TEMPLE UNIVERSITY

BOYER COLLEGE OF MUSIC AND DANCE

Teaching General Music To Inclusive Populations (TGMIP)

MUED 2696 -- CRN 7193
MUED 5696 – CRN 36916
Externship and Writing Intensive
MWF: 10-10:50am
Fall 2022

Instructor(s)
Dr. Suzanne Hall
suzanne.hall@temple.edu
Office hours: MF 12-1pm
and by appointment

Andrew Trites
andrew.trites@temple.edu
Office hours by appointment

Teaching Assistant(s)
Arreon Harley-Emerson
arreon@temple.edu
Office hours by appointment

Kristy Westover
kristina.westover@temple.edu
Office hours by appointment

Prerequisites for TGMIP

● Overall GPA 3.0, Music Education GPA 3.0
● Four current clearances on file with music education administrative
assistant.
● Passing scores on the Praxis I exams (reading, writing, and math), or as of April 2
2012, PAPA test scores personally filed with the music education administrative
assistant.

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● Successful achievement/GPA in three courses: Music Education 3661
Introduction to Teaching Music to Students with Special Needs, Music Education
4666 Assessment of Music Learning/Intro To Music Education, Music Education
2665 Music Learning and Development

Course Catalog: The principles, practices, and materials central to the general music
program in elementary and secondary education.

Teaching General Music to Inclusive Populations (TGMIP) is designed to promote

teaching and learning interactions in general music settings. The goal is to thoughtfully
develop, organize, practice, engage in, and reflect on varied musical interactions in a
specific educative setting. Interactions will focus on creating, responding, and performing
using varied media including speech, song, instrument playing, and movement. Students
will promote and make progress in varied competencies through considering
developmentally appropriate practice via written and verbal communication. This course
has Extern Teaching and Writing Intensive Requirements.

General music traditionally includes classroom music-making interactions that fall

outside of courses such as music theory, music history, and school ensembles such as
choir, wind activities, and orchestra. The term general music may include both formal
and informal as well as vernacular music-making practices in prek-12th grade settings.

How This Course Will be Taught

Mode of Instruction
The course will meet in-person in Presser Room 128 on Mondays, Wednesdays and
Fridays. Unless otherwise directed by the school district or school, all externships will
take place in person.
NOTE: In order to participate in externships, you MUST have all four clearances
documented with Kristina Lang. Failure to demonstrate evidence of clearances by
date outlined in the course schedule will preclude participation in observations and
teaching at your assigned externship and will result in a final grade no higher than a
C (75%).

Writing Intensive Description

TGMIP is designated as a writing-intensive course. General music educators engage in
the following types of writing:
● Lesson plans
● Curriculum development
● Course syllabi
● Instructions for assignments; handouts for workshops and classes

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● Assessments: both in-flight and reflective, as well as diagnostic, formative, and
summative
● Website development with course materials and curriculum
● Brochures, letters, handbooks, fundraising and other parent/community related
communications
● Multimedia presentations for classroom, parents, administration, colleagues,
board meetings and/or workshops
● Concert/informance programs and program notes for parents, school, and
community
● E-mail communications to administrators, colleagues, students, and parents
● Arranging/composing/orchestrating using academic language specific to music
discipline
● Miscellaneous: practical articles, advocacy writing, grant proposals, workshop
materials, editing newsletters, writing local/state columns for music education
sources, reflective writing, and research reports.

Please note: Many of the same types of writing occur from student to teacher within the
general music setting as evaluative artifacts.

Writing Goals within TGMIP

The purpose of writing assignments in TGMIP is for students to increase intentionality
and clarify thought processes in planning, teaching, and reflection as they relate to
student learning and curriculum development in the general music setting. Students will
also work to improve effective communications with students, parents, and communities
using standard forms of writing within the discipline. In this course, TGMIP students
will:
(a) construct four complete teaching sequences including pre-planning narratives and
lesson plans (each with revision) to guide student learning. Plans will contain
standards, objectives, assessments, and demonstrate facility with relevant outside
sources that support developmentally appropriate musical growth (including both
musical materials and research of musical learning).
(b) develop one greeting script (a welcome or name activity) to introduce oneself to
his/her students and begin musical engagement. Greeting scripts will be revised.
(c) write self-reflective narratives after extern visits that relate to learning context and
teaching sequence development (specifying evidence of student achievement,
concerns, and potential avenues for future engagement of students).

Developing your writing through TGMIP

Effective teaching requires a demonstrable understanding of developmentally appropriate
practice, musical and pedagogical skills, as well as musical and pedagogical content
knowledge. We learn to become effective teachers through intentional reflection on our
communities of practice, through planning and executing teaching sequences with
children, and revising, reflecting again. Writing to make our thoughts visible, and

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revising those ideas is an essential and dynamic part of becoming a teacher and an
effective communicator in life.

We teach people. Rarely do lesson plans occur just as written. However, a well-prepared,
organized, written plan helps to provide a springboard for greater musical interactions,
and freedom, allowing teachers to co-construct learning with students. Writing is
essential to our continued teaching development.

