San Diego State University ~ Imperial Valley Campus

Fundamentals of Music for Non-Majors (Music for Elementary Classroom Teachers)

MUSIC 102 ~ Fall 2003, Room: A-3 ~ Mr. Joel Jacklich, instructor

1:30-4:50pm / Thurs. / Schedule # 63302 / 3 units

 

COURSE DESCRIPTION:

 

This class is designed specifically for the future elementary school teacher who has had little or no previous musical experience. This class will be a creative and active journey into the world of music and music making. Many elements of music will be covered including: rhythm, melody, singing, playing, music reading, recorder and piano playing, conducting, theory, form and directed listening. All this will take place while studying the fundamentals of music so you can be more adept and comfortable in presenting music to your future elementary students. To accomplish this you must become musicians starting from day one, first at basic levels, and then progressing to higher levels. Together, we will work to overcome any fear and trepidation of music and develop the confidence necessary to be able to pass on a part of our culture to the next generation.

 

TEXTS & SUPPLIES:

1. Music Fundamentals, Methods, and Materials for the Elementary Classroom Teacher

                        by:  Rozmajzl & Boyer-Alexander

2. Do It!  Play Recorder

                        by:  James Froseth

3. Soprano Recorder – packaged with Do It! Play the Recorder (above)

4. Additional Materials Packet - available from the Aztec Bookstore (SDSU-IV Campus)

           

Both texts and the soprano recorder should be available in the SDSU Bookstore.  You may find that some of the items have been sold out and/or are on back order.  If this is the case, we will make adjustments to the affected assignments.  The Additional Materials Packet is required and needs to be obtained by the second class session.

 

CLASS GOALS:

·         To learn fundamental foundations in music by actively participating in and focusing on: pitch, melody, harmony, notation, tempo, rhythm, meter, key centers, dynamics, conducting, transposition, form, style and presentation.

·         To begin to distinguish, categorize, and internalize musical sounds and symbols. To develop the "inner ear" and personal musical skills.

·         To learn to sing and to sing more effectively. To expand vocal range and to become more accurate in pitch matching. To be able to sing in unison, then in rounds, and even possibly in parts.

·         To learn to play basic instruments potentially useful in the elementary classroom, for example: the recorder, piano, and percussion and rhythm instruments.

·         To become familiar with music components of both the Visual and Performing Arts Framework for California Public Schools, and the Content Standards for California Public Schools and how to integrate them into your classroom.  http://www.cde.ca.gov/cfir/vpa/   http://www.cde.ca.gov/standards/

·         To increase the student’s exposure to, understanding of, and appreciation for all types of music from a wide variety of cultures, traditions, and historical time periods.

·         To write about music using the vocabulary of the art.  To make judgments about music and to justify those perspectives with plausible reasoning.

·         To develop an understanding of how music content can be integrated with the other arts, Dance, Theatre, and the Visual Arts.  To develop an understanding of how music can be integrated across the entire curriculum.

·         To take pride in your own increasing abilities while developing musical leadership skills supported by a positive attitude towards music making.

·         To impart to class members the relative ease with which music can be incorporated in the elementary classroom setting, content standards can be integrated, and tangible educational benefits derived from doing so.

GRADES:

All quizzes, exams, projects, and class activities will be point totaled.  This total will be converted into a percentage for a semester grade.  There will be no make-up quizzes or tests, therefore, it is imperative that you attend every class and that you are punctual.  Quizzes may be unannounced.  There will be opportunities for extra credit.  This extra credit may not exceed a total of 25 points.  The total points possible may range from 1000 to 1025.  Quizzes and exams will be returned for you to review and then recollected at the end of that class session.  Summary sheets will be available for those needing representative work for inclusion in their portfolios.

 

            Quizzes                         8 quizzes on music theory @ 25 points = 200 points

            Project                          “Teach-A-Song” = 100 points

            Written Assignments     3 written assignments 2 @ 50 points ea.; 1 @ 100 points = 200 points

            Exams                          Final Exam = 200 points

            Playing Skills Tests        4 recorder @ 25, 4 piano @ 25, 2 solfeggio @ 25, +final recorder @ 50 = 300 points

 

 

The following are the grade breakdowns after conversion from percentages. These are based upon School of Music & Dance departmental guidelines. 

 

            A  =  93% to 100%       A-  =  90% to 92%        B+  =  87% to 89%

            B  =  83% to 86%         B-  =  80% to 82%        C+  =  77% to 79%

            C  =  73% to 78%         C-  =  70% to 72%        D+  =  67% to 69%

            D  =  63% to 66%         D-  =  60% to 62%        F     =  59% or less

 

 

CLASS PARTICIPATION AND ATTENDANCE:

Each student will participate in class on a regular basis with pertinent questions, observations and comments. Absence from class, arriving late and/or leaving early, for any reason, may affect your grade.  This is necessary because music is a group activity and everyone needs to depend upon each other. Learning and performing music in this class will be a group interactive undertaking.  Students must bring to the class a positive and inquisitive approach that stimulates not only their educational interests but also those of their fellow students.  Bring all supplies to every class.  Punctuality is mandatory.  Should the need arise to miss class for any reason; two class sessions may be missed without directly affecting a student’s grade for the course.  If class is missed for any reason, you are responsible for all materials and assignments. Please get missed materials from another student.  I would strongly urge that you exchange phone numbers with at least four or five of your classmates.  Late assignments will NOT be accepted.  Missed quizzes and/or tests may NOT be made up.

