MUS 260: Establishing Foundational Musicianship in Children

MUS 260-001: Establishing Foundational

Musicianship in Children

Semester/Term: Fall 2021

Credit Hours: 3
Meeting Days: Tues & Thurs (Lecture) Fri (Lab)
Time: 9:30am–10:45am EDT Tues/Thurs and 8–9:50am Fridays, August 23–December 10, 2021
Location: 212 Lucille Caudill Little Fine Arts Library and local schools (TBA)

COVID Procedures for Rm 212 (as of August 23 2021)

1. You must wear a mask for the duration of class, whether you are vaccinated or not.
2. Please sanitize instruments and mallets after use (there are wipes in the classroom)

Instructor Information
Instructor: Professor Lawson
Office Building & Room Number: Lucille Caudill Little Fine Arts Library, Rm 212
Email: lisa.lawson@uky.edu (preferred method)
Telephone: text via Remind app
Office Hours: By appointment (send an email or message via Remind to schedule)
Response Time: Professor will respond to student emails within 24 hours.

UK's Information Technology Customer Service Center

Website: http://www.uky.edu/UKIT/
Telephone: 859-218-HELP
Email: 218help@uky.edu

Course Description
This course examines the philosophy, curriculum, and process involved in promoting the musical development of
children in elementary school environments.

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MUS 260: Establishing Foundational Musicianship in Children

Course Prerequisites
Sophomore standing in music.

Skill Requirements
Ability to navigate and use editing tools in Google Docs or OneDrive.
Ability to record, upload, and share videos via links [needed for when you teach lessons at schools].

Student Learning Outcomes

Upon completing this course, students will be able to:
● Understand how PreK–5 learners grow and develop, recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social, emotional, and physical areas, and shall design and
shall implement developmentally appropriate and challenging learning experiences. (KTPS 1)
● Use the understanding of individual differences and diverse cultures and communities to ensure inclusive
learning environments that enable each learner to meet high standards. (KTPS 2)
● Work with others to create environments that: (1) support individual and collaborative learning; and (2)
encourage positive social interaction, active engagement in learning, and self-motivation. (KTPS 3)
● Understand the central concepts, tools of inquiry, and structures of general music. (KTPS 4)
● Create learning experiences that make these aspects of the general music accessible and meaningful for learners
to assure mastery of the content. (KTPS 4)
● Understand how to connect concepts and use differing perspectives to engage learners in critical thinking,
creativity, and collaborative problem solving related to authentic local and global issues. (KTPS 5)
● Understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner
progress, and to guide the educator’s and learner’s decision making. (KTPS 6)
● Plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of
content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context. (KTPS 7)
● Understand and use a variety of instructional strategies common in approaches such as Dalcroze, Kodaly, Orff to
encourage learners to develop deep understanding of content areas and their connections and to build skills to
apply knowledge in meaningful ways. (KTPS 8)
● Engage in ongoing professional learning and use evidence to continually evaluate his or her practice. (KTPS 9)

Required Materials
● A mask for class
● Abril, C., & Gault, B. M. (Eds). (2016). Teaching general music: Approaches, issues, and viewpoints. Oxford
University Press.
● Barbe, J. (2011). Strategies for success: Building an elementary music program. Beatin’ Path Publications, LLC.
● Davis, A., Amidon, P., & Amidon, M. A. (Eds.). (2000). Down in the Valley: More great singing games for children.
New England Dancing Masters. [Book ONLY, I will have select audio files on Canvas]

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MUS 260: Establishing Foundational Musicianship in Children

Required Membership
Student membership to the American Orff-Schulwerk Association (free)

Technology Information and Requirements

Computers or tablets are required for class. Students will need to understand how to use the following:
● An active Google account
● Access to Microsoft Word (via Google docs or OneDrive), NOT Pages
● A video recording device (usually a phone)
● “Remind” app (free)
● Active UKY email account
● Active Canvas account (check daily)

Course Format
● Class content will be provided largely in-person. Sometimes class meetings will be replaced with small-
group meetings for lesson planning.
● All assignments will be submitted online.