As teachers, we must be excellent written and oral communicators. Learning to

communicate is a dynamic process that we will work on in this course through revisions
of multiple assignments. Every time you present yourself in writing, consider it a writing
assignment that contributes to your professional practice. Your instructors will grade your
communications as such. Examples of writing not only include class assignments, but
also email communications with instructors, the music teacher, and fellow peers. Course
assignments have been structured to assist your skill development in (a) creating lesson
plans, (b) reflective writing regarding music and music teaching, and (c) becoming an
effective communicator, both in spoken and written English.

Meeting PA Department of Education Goals for Teacher Education

(Stages 1 and 2):
In this course, you will have opportunities to begin developing teacher competencies as
outlined by the MUED Department in the Boyer College and the PA Department of
Education (PDE). Certification in PA is contingent on the candidate meeting all
competencies during the teacher education program. This table delineates the
competencies that you will be able to gain through successful completion of this course.
The first column addresses specific skill areas as established by the PDE. The second
column provides an explanation for each specific teaching skill. The third column
provides information as to how you can meet this requirement through work completed in
this course.

Competency Requirement is Met When the Requirement Met in This Course

Domain Candidate:
Reflects on elements of planning
and preparation from
observations in educational
settings.
Applies knowledge of PA Pre-
K-12 Academic Standards to
classroom observations.
Through:
Successful completion of teaching
reflections, peer evaluations, and two
extern observations.
Identifying use of academic standards
in observations; planning, using, and
evaluating academic standards in
lesson plans.


Planning and Identifies ways in which the age
Preparation and/or related characteristics of
students observed in various
learning settings were reflected
in instructional planning.
Identifies how learning goals
were developed to address
individual student needs.
Identifies how various
resources, materials, technology
and activities engage students in
meaningful learning based on
the instructional goals.
Describes elements of effective
classroom management
observed in various educational
settings.
Classroom Observes teacher-to-student and
Environment student-to-student interactions
and reflects on those
observations.
Observes how classroom
resources are used to make
adaptations and
accommodations required to
differentiate instruction for all
learners.
Observes and reflects on
effective verbal and non-verbal
communication techniques.
Observes and reflects on
effective questioning and
discussion techniques.
Instructional Identifies ways in which
Delivery technology is used as a teaching
and learning tool.
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Relating connections between student
characteristics in course discussions,
extern teaching and observations, and
peer teaching episodes.
Identifying and addressing individual
student needs in extern teaching.
Demonstrating use of various
resources, materials, and technology
in extern and peer teaching episodes,
as well as written reflections.
Describing classroom management
techniques in written observations of
extern teaching settings.
Reflecting on interactions through
extern observation assignments,
extern teaching reflections, and class
discussions.
Identifying effective use of resources
specific to individual learning
differences in extern teaching.
Articulating effective modeling,
questioning, movement, and music
gesture in observation, extern and
peer teaching assignments.
Recognizing and utilizing various
uses of effective questioning and
discussion to promote music learning
and higher order thinking in extern
teaching and in TGMIP class.
Implementing and considering
specific uses of technology in peer
and extern teaching, as well as
observations.


Reflects on the level of active
student engagement during
instructional delivery.
Observes methods of
communication of instructional
goals, procedures and content.
Represents integrity, ethical
behavior and professional
conduct as stated in the “PA
Professional Code of Professional Practice &
Conduct Conduct for Educators,” as well
as local, state and federal laws
and regulations.
Complies with school policies
and procedures regarding
professional dress, attendance
and punctuality.
Identifies and reports on various
Assessment kinds of assessments used in
instruction.
Assesses their own professional
growth through focuses self-
reflection.
Reports on unique
characteristics and learning
Knowledge needs of diverse learners (age,
of Diverse gender, culture or ability) in the
Learners classroom.
Reports on effective practices
and opportunities designed to
communicate with and engage
families, caregivers and the
broader community.
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Fall 2022 TGMIP. Hall
Reports and reflect on student
engagement through observation
assignments, extern teaching
reflections, and class discussion;
connecting ideas to effective teaching
techniques.
Observing, planning, and reflecting
on communication as a function of
effective teaching, and making
recommendations for the continued
self-development of these skills.
Demonstrating integrity, ethical
behavior, and professional conduct in
all activities associated with this
course.
Abiding to course policies regarding
professionalism.
Identifying, planning, and evaluating
student progress in observations and
extern teachings.
Evaluating growth through lesson
narratives, as well as self- and peer-
reflections.
Reflects developing understanding of
learners’ needs in class discussions,
observations, and extern teachings.
Thoughtfully considers and discusses
the interactive nature of all groups in
educational processes using extern
teaching context as a lens.

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COURSE GOALS
● To immerse students into the world of active music-making and music teaching
that encourages deep contextual understanding of myriad approaches to music
learning in the general music classroom.
● To assist student growth in selecting, planning, presenting, reflecting on, and
evaluating developmentally appropriate, quality musical interactions that include
and engage all students in the general music classroom.
● To model, discuss, problematize, and articulate specific techniques, tools and
materials for future consideration, which are directly applicable to music
instruction, program, and classroom management in general music settings.

