MUSC 870 Curriculum Development

This course prepares students to develop music curricula for K‐12 and/or university contexts. Consideration is given to various instructional models and curricular approaches.

By exploring philosophical, sociological, and Biblical foundations of curriculum, the student can become a stronger designer of effective music and music education curriculum. Analyzing models of design for his or her foundational principles enables the student to choose the models that are most consistent with his or her worldview. Practice in actual curriculum design with consideration of national and state standards provides each student with real-life applications.

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Discussions are collaborative learning experiences. Therefore, the student will participate in class discussions concerning topics related to worldview foundations in curriculum. Each initial post should be at least 300 words in length and include at least 2 citations. The student must reply to two classmates. Minimum length for replies is 100 words. There are no required minimum scholarly citations for the replies.

The student will write a 3-5 page paper on worldview foundations for curriculum, answering the basic questions about the nature of people, education, and music. Questions will be given for consideration. Three or more scholarly sources in current Turabian formatting are required, including Bible references (or other philosophical/religious references).

The student will write a 3—5-page paper on a chosen theorist and the application of his or her theories to curriculum development. Four sources in current Turabian formatting are required.

The student will develop a scope and sequence for a course or grade level he or she would like to teach. The student will begin with a backwards design model (or other chosen model) and write a short 1—2-page paper including at least two different sources on how the model was chosen.

The student will write a 5—7-page paper examining his or her chosen area of the 2014 National Arts Standards in Music for his or her a) philosophical foundations, b) sociological foundations c) educational approach and d) practicality for teachers and curriculum writers. Five Turabian-formatted sources are required.

After reading the NASM Competencies Summary for the bachelor’s degree in music education, the student will design a four-year course of study outlining what would be included in the major. At least 60 semester hours of music classes are required, and the student will indicate which of the standards is met by each course. The total course of study should be at least 120 semester hours, placed in order by semester from freshman to senior year. A template will be provided.

The student will develop a curriculum map, Regelski-style model or other curriculum document of his or her choice based on national core arts standards and the students’ state’s music standards. The student should integrate his or her philosophical/sociological/Biblical foundations for 1) a semester of a middle or high school music class or 2) a year of one elementary grade level. A template will be provided for the Regelski-style model. The student will attach a short written explanation, 2—4-pages in length and including at least three different sources, of how his or her integrated foundations influenced his or her curriculum document.

The student will develop a course outline (template given) for a one-semester University-level course in his or her area of expertise, referring to NASM Standards throughout. The student will include a short written explanation, 2—4-pages in length and including at least three different sources, of how his or her developing integrated foundations influenced his or her curriculum document.

The student will prepare two individual lessons for possible publication. Suggested elements include national standards, essential questions, objectives, materials, procedures, and assessments. Each lesson should be 1—4-pages in length.