the music educator can build strategic partnerships with community arts organizations, venues, and more.

Course Assignment

Textbook readings and lecture presentations

The course assignments are supported by the lecture presentations, assigned reading, & teaching announcements. Therefore, the student is required to complete the lecture presentations, assigned readings, and the teaching announcements by Wednesday of each module in order to prepare for submitting the assignments.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (4)

The student will complete 4 Discussions in this course. The student will post one thread of at least 300 words. The student must then post 2 replies of at least 200 words. For each thread, students must support their assertions with at least 1 scholarly citation in Turabian format. Each reply must incorporate at least 1 scholarly citation in Turabian format.

Literature Review Assignment

The student will review 30 sources of peer-reviewed and scholarly journals or books written within the last 5 years, not including course texts or articles. Each reference should be at least 100 words, with the Literature Review totaling a minimum of 3,000 words. For each source, the student will describe its relevance to their studies and assignment for this course.

Book Review and Application Assignments (2)

1. The student will write a book review of Educational Partnerships. Using the Summary, Analysis, and Application format (what the author said, what the author means, and how does this apply to my context), students will make specific application to their teaching context. Each part of the book (Parts 1–3, 500–750 words each) should be reviewed for a total of 1,500–2,250 words and follow the Summary, Analysis, and Application format. Use of headings is recommended.

2. The student will write a book review of Reframing Community Partnerships in Education: Uniting the Power of Place and Wisdom of People. Using the Summary, Analysis, and Application format (what the author said, what the author means, and how does this apply to my context), students will make specific application to their teaching context. Each part of the book (Parts 1–4, 400–500 words each) should be reviewed for a total of 1,600–2,000 words and follow the Summary, Analysis, and Application format. Use of headings is recommended.

Appreciative Inquiry Project Assignment

Using the techniques of “Appreciative Inquiry” described in this module, the student will analyze their context in light of the systems, relationships, resources, personnel, and history. In this 1,000–1,500 word paper, Part 1 will be a descriptive listing (in narrative form) of the student’s discoveries followed by Part 2 which will include an action plan with timeline for the continued development of the student’s program.

Research Paper Assignment

The student will choose one of the following topics and write a 2,000-2,500-word research paper using a minimum of 10 scholarly sources.
Building Community and Culture in the Music Program
How the Music Educator Establishes Partnerships within the Educational System
How the Music Educator Establishes Partnerships with Community Organizations