COURSE OBJECTIVES
Upon completion of this course, students will:
1. demonstrate continued excellence as a professional educator through class
attendance, positive and open disposition, consistent preparation and
participation, as well as written and verbal communication;
2. participate in general music learning, activities through moving, singing,
instrument playing, creating and analyzing;
3. model effective planning, peer teaching and self-reflection through an lesson plan
demonstration guided by general music textbook resources;
4. reflect, through discussion, on successful and unsuccessful teachers as a means to
continued understanding of what comprises effective teaching interactions;
5. Discuss and reflect on the general music learner in the 21st century;
6. Discuss and reflect on externship school, students, environment, community to
assess strategies and resources that meets the needs of the students.
7. script, teach, and reflect a musical greeting activity in preparation for lesson
planning;
8. create lesson planning narratives, articulating the importance of why and how
specific sequences and materials are to be used in the classroom;
9. critically reflect upon the extern classroom, considering the learning context,
possible avenues for effective teaching and learning interactions, and how to best
engage students;
10. apply approaches, theories, and methods from Teaching Music to Students with
Special Needs, as well as Music Learning and Development;
11. plan, revise, engage in, and self-evaluate three different teaching sequences within
extern teaching placements and for online learning experiences.
12. locate, evaluate, and gather resources for teaching, technology-use,
administration, and professional development.
13. formally articulate beliefs regarding the role of general music in the complete
music education of elementary and secondary school students;
14. develop a toolbox of resources for effective, standards-based connections to focus
on musical engagement with student learners;

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15. make connections between peer and extern teaching experiences, thoughtfully
revising, and re-thinking processes and sequences;
16. adapt and accommodate student needs in the classroom beyond previous
coursework and experiences;
17. discuss and demonstrate knowledge of established theories, strategies and other
issues related to being an general music educator;
18. research pertinent professional literature and discuss its applicability in
elementary music education;
19. reflect on classroom teaching and other school experiences as a means of self-
directed growth and professional development;
20. articulate the purpose of general music in the context of a lifelong music
education. You will be required to do this as a teacher in PA.

Teaching Strategies
In this course, Dr. Hall, Mr. Trites and Teaching Assistant(s) will encourage your
development as you begin to guide others effectively in multiple music education
contexts by:
● Modeling and demonstrating effective approaches
● Promoting the highest musicianship as well as commitment to musical growth in
all students
● Challenging you to become reflective and reflexive practitioners who are
excellent communicators (both verbal and written)
● Organizing and encouraging collaborations in small and larger groups
● Facilitating peer and outside of class teaching opportunities
● Assisting in structured reflection with optimal growth potential
● Observing your teaching and providing feedback
● Evaluating and assessing your development through all course assignments

Your instructors will:

● Evaluate your teaching of each lesson prior to interacting with children
● Provide verbal, written feedback after watching peer teachings or pass offs
● Assist with preparation for extern teaching assignments
● Provide written and/or verbal feedback after observing extern teaching
● Offer constructive ideas for revision of written work in scripts, lesson plans,
(providing assistance with content, structure, and convention)
● Act consistently as partner between you, your group, the general music teacher
you are assigned to, in order to facilitate scheduling of extern experience
● Communicate consistently, share insights, and evaluate your work
● Assign grades both in extern-teaching and in TGMIP

TGMIP students will:

(1) create a community of practice together in order to build positive, productive, and
meaningful musical interactions with extern general music students as well as

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with the entire TGMIP community.
(2) demonstrate professionalism expected of practicing music educators through
timely, and thoughtful completion of all assignments, as well as consistent and
punctual attendance in class and at extern schools.
(3) reflect, revise, and incorporate instructors’ and peers’ ideas as well as suggestions
with the goal of self-improvement and professional growth.

REQUIRED MATERIALS
1. ETextbook: Robinson, N., Hall, S. & Spano, F.(2021). General Music: A K12
Experience. (2nd edition). Kendall Hunt Publishing. h ps://he.kendallhunt.com/
product/general-music-k-12-experience

2. Recorder Express by Artie Almeida: Click here to purchase directly from

Amazon.

3. Recorder: You will need your Recorder from MLD. If you do not have a
recorder, please communicate this with Dr. Hall.

Additional Materials:
Your book from MLD is useful in TGMIP
Ukelele (optional)

● Required texts for this course are available at the Barnes and Nobles Bookstore at
Temple University, directly from the publisher's website at this link above,
Amazon or from any vendor you choose. For this course, the cost range, including
the text and additional resources, is approximately $103.

Resources
NOTE: Additional music education resources will be provided on canvas throughout
the semester.

● Access your course materials Canvas (https://canvas.temple.edu)

● Databases, journal articles, and more Temple University Libraries (http://
library.temple.edu/)
● Receive Assistance with strengthening your writing Temple University Writing
Center (https://studentsuccess.temple.edu/programs/writing/index.html)
● Obtain 24/7 technology assistance Computer Services Helpdesk (https://
its.temple.edu/lab/contact-us)

COURSE UNITS & REQUIRED TASKS

Please note: General descriptions are included below. Each unit/task will have a tab in
Canvas with specific instructions and/or templates to use for completing assignments.

tt

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Completion of ELA Modules: 5, 6, 9 & 10 at 80% (Pass/No Pass)

Readings and Reflective Writing Prompts

Readings will be assigned throughout the semester and will require short, focused written
responses to support active classroom discussion. Students are expected to complete
reflective writing responses, actively participate in discussion, articulate salient points,
and openly consider multiple views.

