Syllabus

Current Trends In Music Education MUSI 5343

Spring 2021

Name: Claire Murphy

Email: claire.murphy@sfasu.edu

Office Phone: (936) 468-4567

Office: Music Building Room 127

Office Hours: Available by appointment. Please email claire.murphy@sfasu.edu to set up a time
for a Zoom or telephone meeting.

Department: Music

Class meeting time and place: online course

Preferably, use campus email to send emails related to questions about the course. Please
include “MUSI 5343” somewhere in the subject line.

Please Note: The syllabus may change at the discretion of the instructor. Notification of
changes in modules will be made through Brightspace (d2l).

Course Information

This on-line course is part of the School of Music's Master of Music in Music Education.
Completion of this course fulfills a music education core requirement for the MM in Music
Education (Music Education).

Prerequisite: Graduate standing.

Course Description

Three semester credit hours. A critical analysis of current pedagogical trends in music
education. Emphasis will be placed on evaluation of various music education curricula.
Course Goal

This course is designed to provide students with a deeper understanding of the educational,
developmental, and social factors involved in teaching music and music learners. Furthermore,
students will apply these understandings to their individual learning and teaching communities.

Program Learning Outcomes for MUSI 5343

1. Students will analyze and synthesize musical information from a variety of sources and
present their findings in written form.
3. Students will demonstrate knowledge of applicable repertoire and pedagogical
fundamentals in their area of study.

Course Objectives (Student Learning Outcomes based on PLO 1, PLO 3)

Upon completion of this course, students should be able to:

1. Understand and relate historical, philosophical and social practices of the past with the
present and future in music education. Students will analyze events which have
impacted and continue to impact the profession.
2. Identify key issues in music learning and learning strategies for individuals and
communities of learners.
3. Identify developmental theories and approaches and their application to music learners.
4. Understand the influences of history, theory, philosophy and methodologies on
curriculum.
5. Analyze methods of assessment and achievement in the music classroom on local, state
and national platforms.
6. Explore main methodologies or approaches in the field of music education.
7. Investigate 21st century issues in the music classroom in relation to technology,
research, recruitment, professional development, and literature.
8. Understand the culture of Graduate School and work expectations at the graduate level.

Methods for Assessing the Expected Learning Outcomes for the Course

The expected learning outcomes for the course will be assessed through:

Class discussion, information transfer assignments, research summaries, and a final

project directly related to course topics.

Students are expected to turn in all assignments by the assigned due date. Assignments will be
submitted to Brightspace (d2l) unless otherwise stated. Please contact the instructor via
campus email if you have a circumstance that prevents you from turning in work on time. It is
up to the instructor to accept the late work or not. If accepted, the highest grade possible can
be lowered one letter grade each day the assignment is late.
All student work should be professional in nature. It is expected to be clear of spelling and
grammatical errors and proofread for content and mistakes.

All work must be the work of the individual. TurnItIn will be active within the modules.

If a student experiences difficulty with submitting assignments on Brightspace or in finding the

weekly module, please contact the instructor immediately via campus email.

Grading A: 90-100% B: 80-89%

Grades will be posted in Brightspace. C: 70-79% D: 60-69%

F: 59% or below

Course Materials

Required Text: Abeles, H. & Custodero, L. (2010) Critical Issues in Music Education:
Contemporary Theory and Practice. New York: Oxford University Press ISBN:
9780195388152

Required Technology: This course will be delivered through the university’s Learning
Management System (LMS), Brightspace. Each student is required to have access to a computer
with internet capabilities in order to access the course. Each student is also required to have a
working, university (sfasu.edu) email account.

As a student of Stephen F. Austin State University, you have free access to this course’s
Brightspace site. You will need to access the course regularly throughout the semester. Each
week will have a new module with several assignments within each module. Assignments for
this course will be submitted electronically through Brightspace, unless otherwise instructed.
Some assignments may require audio files. Students must have a working computer
microphone or the ability to add audio to files on their computer to complete these
assignments. Files with audio are submitted as PowerPoint files. All other submitted files must
be in PDF or Word format.