● Due to the ever changing nature of the pandemic, expect flexibility from your instructor. Check your
email and Remind app regularly.

Course Assignments
Assignments are organized into 10 Modules, with an introductory module called Unit 0: Start Here to
complete prior to the second class meeting. See Canvas for a full breakdown of assignments and due dates for
each module.
● Unit 1: Getting Started Teaching Elementary Music
● Unit 2: Learner Development
● Unit 3: Lesson Plan Design
● Unit 4: Dalcroze Eurhythmics
● Unit 5: Teaching 1
● Unit 6: Kodaly
● Unit 7: Teaching 2
● Unit 8: Orff Schulwerk
● Unit 9: Teaching 3
● Unit 10: Final Paper and Project

Submission of Assignments
● Assignments are submitted on Canvas. Check Canvas for all assignment due dates.
● Assignments may be turned in up to two days late, but you will lose a letter grade for each day it is late.
Assignments cannot be turned in on the third day.

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MUS 260: Establishing Foundational Musicianship in Children

For example, if an assignment is due on Tuesday at 9:30am, you have until Thursday at 9:30am to submit it for
credit. The highest grade you will get for a Thursday submission is a C. After Thursday (even after 9:30am that day), the
assignment will receive a zero. The only exception to this is prior communication with me or reasons listed under excused
absences; I will always work with you and if there are certain times during the semester when you need extra time, Iet
me know. There will need to be documented communication with me via email for these arrangements.

Course Grading
Each student’s overall course grade will be computed according to the following breakdown:

Assignment Weight

Assignments 60%

Teaching Assignments 20%

Final Project and Paper 20%

Ukulele Proficiency *You can’t pass the course without a “Pass” P/F

TOTAL 100%

Course Grade Percentage

A 90–100%

B 80–89%

C 70–79%

D 60–69%

E 0%

Final Exam Information

Thurs, Dec 10 8:00–10:00 am—Final Project Sharing + Final Project Due on Canvas by midnight.
Thurs, Dec 3 Final Reflective Paper Due on Canvas by midnight.

Academic Policy Statements

Click here to view: https://www.uky.edu/universitysenate/acadpolicy

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MUS 260: Establishing Foundational Musicianship in Children

Attendance Policy
Due to the pandemic, I do not have an official attendance policy. However, I will keep track of who attends in case we
need to do contact tracing and to keep in line with Senate Rule 5.2.4.2:
If a student has excused absences in excess of one-fifth of the class contact hours for that course (participation
activities for an online course, as defined in 5.2.4.1 A), the student shall have the right to receive a ‘W’, or the
Instructor of Record may award an ‘I’ for the course if the student declines to receive a ‘W.’

For this semester, we will have a total of 28 class meetings. That means if you miss 6 classes, for whatever reason,
you will receive a W (Withdraw) or I (Incomplete).

Excused Absences and Verification (University Senate Rule 5.2.4.2)

Senate Rule 5.2.4.2 defines the following as acceptable reasons for excused absences:
● Serious Illness: Absences due to illness may be excused with Tier 2 (Electronic Verification of Visit) or
Tier 3 (Restriction of Activities) documentation from the University Health System (UHS) or via another
doctor’s note. The UHS Tier 1 document (Explanatory Statement of Absence from Class) WILL NOT be
accepted. 
● Illness/Death of a Family Member: This includes the death of a member of your household (permanent
or campus) or immediate family. The professor may request appropriate verification. (Senate Rules
5.2.4.2.1)
● University-Related Trips: This includes trips for members of student organizations sponsored by an
educational unit (NOT SORORITY OR FRATERNITY EVENTS), trips for University classes, and trips for
participation in intercollegiate athletic events, including club sports registered with the University as
well as varsity sports. When feasible, you must notify the professor prior to the occurrence of such
absences. The professor may request formal notification from appropriate University personnel.
● Major Religious Holidays: You are responsible for notifying the professor in writing of anticipated
absences due to your observance of major religious holidays. This notification must occur no later than
the last day in the semester to add a class. Information regarding major religious holidays may be
obtained through the Ombud 859-257-3737
http://www.uky.edu/Ombud/ForStudents_ExcusedAbsences.php
Interviews: For graduate/professional school or full-time employment post-graduation.
● Other Circumstances: There may be other circumstances that the professor finds to be a “reasonable
cause for nonattendance”, including if the student has been directed to self-quarantine by the
University (including its app), a medical professional, public health professional, or government official.