My Music Identity
Students will present a 5-minute overview of your musical identity. This can be in a
variety of formats, but you must include yourself as a performer (e.g., you can share a PP
overview followed by a small 30 second music performance OR you can give a 3-minute
performance).

Article Critique
Students will select an article from a professional Music Education Journal (MEJ,
Teaching Music, etc.) on a topic relating to general music education. Write a one-page
critique/overview of the article; include one paragraph about how you will use the
information you learned in the article as a teacher.

Professional Growth Plan

Students will complete a professional growth plan at the beginning of the semester where
they will reflect on current strengths (either characteristics or abilities) and areas of
improvement as a pre-service teacher. Students will have an opportunity to work on their
plan throughout the semester and submit a revision at the end of the semester with new
strategies on which to focus for future courses.

Music Basal Series (MBS) Peer Teaching

This class teaching assignment will provide students an opportunity to execute and/or
describe aspects of an existing music lesson to become familiar with lesson structure,
time frame, content and grade appropriate strategies. This lesson will allow students to
become comfortable and aware of his/her teaching style and to identify strengths and
weaknesses in current pedagogy. Presentations for this assignment will be through
Zoom.

Extern Observation Journal Entries

Students will complete three journal entries that will focus on the externship school
location, community, school environment and the students themselves. Careful analysis
from the journal entries will provide background information for students to develop
lesson plans that are engaging, grade appropriate and culturally relevant to the students in
the classroom. Students will submit each journal entry through Canvas within 48
hours of the extern visit.

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Musical Greeting (Greeting script and peer teaching; Externship teaching)

Students will begin by locating a video of an existing elementary general music
introduction, greeting, or musical icebreaker (from YouTube or other public video
platforms). Familiarize yourself with the teaching interaction and write up a lesson plan
reflecting the interaction. There is no required format for this lesson, but it should include
some form of objective, scripting, and step-by-step actions. Students may make small
adjustments to the plan, but the final teaching should generally reflect the original video.
After initial practice teaching, the musical greeting lesson plan will require student
revision. The musical greeting may be sung or chanted a cappella or with an
accompanying instrument. All musical greetings should encourage freedom and fluidity
of movement as modeled in class (think Flow in MLD terms). Self-reflections are due
within 48 hours of peer or extern teaching.

Lesson Plans (15% x 3 = 45%)

Students will prepare to write lesson plans by starting with narratives of their extern
experience. They will then build a three-lesson unit around the capabilities and music-
making of their students, gathering outside sources, and developing objectives, goals, and
assessments. Therefore, students must consult resources, in collaboration with their
assigned teacher, that are appropriate and engaging for students. Lesson plans must
follow the template provided and discussed in class. Each lesson plan will be revised with
comments from instructors. Students will also complete post-teaching reflections of
teaching sequences (due within 48 hours after teaching) that articulate future teaching
strategies, changes in the plan, and materials needed.

Final Lesson Plan Exploration

The goal of the final lesson plan exploration is for TGMIP students to gain experience
planning with different student grade levels and topics in the general music classroom.
Students will choose developmentally appropriate, inclusive interactions for a different
grade level other than their externship (but can be secondary) or create a unit plan based
around specific teaching topics. Though students will work, and peer teach individually
on their projects, they will participate in working groups with instructors and peers during
two class days.

Portfolio and Interview (6% Portfolio + 4% Interview = 10%)

Your portfolio will comprise a product of TGMIP including Kodály sequence or Orff
process plan, musical greeting script and accompanying materials, as well as four lesson
plans and materials that comprise your unit. Your digital portfolio may take several forms
(shared Google folder, blog, website), however it must demonstrate a synthesis of
coursework, and include all elements of the course. As part of this process, you will also
engage in a professional interview with the instructor and TAs.

Professional Self-Evaluation

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This professional self-evaluation will have students consider their professional
dispositions and collaborative skills throughout the semester. Students will complete a
rubric and submit to canvas.

Portrait: Who I am as a General Music Teacher

The final project for TGMIP will be to create a portrait of yourself as a teacher in a
general music setting. What are your perceptions of teaching general music to all
students? How are you reflected in this work? Though your portrait may take any shape
you wish, it must articulate and clarify your evolving identity as a music teacher as well
as your growth throughout the semester. You must also articulate your current strengths
and areas of improvement as you matriculate through your career. You will share your
portrait during our final examination period (please see the course calendar for date and
time).

Graduate Project (FOR MUED 5696 students only): TBD

Graduate students will meet with Dr. Hall individually to determine a graduate level
project that supports students’ research interests. The final project will be due on the day
and time of the final exam.

Summary of Required Tasks

● Reflective and Analytic Writing: Throughout this course, you will be asked to
write reflectively and analytically about your beliefs about music education, your
extern observations, your own teaching as well as the teaching of others, and what
comprises effective instruction.
● Lesson Planning and Scripting: The basis of teaching is effective communication.
You will work on developing thoughtful and responsive teaching sequences
through planning in context, scripting, and using resources both provided and
newly found/identified, so that you may build skills and self-efficacy in the
general music classroom.
● Teaching, Peer Teaching, Pass Offs, Video Shares: A central focus of this course is
to work actively, methodically, rigorously, and diligently on general music
teaching. As members of the TGMIP learning community, we will teach one
another, teach in schools, teach in pass off groups, and share videos in reflective
discussion.
● Portfolio and Interview Development: You will work to develop your portfolio
and interview skills in order to present yourself professionally, an essential aspect
of career readiness and success.
● Portrait: In our final project of the class, using media of your choice, you will
develop a portrait of who you are as a general music teacher.