Course Calendar

Please see the Course Calendar (on D2L) for information regarding course work, assignments,
and due dates. Students are responsible for materials posted in the Course Calendar.

Technical Support

If at any point during the course you experience technical difficulties in Brightspace, please let
your instructor know immediately.

You will also need to contact the SFASU Brightspace Support Team by email (d2l@sfasu.edu) or
phone (936.468.1919) for technical help.
VIII. Student Ethics and Other Policy Information; found at https://www.sfasu.edu/policies

Academic Integrity (A-9.1):

Academic integrity is a responsibility of all university faculty and students. Faculty members
promote academic integrity in multiple ways including instruction on the components of
academic honesty, as well as abiding by university policy on penalties for cheating and
plagiarism.
Definition of Academic Dishonesty:
Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited
to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a
component of a class; (2) the falsification or invention of any information, including citations,
on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating
or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your
own. Examples of plagiarism are (1) submitting an assignment as if it were one's own work
when, in fact, it is at least partly the work of another; (2) submitting a work that has been
purchased or otherwise obtained from an Internet source or another source; and (3)
incorporating the words or ideas of an author into one's paper without giving the author due
credit.
Please read the complete policy at http://www.sfasu.edu/policies/academic_integrity.asp

Personal Thoughts on Academic Integrity/Dishonesty:

Materials created for this class should be original to you, created for the purposes of this class
and for you to use in your future classroom.

Withheld Grades Semester Grades Policy (A-54):

Ordinarily, at the discretion of the instructor of record and with the approval of the academic
chair/director, a grade of WH will be assigned only if the student cannot complete the course
work because of unavoidable circumstances. Students must complete the work within one
calendar year from the end of the semester in which they receive a WH, or the grade
automatically becomes an F. If students register for the same course in future terms the WH
will automatically become an F and will be counted as a repeated course for the purpose of
computing the grade point average.

Academic Accommodation for Students with Disabilities: Policy 6.1 and 6.6
To obtain disability related accommodations, alternate formats and/or auxiliary aids, students
with disabilities must contact the Office of Disability Services (ODS), Human Services Building,
and Room 325, 468-3004 / 468-1004 (TDD) as early as possible in the semester. Once verified,
ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be
provided. Failure to request services in a timely manner may delay your accommodations. For
additional information, go to http://www.sfasu.edu/disabilityservices/.

Student Code of Conduct: Policy 10.4

Classroom behavior should not interfere with the instructor’s ability to conduct the class or the
ability of other students to learn from the instructional program. Unacceptable or disruptive
behavior will not be tolerated. Students who disrupt the learning environment may be asked to
leave class and may be subject to judicial, academic or other penalties. This policy applies to all
instructional forums, including electronic, classroom, labs, discussion groups, field trips, etc.
The instructor shall have full discretion over what behavior is appropriate/inappropriate in the
classroom. Students who do not attend class regularly or who perform poorly on class
projects/exams may be referred to the iCare: Early Alert Program at SFA. Information regarding
the iCare program is found at https://www.sfasu.edu/judicial/earlyalert.asp or call the office at
936-468-2703
Course Calendar
Dates may change at the discretion of the instructor. Should a date change be required, it will be
announced in the course news or on the discussion board. All times listed are Central Standard Time.
As a graduate student, you are expected to proofread all work for errors and write professionally, in all
written submissions.
This course has weekly deadlines, but you may work ahead if you wish. I strongly suggest you look through
the modules and assignments at the beginning of the semester so you are aware of the overall scope of
work. PAY ATTENTION TO DUE DATES AND SUBMISSION LOCATIONS. Some discussions are due on
Friday evenings, with responses due by Sunday, in the Discussion Board. Some assignments are due on
Sunday evenings to dropbox.
When responding to questions in the text you should use your own words or cite any direct quotes
properly.