Rules for Academic Offenses

Click here to view: https://www.uky.edu/universitysenate/ao

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MUS 260: Establishing Foundational Musicianship in Children

Classroom Behavior Policies

Professionalism
I encourage and expect professionalism in all students enrolled in a music education degree program.
Professionalism should pervade all aspects of a student’s work, character, and conduct. In addition to
developing skills necessary to plan and implement instruction, students should demonstrate a commitment
to professionalism in problem-solving and decision-making. Students in this professional degree program understand
that they will display their professional ethics in daily interactions with peers, educators, and the community.
● Professionalism is demonstrated most clearly in the following ways:
○ Being punctual
○ Presenting work that is well-prepared and accurate
○ Attending classes and other pre-service professional development opportunities
○ Participating in discussions that are both thoughtful and thought-provoking reflections of music
education experiences
○ Maintaining an air of respect, honesty, and rapport with peers, professors, K–12 school teachers and
students, and community members
○ Using an email account with an address that conveys an appropriate professional presence
○ Abiding by each school district's code of ethics and dress code when participating in school-based field
experiences
○ Following UK, local, and state policies, laws, and regulations
● Professionalism extends into all forms of communication
○ Non-verbal communication in class (e.g., being alert and engaged rather than slouching and playing on
your phone). Electronic devices must be turned off and kept out of sight unless we are discussing class
readings, or you were specifically asked to bring your electronic device for lesson planning. Violation will
result in a warning. Continued violation will result in you being asked to leave the classroom.
○ Verbal communication (e.g., speaking respectfully to each other, the professor, and the cooperating
teacher).
○ Written communication (e.g., using proper etiquette when communicating with the professor and
cooperating teachers through email).
○ Professionalism extends to social media platforms
■ This includes Facebook, Instagram, TikTok, and similar websites for social networking.
■ Pre-service teachers are expected to convey professionalism in all activities (face-to-face,
telephone, email, online); this means refraining from using print/electronic media to post
disparaging or objectionable comments or activity that is in any way related to UK.

Face Covering Policy

In accordance with University guidelines, students must wear UK-approved face coverings in the classroom and
academic buildings (e.g., faculty offices, laboratories, libraries, performance/design studios, and common study areas
where students might congregate). If UK-approved face coverings are not worn over the nose and mouth, students will

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be asked to leave the classroom. If the student refuses to leave the room, the instructor reserves the right to
cancel class and/or call campus police.
● Masks and hand sanitizer can be found at the School of Music main office (CFA Rm 105) if needed.
● Students should leave enough space when entering and exiting a room. Students should not crowd doorways at
the beginning or end of class.
● The instructor may choose to remove a mask when pedagogically necessary at the front of the classroom and
behind a clear barrier. The instructor's mask will be replaced when it is no longer necessary to have it removed,
or when the class meeting is complete.

Class Recording Notification

The University of Kentucky Student Code of Conduct defines Invasion of Privacy as using electronic or other
devices to make a photographic, audio, or video record of any person without their prior knowledge or
consent when such a recording is likely to cause injury or distress.

Meetings of this course may be recorded. All video and audio recordings of lecturers and class meetings, provided by the
instructors, are for educational use by students in this class only. They are not to be copied, shared, or redistributed.

As addressed in the Student Code of Conduct, students are expected to follow appropriate university policies and
maintain the security of linkblue accounts used to access recorded class materials. Recordings may not be reproduced,
shared with those not enrolled in the class, or uploaded to other online environments.