GRADING DISTRIBUTION

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Category Weight Assignments Course Obj.

Met
Class 10% Reflective and Analytical writings, 5, 6
Preparation Chapter Quizzes, Article Critique, 1, 19
Professional Self-reflection 1, 2
Externship* 45% Lesson Plans and Externship Teaching 3, 4, 8, 10, 11,
(3 at 15% each) 15, 16, 17
Pedagogy* 25% MBS Peer Teaching, 3
Musical Greeting, 7
External Observations (3) journal entries 6, 9
Secondary 10% Secondary Lesson Plan Exploration 12, 17
GM and Final Final Portrait 5, 13
The 10% Attendance 12, 14, 19, 20
Profession Portfolio/Interview 14, 17
My Music Identity 18
Professional growth plan (initial and 1
revised)
ELL Modules 10
Total: 100%
*Failure to complete these components will greatly impact your final
grade

GRADING SCALE (percentages):

Final grades will be determined according to Temple’s academic guidelines:

Letter Percentage Points

A 92.5% and up 4.00
A- 90-92.49 3.67
B+ 87.5-89.99 3.33
B 82.5-87.49 3.00
B- 80-82.49 2.67
C+ 77.5-79.99 2.33
C 72.5-77.49 2.0

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C- 70-72.49 1.67
D+ 67.5-69.99 1.33
D 62.5-67.49 1.00
D- 60-62.49 .67
F Below 59.99 .00

View Grades
Grades can be viewed on the Canvas Course Management System for this course.

Incomplete Grade
There will be NO incomplete grades for this course.

EXTERNSHIP EXPERIENCE
Engaging with learners, both in observation and teaching, in a general music setting is an
essential element of this course. Extern observations and extern teaching are also
mandatory for meeting state certification requirements for licensure. For your extern
experience, you will: (a) engage with and among general music learners in the extern
experience for 3 different class meetings (the goal is to revisit the same class as much as
possible); (b) demonstrate excellence as a professional educator through attendance,
communications, personal appearance, disposition, and conduct; (c) plan and deliver
classroom lessons that demonstrate developing instructional strategies, teacher behaviors,
and student interaction techniques; and (d) reflect on classroom teaching and other school
experiences as a means of growth and professional development through reflective
writing. All students must observe guidelines for TGMIP’s extern experiences.
NOTE: Failure to complete your extern experience will result in a final grade no
higher than a C (75%).

As soon as extern groups are organized: Find a common meeting time with your group
(approximately 1 hour weekly). Share this scheduled time with Dr. Hall, Mr. Trites and
TA(s).

***Attendance is required at all externship visits. There are no excused absences so plan
ahead. You should allow 2 hours for externship interactions. This time will allot for
travel, arrive early, pre-plan, teaching and concluding your interactions. If you do not
have a 2 hour block of time during students’ school day that coincides with a music
teacher’s schedule, please make special note of it on your schedule. During your time at
the school, you are to focus on observing and participating, gathering as much
information as you can in preparation for teaching. If you do not attend your
externship during the designated time or show up late you will be at risk of being

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removed from the experience. Only extreme circumstances (i.e., documented Covid-
related illness, serious illness, medical emergency) will be considered for make-ups. If
approved for a make-up, it is your responsibility to coordinate with the instructional team
and mentor teacher to reschedule the missed externship.

Externship Assignments
● Observations (3 extern class periods). You will observe general music students
during their music class three times during the externship. Analysis from each
journal entry will guide in the development of lesson plans for the class
● Musical Greetings: After your two initial observations, you will greet the
students musically and observe for the remainder of the class.
● Teaching (3 class periods). One of the main goals of this class is to lead/
collaborate in three full teaching experiences, including thoughtful planning,
teaching, and reflection in a school setting. You will move from the role of
observer to active facilitator of musical interactions. For lessons 1-3, you will
develop a lesson plan with your group, teach your lesson in a simulated fashion
for the instructors, and submit a final video of your teaching to be evaluated. The
implementation of music instruction will cater to remote music learners. Students
will structure teaching experiences that are interactive and engaging with an
appropriate assessment.

NOTE: Students must “pass off” their teaching in order to submit an “externship”
teaching video for formal evaluation and self-reflection (one musical greeting and
three lesson plans). Failure to “pass off” after two attempts will result in a zero for
the externship teaching grade. If a student does not pass off on a lesson plan, he/
she/they must still attend the assigned time and observe for that hour and complete
the reflection portion of the assignment. Students who do not pass 2 of the three
lesson/music greeting pass offs will not pass the “externship” portion of the class
which will greatly impact their final grade.

Professional Wardrobe. Students must still consider their professional dress. If you
need to, buy one outfit you can wear each time you peer teach/teach, present, video
record, observe, and interview for your final. Think of professional attire as conservative;
ask if you are unsure or have questions or concerns about this requirement. The following
are critical points regarding professional dress.