WEEK MODULE ASSIGNMENTS

Week of Module 1: Who are we and what
January 11 will we be doing?
Introductions, text, resources,
syllabus and calendar.
Building relationships with our
students and our administration,
colleagues, and parents/community
is critical to helping foster growth
and motivation in our students, and
in growing our programs. You can
best meet the needs of your
students when you know them! This
week we will get to know a little
about one another, and begin a
connection through shared thoughts
and ideas, perspectives, and the
knowledge and experiences each of
you brings to this class.
Welcome!
Week of Module 2: Where have we been
January 18 and where are we now?
The Historical Contexts of Music
Education
Week of Module 3: What is the role of
January 25 music?
• Read Professor “Introduce Yourself”, Syllabus
and Course Calendar. Email
claire.murphy@sfasu.edu with any questions.
• Read Module 1 content.
• Write a 2-page Introduce Yourself paper.
Include information on your current position,
experiences, what you hope to learn from this
course, your strengths, and how you hope to
grow. Also include any important information
you feel we should know about you. Submit
to dropbox by Jan.17, 11:59 p.m.
• Write a brief introduction on yourself based
on the above that you would like to share
with those in this class. Post in the discussion
board by Jan. 15, 11:59 p.m.
• Read about your classmates and respond to
each one with something you have in common
or something you found interesting by Jan.
17, 11:59 p.m.
• BEGIN thinking about an issue in the music
classroom you are interested in. You will be
asked in October to submit your topic, which
you will use as your final project.
• Read Module 2 content
• Read Chapter 1: The Historical Contexts of
Music Education pp. 1-22
• Timeline Paper. Submit to dropbox by Jan.
24, 11: 59 pm
• Class Discussion #1 p. 20. Type question and
1-2 page double-spaced written response.
Submit to the discussion board
by Jan. 24, 11:59 p.m.
• Read Module 3 content/Chapter 2.

Music as Sociocultural Phenomenon:
Interactions with Music Education,
including Cultural Responsiveness
Week of Module 4: What do we question?
February 1 What is YOUR philosophy?
Philosophical Perspectives of Music
Education
Week of Module 5: How do we find
February 8 meaning in music?
Meaning and Experience: The
Musical Learner
Week of Module 6: How will they learn?
February 15
The Learner in Community
• Class Discussion #1 p. 37. Type question and
respond. Post in the discussion board by Jan.
29, 11:59 p.m.
• Respond to the posts of three classmates by
Jan. 31, 11:59 p.m.
• Select an article from a journal or scholarly
source that addresses social justice issue and
relate it to your music classroom. Cite your
source, attach a link to your article, and write
a 2-page, double-spaced page summary and
reflection on how this impacts you, your
program, and/or your students.
OR
• Select an article from a journal or scholarly
source that addresses cultural responsive
practices in the music classroom and how this
can impact your program and students. Cite
your source, attach a link to your article, and
write a 2 page, double-spaced page
summary and reflection.
Submit to dropbox by Jan. 31, 11:59 p.m.
• Read Module 4 content/Chapter 3.
• Class Discussion #1 p. 59. Type question and
written response equaling 1-2 pages. Submit
to the discussion board by Feb. 7, 11:59 pm
• Write YOUR philosophy of music education.
Within your 2-page paper, thoughtfully
answer (in any order) the following –
WHO do we teach? WHAT do we teach?
HOW do we teach? WHY do we teach
Submit to dropbox by Feb. 7, 11:59 p.m.
• Read Module 5 content/Chapter 4.
• Class Discussion #1 p. 85. Type questions
and responses.
• Also, reflect on a class or lesson in your K-12
experience as a student that you recall as
meaningful or extraordinary. Use the
questions within Class Discussion #1 to help
you develop your response.
Submit to the discussion board by Feb. 14,
11:59 p.m.
• Read Module 6 content/Chapter 5.
• Think of a music community you teach. List
and describe three ways that you incorporate
the following in your community of learners:
imitation, scaffolding, guided participation
and collaboration. Include pros and cons you
may experience within each. Submit to
dropbox by Feb. 21, 11:59 p.m.
• Submit to dropbox final project area of
interest for approval by Feb. 21, 11:59 p.m.