 

 

OFFICE HOURS

My office is located in Room 305-B of Imperial Valley College, 380 E. Aten Rd. (corner of Aten Rd., and Hwy 111), Imperial, CA.  I am only on campus at SDSU-IVC on Thursdays for class.  The use of office hours to "catch up" is not appropriate.  Office hours are for clarification of class material and improvement of teaching skills.  If you need to contact me and I am not at school, you can call my office at (760) 355-6287 or leave a voice mail or message in my mailbox either at SDSU-IVC or at IVC.  You may call me at home at (780) 352-8791 (except Tuesdays or Wednesdays).  My email address is “joel.jacklich@imperial.edu”   As I receive over 200 emails per day from discussion groups to which I belong (and do a lot of “deleting”), write “MUS 102” as your “Subject” to ensure that your email will be read.  Emailed assignments are not acceptable.

TENTATIVE WEEKLY COURSE OUTLINE

Week:

Date:

Content:

1

9/4

Introduction, Class Survey (1-5); rhythm, beat, volume, pitch, 4/4 meter, note names, solfeggio, whole, half, quarter, and paired eighth note/rest rhythms (6-16), body percussion and timbre (106-120), sing.

2

9/11

2/4 and 3/4 meters, rhythmic compositions, Solfeggio reading, eighth and sixteenth note rhythms, dotted rhythms, conducting patterns, simple meters (17-30), recorder, sing.

3

9/18

Vocal exercises, sight-reading, treble and bass clef with ledger lines (51-72), recorder, start piano skills - pentachord, melody, contour, intervals, speech canons (playground chants), characteristics of children’s voices. MusTheory Quiz 1

4

9/25

Triplets, syncopation, compound meters (6/8 meter) (31-50), musical terms, dynamics, tempo markings, recorder skills test #1, MusTheory Quiz 2, writing about music - Article Review.

5

10/2

Major scales, key signatures (73-79), expressive elements, simple musical forms (121-161), solfeggio -other than stepwise, aural skills, recorder, MusTheory Quiz 3.

6

10/9

More major scales and key signatures, chromatic scale, pentatonic scale, piano, transposition, recorder, music critiquing, MusTheory Quiz 4, piano skills test #1.

7

10/16

Chromatic tones and accidentals, enharmonic tones, aural skills (beat, time signature & pattern), note name flashcards, timbre, instrument families, singing, recorder skills test #2, solfeggio numbering quiz.

  • Possible concert attendance: Concert of Imperial Valley Symphony tonight, 7:30 – 9:30 p.m., Southwest Theater (Southwest High School) , 2001 Ocotillo Dr., El Centro

8

10/23

More singing, piano and recorder, MusTheory Quiz 5, piano skills test #2.

9

10/30

Piano, melodies, application of key signatures, singing, writing about music -Web Review.

10

11/6

Intervals, triads, chord structures - I, IV & V7 chords (the beginning of rock & roll), sample lesson plan implementation, writing about music - Persuasive Letter referencing content standards for music.  MusTheory Quiz 6, piano skills test #3.  Groups formed (three to four person groups) for team project - apply the music content standards and teach the class a song using everything you’ve learned to date.

11

11/13

Harmony, seventh chords, inversions, keyboard chord progressions
(I, IV, & V7) in several keys, both hands in piano lab, recorder skills test #3.

12

11/20

Reading chord symbols, pentatonic scale, movement, directed listening activities. MusTheory Quiz 7, solfeggio singing skills test.

NOTE; No class next week, 11/27, due to Thanksgiving.

14

12/4

Musical “road maps”, recorder #4, piano skills #4, prepare for Group Project, cross-curricular integration.

15

12/11

“TEACH A SONG” - GROUP PROJECT PRESENTATIONS  MusTheory Quiz #8.

16

12/18

FINAL EXAM

 

MISCELLANEOUS “STUFF”:

·        Elementary music theory website:  http://www.musictheory.halifax.ns.ca/

·        Very useful music tutorial and drill website:  http://academics.hamilton.edu/music/spellman/JavaMusic/ 

·        Free material for music flashcards, etc.:  http://members.sibeliusmusic.com/kevinfairless/ 

·        Large Music Distributors:

            J. W. Pepper & Sons, Inc.        1-800-260-1482          www.jwpepper.com

            Malecki Music, Inc.                  1-800-858-7664          www.maleckimusic.com

·         Visual and Performing Arts Framework for California Public Schools  http://www.cde.ca.gov/cfir/vpa/    

·         Content Standards for California Public Schools and how to integrate them into your classroom http://www.cde.ca.gov/standards/

·         Music Educators’ National Conference (M.E.N.C.) link: http://menc.org/

·         Music Friends link: http://www.musicfriends.org/

·         Course Syllabi and other course materials:  http://faculty.imperial.cc.ca.us/users/music/MusicSyllabi.htm