● No denim anything.
● Clothes should allow complete comfort and modesty when you model flexible body
movement (e.g., get on the floor, bend over, crouch, lift your arms, etc.).
● Trousers should fit at the waist (not acceptable if pants are cut low and/or reveal skin
or undergarments).
● No shorts.
● Dress shoes (e.g., no tennis shoes, athletic-type sandals, or flip-flops)

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● Dress shirt, blouse, or sweater (not acceptable to wear shirts with slight straps—or
straps that are off the shoulder or slip-like—or shirts with a low-cut neckline, reveal
cleavage, or skin below the hemline at the bottom of the blouse).

Do not eat or chew gum. Water for drinking is fine.

Important:
You are representing the music education department at Boyer and are invited to your
extern schools because of Temple’s relationship with them. Your professionalism is not
only expected, future students and instructors depend on it. Disengage from technology
completely: cell phones, tablets and computers may be used for teaching and learning
purposes only. Do not post anything you say, write, film or audiotape on the Internet.
Failure to comply may result in immediate failure and dismissal from extern teaching.

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GENERAL POLICIES

Attendance
● Your attendance and participation is expected at all iterations of our class
meetings and assures that you and your colleagues get the full benefit of taking
this class. Additionally, your attendance and readiness for every class session
reflects your teacher disposition and professionalism. Therefore, every absence
will result in .25 points deducted from your professional grade. Attendance
will be taken via Qwickly at the beginning of class. It is the responsibility of the
student to sign in each day.
NOTE: If you are under quaran ne or in isola on because you have tested
posi ve for Covid-19, you should not come to campus or a end in-person classes
or ac vi es. It is the student’s responsibility to contact Dr. Hall and Mr. Trites to
create a plan for par cipa on and engagement in the course as soon as you are
able to do so, and to make a plan to complete all assignments in a mely fashion,
when illness delays your comple on.
● Punctuality also reflects your disposition as a teacher. If you are tardy (after 10
minutes), you are responsible for letting the TAs know after class to ensure you
are documented for the day. Tardies will account for .125 points deducted from
professionalism grade. Remember, teaching does not begin on the first day of
your teaching job. Your absence and/or coming late or leaving early is a
detriment to yourself and to your colleagues. We need all of you here to have
productive and meaningful discussions. Students are responsible for material
covered in class, whether present or not. We strongly encourage you to partner
with a classmate, if in the event you miss class, for content covered. We also
welcome any questions you have during office hours or by appointment but be
mindful that we are unable to replicate course instruction in a meeting.
● It is the responsibility of the student to monitor their Qwickly attendance record.
Should you need to correct absences due to missed check-ins, you may email the
teaching assistant for modification. Any requests for modification after 48 hours
of the missed class will be considered tardy.
● Any time you are late or miss TGMIP, notify Dr. Hall, Mr. Trites and TA(s) as a
professional courtesy.
● See Externship Experience for attendance related information.

Communication
● The official means of communication for this course is Temple email. All
students should use their TU email address. Communications will be sent to your
email account via Canvas. All students have access to TU email accounts and
computers found in the campus Tech Center. Check your TU Mail daily and
respond when requested. Use professional writing with every member of

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TGMIP (include in your email a salutation, body, and signature). Please
review the linked document for information on professional communication with
your instructor(s) at How to Effectively Communicate Copy Dr. Hall, Mr. Trites
and TA(s) on every communication you send to your extern music teacher.
● Canvas is the method by which nearly all class materials are distributed. It is a
required and integral part of the class. Students must consult Canvas before each
class day.

Assignments
● Assignments must be typed and submitted via Canvas.
● Use file format .doc/.docx where available. Use .pdf only when necessary.
● Video files are to be uploaded only to the location that the instructor assigns.
● Lesson plans and greeting scripts must be submitted on-time, with all
accompanying materials, in order for students to pass off or peer teach that week.
If lesson plans are not submitted by the due date and time, students will not
be able to teach as scheduled and will risk missing the teaching opportunity
altogether. Refer back to NOTE under externship assignments above.
● Self-reflections of peer/extern teachings, as well as extern observation write-ups
are due within 48 hours.
● Assignments must be backed up – make and keep originals of all work until final
grades are issued.

Late Assignments
● Assignments are late will be deducted 20% per week. Assignments are considered
late if not turned in by the end of class on the due date. Late assignments after 3
weeks WILL NOT be accepted and you will receive a zero. Negotiating
submissions for any late assignments.

Recording and distribution of recordings of class sessions

● You will be responsible for recording teaching experiences at each externship.
Therefore, be sure that you have a reliable device to record your teaching. We
will be using Google Drive to share your recordings to ensure privacy and
confidentiality.
● Any recordings permitted in this class can only be used for the student’s personal
educational use. Students are not permitted to copy, publish, or redistribute audio
or video recordings of any portion of the class session to individuals who are not
students in the course or academic program without the express permission of the
faculty member and of any students who are recorded. Distribution without
permission may be a violation of educational privacy law known as FERPA as
well as certain copyright laws. Any recordings made by the instructor or
university of this course are the property of Temple University.