If the instructor or a University of Kentucky office plans any other uses for the recordings, beyond this class, students
identifiable in the recordings will be notified to request consent prior to such use. In anticipation of such cases, students
may be asked to complete an “authorization of use” form by a faculty member.

Video and audio recordings by students are not permitted during the class unless the student has received prior
permission from the instructor. Any sharing, distribution, and or uploading of these recordings outside of the
parameters of the class is prohibited. Students with specific recording accommodations approved by the Disability
Resource Center should present their official documentation to the instructor.

All content for this course, including handouts, assignments, and lectures are the intellectual property of the instructors
and cannot be reproduced or sold without prior permission from the instructors. A student may use the material for
reasonable educational and professional purposes extending beyond this class, such as studying for a comprehensive or
qualifying examination in a degree program, preparing for a professional or certification examination, or to assist in
fulfilling responsibilities at a job or internship.
 
Syllabus Statement on Diversity, Equity, and Inclusion (DEI)
The University of Kentucky is committed to our core values of diversity and inclusion, mutual respect and
human dignity, and a sense of community (Governing Regulations XIV). We acknowledge and respect the
seen and unseen diverse identities and experiences of all members of the university community
(https://www.uky.edu/regs/gr14). These identities include but are not limited to those based on race, ethnicity,
gender identity and expressions, ideas and perspectives, religious and cultural beliefs, sexual orientation,
national origin, age, ability, and socioeconomic status. We are committed to equity and justice and providing a
learning and engaging community in which every member is engaged, heard, and valued.

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MUS 260: Establishing Foundational Musicianship in Children

We strive to rectify and change behavior that is inconsistent with our principles and commitment to creating a
safe, equitable, and anti-racist environment. If students encounter such behavior in a course, they are
encouraged to speak with the instructor of record or the college’s diversity officer, who is charged with
addressing concerns about diversity, equity, and inclusiveness (uky.edu/inclusiveexcellence/college-diversity-
inclusion-officers). Students may also contact a faculty member within the department, program director, the
director of undergraduate or graduate studies, the department chair, or the dean. To submit an official report of
bias, hatred, racism, or identity-based violence, visit the Bias Incident Support Services website
(https://www.uky.edu/biss/report-bias-incident).

Other Policies
Accommodations Due To Disability
If you have a documented disability that requires academic accommodations, please see me as soon as
possible during scheduled office hours. In order to receive accommodations in this course, you must provide
me with a Letter of Accommodation from the Disability Resource Center (DRC). The DRC coordinates campus disability
services available to students with disabilities. It is located on the corner of Rose Street and Huguelet Drive in the
Multidisciplinary Science Building, Suite 407. You can reach them via phone at 859-257-2754 and via email at
drc@uky.edu. Please note that DRC accommodations are not retroactive and should therefore be established with the
DRC as early in the semester as is feasible.

Non-Discrimination and Title IX Information

UK is committed to providing a safe learning, living, and working environment for all members of the
University community. The University maintains a comprehensive program which protects all members
from discrimination, harassment, and sexual misconduct. For complete information about UK’s
prohibition on discrimination and harassment on aspects such as race, color, ethnic origin, national
origin, creed, religion, political belief, sex, and sexual orientation, please see the electronic version of UK’s
Administrative Regulation 6:1 (“Policy on Discrimination and Harassment”) . In accordance with Title IX of the Education
Amendments of 1972, the University prohibits discrimination and harassment on the basis of sex in academics,
employment, and all of its programs and activities. Sexual misconduct is a form of sexual harassment in which one act is
severe enough to create a hostile environment based on sex and is prohibited between members of the University
community and shall not be tolerated. For more details, please see the electronic version of Administrative Regulations
6:2 (“Policy and Procedures for Addressing and Resolving Allegations of Sexual Assault, Stalking, Dating Violence,
Domestic Violence, and Sexual Exploitation”). Complaints regarding violations of University policies on discrimination,
harassment, and sexual misconduct are handled by the Office of Institutional Equity and Equal Opportunity (IEEO), which
is located in 13 Main Building and can be reached by phone at (859) 257-8927. You can also visit the IEEO’s website.