Technology Usage

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● Read Temple University’s Technology Usage policy which includes information
on unauthorized access, disclosure of passwords, and sharing of accounts. The
Temple University Technology Usage Policy can be accessed at http://
policies.temple.edu/PDF/84.pdf
● Limited resources are available for students who do not have the technology they
need for class. Students with educational technology needs, including no
computer or camera or insufficient Wifi-access, should submit a Student
Technology Assistance Application located in TUPortal and linked from the Dean
of Students Support and Resources webpage. The university will endeavor to
meet needs, such as with a long-term loan of a laptop or Mifi device, a
refurbished computer, or subsidized internet access. Internet Essentials from
Comcast provides the option to purchase a computer for $150 and high-speed
Internet service for $9.95 a month, plus tax. The Emergency Broadband Benefit
(EBB) is available to purchase Xfinity, Verizon, T-Mobile, and other internet
services. Qualified households can receive a temporary monthly credit of up to
$50/month toward their Internet service and leased Internet equipment until the
program's funding runs out.
● On-campus computer labs are available for student use. Students can also check
out laptops at the library and the Tech Center for up to 4 hours per use.

Professional Decorum
● Online Conferencing (i.e., Externship meetings)
It is expected that students will conduct themselves in a professional manner
during online interactions. Visit the following website for information on Zoom
Etiquette for Owls at https://admissions.temple.edu/news/2020/04/zoom-
etiquette-owls

● Classroom Environment
It is important to foster a respectful and productive learning environment that
includes all students in our diverse community of learners. Our differences, some
of which are outlined in the University’s nondiscrimination statement, will add
richness to this learning experience. Therefore, all opinions and experiences, no
matter how different or controversial they may be perceived, must be respected in
the tolerant spirit of academic discourse.

Treat your classmates and instructor with respect in all communication, class
activities, and meetings. You are encouraged to comment, question, or critique an
idea but you are not to attack an individual. Please consider that sarcasm, humor
and slang can be misconstrued in online interactions and generate unintended
disruptions. Profanity should be avoided as should the use of all capital letters
when composing responses in discussion threads, which can be construed as
“shouting” online. Remember to be careful with your own and others’ privacy. In
general, have your behavior mirror how you would like to be treated by others.

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● Class Conduct
The best way to maintain a safe and focused learning environment is for everyone
to get vaccinated. We all need to follow the university guidance on masking as
well. For your general health and well-being, hand washing and monitoring your
health is still highly recommended.

● Cell phones, tablets and computers may be used during class time for teaching
and learning purposes only and must be silenced during class. Likewise, students
will refrain from texting during class. Failure to comply may result in dismissal
from the class on the day of the incident.

Musicianship
If you know you will have difficulties with musicianship skills, writing, or public
speaking, make an appointment with your instructor(s) by the end of the third week of
class.

Student Support Services

Student Support Services (Note: additional information about how students can access
support services will be available later in the summer. There will be a color-coded system
on Tuportal indicating which services are virtual or in-person.) The following academic
support services are available to support you:

Student Success Center

University Libraries
Undergraduate Research Support
Career Center
Tuttleman Counseling Services
Disability Resources and Services

If you are experiencing food insecurity or financial struggles, Temple provides resources
and support. Notably, the Temple University Cherry Pantry and the Temple University
Emergency Student Aid Program are in operation as well as a variety of resources from
the Office of Student Affairs.

ACADEMIC INTEGRITY:
Those giving the instructor reason to believe that the TU Student Code of Conduct has
been violated will be subject to University Sanctions. Please refer to Student
Responsibilities, as well as the Student Code of Conduct and Disciplinary Procedures for
more information: http://www.temple.edu/bulletin/responsibilities_rights/responsibilities/
responsibilities.shtm
http://policies.temple.edu/PDF/294.pdf

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RIGHTS AND RESPONSIBILITIES:
Freedom to teach and freedom to learn are inseparable facets of academic freedom. The
University has a policy on Student and Faculty Academic Rights and Responsibilities
(Policy #03.70.02) which can be accessed at policies.temple.edu.

DISABILITIES ACCOMMODATIONS:
Any student who feels they may need accommodation based on the impact of a disability
should contact the instructor privately to discuss specific needs as soon as possible but
preferably within the first two weeks of class. In addition, please contact Disabilities
Resources Services at 100 Ritter Annex to coordinate reasonable accommodations. The
Disabilities Resources and Services (DRS) is the office that determines appropriate
accommodations (located in the Howard Gittis Student Center South, 4th Floor). This
office bases that decision upon documentation collected from the student with a
disability, the student’s functional limitations, established guidelines and appropriate
practice at Temple University. The DRS phone number is 215.204.1280 and email:
drs@temple.edu.
NOTE: For COVID-19 related accommoda ons, seek assistance from DRS.
If you have a DRS recommendation letter, please be sure to provide me with the
document ASAP so that I can include reasonable accommodations to support your
learning in the course. All information shared will be treated with confidentiality.

BOYER COLLEGE DIVERSITY STATEMENT

As a CPCA faculty member, I am committed to serving diverse backgrounds and
perspectives in this class and I believe that the diversity each individual brings to our
time together is a resource, strength and benefit to us all. In this class, I will present
materials and activities that are respectful of diversity. As a member of the Temple
community, I will not discriminate on the basis of age, color, disability, marital status,
national origin or ethnic origin, race, religion, sex (including pregnancy), sexual
orientation, gender identity, genetic information or veteran status. I value your
suggestions. Please let me know if there are ways that I may improve the inclusivity of
this course for you personally or for other students or student groups.

GENERAL DAYS YOU MAY FIND USEFUL:

Labor Day
Last Day of Add/Drop
Midterm
Fall/Thanksgiving Break
Last day of TGM and to withdraw
Study Day
FINAL EXAMINATION
Monday, September 5
Tuesday, September 6
Monday, October 10
Monday, November 21-25
Monday, December 5
Tuesday, Wednesday, Dec. 6-7
Friday, December 9, 8-10 am



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**This syllabus is a contract between the instructor(s) and students. If you choose to
remain in the class, you agree to know and abide by the policies stated herein.
Syllabus is subject to change at the instructor’s discretion. You are responsible for
any announced changes*

ALIGNING TGMIP WITH CERTIFICATION REQUIREMENTS

Pennsylvania Department of Education Requirements for Certification

By successfully engaging in and completing this course, you will achieve competencies
and accrue hours in the field, supporting your certification requirements established by
the Pennsylvania Department of Education. The following is a list of hours per category,
and a general statement about requirements within TGMIP. Details for meeting the
requirements via assignments provided separately on course calendar and assignments on
Canvas. Please strive in each class period to connect learning from previous and current
coursework across your major for all differentiated instruction for learners in classrooms.

Accommodations and Adaptations for Students with Disabilities in an Inclusive

Setting (22.5 hours)
a. Apply content from Introduction to Teaching Students with Special Needs
to general music extern observation, lesson planning, teaching, assessing,
and revising of lessons (peer and extern).
2. Instructional Needs of English Language Learners (7.5 hrs)
a. Complete, by deadline, English Language Learners Module 5 and Module
6, Modules 9 and 10 located on the Music Education Canvas Site.
i. Study a module. Take its exam until you register an 80% or higher
completion score for each TGMIP-required module. Repeat for
remaining modules.
b. As assigned, read the articles on the TGMIP Canvas site, complete related
assignments, contribute to course discussion; and apply content to extern
observation, preparation, teaching, assessment, and revision of lessons.
3. Extern field experience (20 hours)
a. (17 hours) Through written and spoken cycles of thought and action
related to in-person contact hours. The overall sketch of visits to “your”
school looks like this (subject to district school schedules and size of your
TGMIP extern teaching group).
i. 3 observations: complete written observation report and in class
debriefing
ii. 2 interactions/observations: group discussions about applications
of observation information to the extern teaching assignments
iii. 2 peer teachings in preparation for extern teaching

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iv. 3 extern teaching lessons: Pass Off, Teach, Review Video and
Complete Narrative Reflections, Receive Instructor Feedback,
Incorporate Feedback into teaching
b. (3 hours) Through observations and conversations with general music
teachers, debriefing observations.

Boyer and Pennsylvania Requirements

MUSIC EDUCATION REQUIREMENTS LEADING UP TO STUDENT

TEACHING
● Be alert for Canvas Announcements on the Music Education Organization site,
and e-mails regarding the student teaching application process. Follow the
directions—that process requires all details to have been completed
approximately one year prior to the semester in which you student teach.
Example: Planning to teach in spring 2024? Submit application in spring 2023.
● Continue to meet with your academic advisor regularly. If your academic advisor
is not a faculty member in the music education department, please consult with a
music education faculty member in addition to your advisor. N.B.: Please read
and retain e-mails sent to you by the department chair and refer regularly and as
needed to the Music Education Canvas site.
● Maintain a minimum 3.0 overall GPA. Pennsylvania State Department of
Education requires an overall GPA of 3.0 for certification. The Music Education
Department at Temple requires students to maintain a 3.0 GPA throughout the
undergraduate program, and recommends a 3.0 within courses required for music
education. Only students with at least a 3.0 overall GPA will be admitted to
courses and student teaching.
● Pass All PAPA and Praxis II Exams Required for State Certification. Keep music
education administrators updated by submitting copies of your passing scores on
each test for the files in her office—EVEN IF YOU REQUEST YOUR SCORES
BE SENT TO TEMPLE! Canvas Music Education Organization site provides
information on Praxis II tests.
● Maintain proof of clearances throughout each academic year (through May 15
annually) throughout your music education major. Ensure that you have
maintained your records with the administrative assistant in the Music Education
and Therapy office through graduation, certification, and employment.
● Provide annual evidence of negative Tuberculosis (TB) tests to the music
education administrative assistant.
● Complete all Extern Teaching Hours required for each course, submit official
paperwork regularly.
● Complete all ELL Modules required for each course. TGMIP: ELL Modules 5, 6,
9, 10.
● Complete observation hours required within and apart from course work.

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● Maintain copies of all paperwork for advising, clinical hours, PDE SpEd and ELL
requirements, Clearances, TB tests, PAPA and Praxis Scores.
● Perform All Recitals prior to student teaching.
● Complete All Recital Attendance Requirements prior to student teaching.
● Complete All Coursework (No Incompletes) prior to student teaching.
● Plan ahead to minimize the need for employment during student teaching.