Faculty members are obligated to forward any report made by a student related to IEEO matters to the Office of
Institutional Equity and Equal Opportunity. Students can confidentially report alleged incidents through the Violence
Intervention and Prevention Center, Counseling Center, or University Health Services.

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MUS 260: Establishing Foundational Musicianship in Children

Musician’s Health and Safety

In addition to direction received in private lessons, master classes, and guest lectures, it is recommended
that students involved with music performance stay abreast of current information and resources relating
to musicians’ health and safety. With the many hours of daily practice and rehearsals it is vital to be aware
of preventative measures that musicians can take to avoid serious problems. Please visit the following website dedicated
to injury prevention and musicians’ health: http://finearts.uky.edu/music/musicians-health-safety

Other Information
Bias Incident Support Services
Bias Incident Support Services (BISS) provides confidential support and advocacy for any student, staff, or
faculty member impacted by bias, hatred, and/or an act of identity-based violence. BISS staff aid impacted
parties in accessing campus and community resources, including the Bias Incident Response Team, the
University’s official reporting system for acts that negatively impact a sense of belonging. Campus and
community consultation and educational opportunities centered on inclusion, diversity, equity and belonging is a
resource also provided by BISS. For more detailed information please visit the BISS website or contact them via email.

Counseling Center
The UK Counseling Center (UKCC) provides a range of confidential psychological services to students enrolled
in 6 credit hours or more, psychoeducational outreach programming (including QPR suicide prevention), and
consultation to members of the UK community (students, faculty, staff, administrators, parents, concerned
others). Please visit the website https://www.uky.edu/counselingcenter/ for more detailed information, or
call 859.257.8701.

The Martin Luther King Center

The Martin Luther King Center (MLKC) supports an inclusive learning environment where diversity and
individual differences are understood, respected, and appreciated as a source of strength. The MLKC’s year-
round programs and activities that focus on the importance of cultural awareness and cross-cultural
understanding support its three primary goals: 1) sponsoring cultural and educational programming; 2)
offering opportunities for student support and development; and 3) through programmatic linkages with a wide variety
of civic and community agencies, promoting community outreach, engagement, and collaboration. Students can reach
the MLKC via phone at (859) 257-4130, by visiting them in Gatton Student Center Suite A230, via email, and by visiting
the MLKC website.

Office of LGBTQ Resources

UK is committed to supporting students and upholding the University’s efforts to promote inclusion among
our community. UK faculty and staff employees support inclusion and diversity throughout the University,
including the ways in which faculty structure classroom conversations and manage those dynamics. To assist
in these efforts, students are welcome to provide the names and pronouns they prefer. One easy way to do this is by
using the pronoun feature of UK’s Name Change Form. (More information about the form can be found on the Office of
LGBTQ*’s website.) Otherwise, students can provide this information to faculty members directly.

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MUS 260: Establishing Foundational Musicianship in Children

Discrimination based on sexual orientation, gender expression, and gender identity is prohibited at UK. If you have
questions about support, advocacy, and community-building services related to sexual orientation, gender expression,
or gender identity, students are encouraged to visit the website of the Office of LGBTQ* Resources.

Veteran’s Resource Center

Being both a member of the military community and a student can bring some complexities. If you are a
member of the military or a military veteran or dependent, please let me know when these challenges
arise. Drill schedules, calls to active duty, mandatory training exercises, issues with GI Bill disbursement,
etc. can complicate your academic life. Let me know if you experience complications and I will do my best
to work with you.

The Veteran’s Resource Center (VRC) is a great resource for members of our military family. If you have questions
regarding your VA benefits or other related issues, the VRC has a full complement of staff to assist you. The VRC also
provides study and lounge space, as well as free printing. Please visit the VRC website, email the VRC, visit them in the
basement of Erikson Hall, or call the director, Colonel Tony Dotson, at (859) 257-1148.

If you are a military student serving in the National Guard or Reserve, it is in your best interest to let all of your
professors know that immediately. You might also consider sharing a copy of your training schedule.

If you are a military student who is a member of the National Guard or Military Reserve and are called to duty for one-
fifth or less of this semester, please help me help you! Once you become aware of the call to duty, provide a copy of
your military orders to the Director of the Veterans Resource Center (contact information above). (Please also provide
the Director with a list of all your current courses and instructors.) The Director will verify the orders with the
appropriate military authority and on your behalf will notify me and your other instructors as to the known extent of the
absence.

I will not penalize your absence in any way and will work with you to create reasonable accommodations for making up
missed assignments, quizzes, and tests.

Violence Intervention and Prevention (VIP) Center

If you experience an incident of sex- or gender-based discrimination or interpersonal violence, we encourage
you to report it. While you may talk to a faculty member or TA/RA/GA, understand that as a "Responsible
Employee" of the University these individuals MUST report any acts of violence (including verbal bullying and
sexual harassment) to the University's Title IX Coordinator in the IEEO Office. If you would like to speak with
someone who may be able to afford you confidentiality, you can visit the Violence Intervention and Prevention (VIP)
Center’s website (offices located in Frazee Hall, lower level; email them; or call (859) 257-3574), the Counseling Center’s
(CC) website (106 Frazee Hall; (859) ), and the University Health Services (UHS) website; the VIP Center, CC, and UHS
are confidential resources on campus. The VIP Center accepts walk-in appointments.

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Course Material Copyright Statement

Materials distributed or made available to students in connection with this course may be copyright protected.
They are intended for use only by students registered and enrolled in this course and only for the instructional
activities associated with and for the duration of this course. They are only for personal and educational use
and may not be disseminated further without permission from the instructor.

Course Calendar (Subject to Change)

Date Topic Homework for Next Class
Day 1 Aug 24 Introduction to MUS 360 Unit 0 Start Here
Tues Welcome Songs Download Remind, Join AOSA,
Activate UK Google Account, and
General Q&A (30 minutes)
Day 2 Aug 26 What General Music Is (and Is Not) Unit 1 Getting Started Teaching
Thurs The First Days of Class Elementary Music
Classroom Management Teaching and Untangling General
Music, Establishing Expectations, and
Classroom Management (2 hours)
Day 3 Aug 31 Discussion of Unit 1 Unit 2 Learner Development
Tues The Musicality Already within Children: Patterns and Beat (30 minutes)
Patterns and Beat
Day 4 Sept 2 Sharing Music Maps and Movement to Unit 2 Learner Development
Thurs Music Rhythm Syllables, Melodic Patterns,
Sequence, and Special Learners (1
hour 50 minutes)
Lab 1 Sept 3 Observation
Fri
Day 5 Sept 7 Discuss Unit 2 Unit 2 Learner Development
Tues What Can Children Do, Musically? (45
minutes)
Day 6 Sept 9 Share “What Can Children Do, Musically?” Unit 3 Lesson Plan Design
Thurs Sasha and Designing a Lesson Plan For the First Days of School, For Folk
Dances, Logical Sequencing,
Connections, and Pacing, & Teaching
Elements of Music (2 hours)
Lab 2 Sept 10 Observation
Fri
Day 7 Sept 14 Discuss Unit 3 Unit 4 Dalcroze Eurhythmics
Tues Share First Day Activities Basic Concepts, with Children, …Is it
Dalcroze Eurhythmics Eurhythmics? (30 minutes)
Day 8 Sept 16 Discuss Dalcroze Unit 4 Dalcroze Eurhythmics:
Thurs Folk Dances with Eurhythmics The Dalcroze Approach (Part 1) Quiz
and Techniques for Teaching Folk
Dance (2 hours)

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Lab 3 Sept 17 Observation

Day 9 Sept 21 Teaching 1 Planning by appt Unit 5 Teaching 1
Tues Teaching 1 Lesson Plan Draft (2 hours)
*individual due dates
Day 10 Sept 23 Folk Dancing Day Unit 5 Teaching 1
Thurs
Lab 4 Sept 24 Observation
Day 11 Sept 28 Teaching 1 Unit 5 Teaching 1
Tues Teaching 1 Reflection (1 hour 30
minutes) *due Tues Oct. 5
Day 12 Sept 30 Teaching 1 Unit 5 Teaching 1
Thurs
Lab 5 Oct 1 Teaching 1 Unit 5 Teaching 1
Day 13 Oct 5 Folk Dancing Day
Tues
Day 14 Oct 7 Teaching 1 (1 person) Unit 6 Kodaly
Thurs Introduction to Kodaly Sample Kodaly Lesson (30 minutes)
Introduction to Teaching 2
Day 15 Oct 12 Prepare-Present-Practice: The Kodaly Unit 6 Kodaly
Tues Process for Teaching a Song Prepare-Present-Practice, Teaching
Elements of Music, & Kodaly-Inspired
Teaching Quiz (1 hour 30 minutes)
Day 16 Oct 14 Ukulele Unit 6 Kodaly
Thurs Ukulele Proficiency
Lab 6 Oct 15 Observation
Fri
Day 17 Oct 19 Ukulele Unit 6 Kodaly
Tues Ukulele Proficiency
Day 18 Oct 21 Teaching 2 Planning by appt Unit 7 Teaching 2
Thurs Teaching 2 Lesson Plan Draft (2 hours)
*Individual due dates
Lab 7 Oct 22 Observation
Fri
Oct 26 NO Fall Break
Class
Day 20 Oct 28 Teaching 2 Unit 7 Teaching 2
Thurs Teaching 2 Reflection (1 hour 30
minutes) *due Fri Nov 5
Lab 8 Oct 29 Teaching 2 Unit 7 Teaching 2
Teaching 2 Reflection (1 hour 30
minutes) *due Fri Nov 5

Day 21 Nov 2 Reflect on Teaching 2 Unit 8 Orff Schulwerk

Tues Introduction to Orff Schulwerk Imitate-Explore-Create and Instrument
Expectations (30 minutes)

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Day 22 Nov 4 Speech-Body Percussion-Instruments Unit 8 Orff Schulwerk

Thurs Speech-Body Percussion-Instruments,
Student Choice, and Orff Schulwerk:
An Overview (2 hours)
Lab 9 Nov 5 Observation
Fri

Day 23 Nov 9 Recorder Day! Unit 8 Orff Schulwerk

Tues Assessment and Program Planning (1
hour)
Day 24 Nov 11 Pitched and Unpitched Instruments Unit 8 Orff Schulwerk
Thurs Pop Tune Arrangement (1 hour)
Lab 10 Nov 12 Observation
Fri
Day 25 Nov 16 Planning for Teaching 3 by appt Unit 9 Teaching 3
Tues Teaching 3 Lesson Plan Draft
*individualized due dates
Day 26 Nov 18 Planning for Teaching 3 by appt Unit 9 Teaching 3
Thurs Teaching 3 Lesson Plan Draft
*individualized due dates
Lab 11 Nov 19 Teaching 3
Fri
Day 27 Nov 23 Teaching 3 Unit 9 Teaching 3
Tues Final Reflective Paper due Dec 13
Thanksgiving Break November 24-27

Day 28 Nov 30 What worked? What didn’t? Discussion

Tues
Day 29 Dec 2 Planning for Final project by appt
Thurs
Lab 12 Dec 3 Final observation
Fri
Day 30 Dec 7 Dead Week Planning for Final project by
Tues appt
Day 31 Dec 9 Dead Week Planning for Final project by
Thurs appt
Lab 13 Dec 10 Dead Week Final Project Synopsis Sharing from 9:30-10:45
Fri
Finals Week
Mon, Dec 13 Final Reflective Paper Due by Midnight
Tues, Dec 16 Final Project Synopsis Sharing from 8–10am
Project submitted by midnight

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