Week of Module 7: How will we teach to
February 22 meet our students where they are
and help them develop?
Music Learning and Music
Development
Week of Module 8: Final Project Focus
March 1 Part 1: Select articles related with
your topic. Begin reading. Write a
1page annotated bibliography of
each article as follows: type the
reference at the top of the page.
Then in 150 words write a synopsis
and briefly describe the study. In
150 words write how this article is
relevant to your teaching
experience/what you feel is
important/anything you disagree
with.
Week of Module 9: What approach(es) shall
March 15 we use?
Methods and Approaches
Week of Module 10: How do we know if our
March 22 students are learning?
Assessing Music Learning
Include a brief paragraph on your topic and
a paragraph on why this is relevant to your
development as an educator and for your
situation.
• Read Module 7 content/Chapter 6.
• Using table 6.1 (pp. 134-35) and information
in the chapter, choose a Life Stage and list
and briefly describe three ways you might
meet the needs of the learners regarding
developmental issues, musical strengths,
response mechanisms, and teaching
implications.
Post to the discussion board by Feb. 26,
11:59 p.m.
• Read the posts of your classmates and
respond to 3 classmates by Feb. 28, 11:59
p.m.
• Read Module 8 content.
• Find 5 articles from journals and resources
that directly relate with your topic of interest.
Begin by reading articles and preparing a
typed, double spaced, 1page synopsis on
each article (see description to the left. In
MODULES 13/14 you will take this
information and relate it to your specific area
through your FINAL PROJECT PAPER and
FINAL PROJECT PRESENTATION
• Submit to dropbox by Mar. 7 or 14, 11:59
p.m.
• Read Module 9 content/Chapter 9.
• Post in the discussion board which approach
a. you are most familiar with, b. you most
align with, c. how and why your students
benefit from that approach, and d. how
students might benefit through exposure to all
of these methods. Post by Mar. 19, 11:59
p.m.
• Respond to ONE classmate by Mar. 21,
11:59 p.m.
• Create a comparison chart that outlines
Process, Application, and Content-Specific
Issues for the following methods/approaches:
Dalcroze, Kodaly, Orff, Suzuki, and Gordon.
Submit to dropbox by Mar. 21, 11:59 p.m.
• Be working towards Module 13 and 14
• Read Module 10 content/Chapter 8.
• Share one assessment you use or have
created that works for all of your learners in
a particular class. Describe the assessment

Week of Module 11: How do we use
March 29 technology in the classroom?
Music Education Technology
and how it meets different learning styles.
How could you improve assessment in your
situation?
Share one assessment you use that you feel
needs improvement and why. This might also
include assessments that are on the state level.
Submit to dropbox by Mar. 28, 11:59 p.m.
• Create a 5-minute powerpoint and video (you
may use Zoom to do this) on 3-5 of your most
effective assessment tools, describe them,
share how they align with specific learning
objectives and how they meet the needs of
your students. Submit to the discussion board
by Mar. 26, 11:59 p.m.
• Respond to 3 of your classmates by sharing
one point you agree with, one assessment
improvement suggestion, and one thing the
presentation left you thinking about. Respond
in the discussion board by Mar. 28, 11:59
p.m.
• Be working towards Module 13 and 14
• Read Module 11 content/Chapter 11.
• Class Discussion: “Technology in My
Classroom”. List and describe your favorite
technology programs/curriculums/tools, etc.
Indicate what group of learners are targeted
with each. Also list a brief explanation why
these are your favorite. This list will be
shared with the group. You do not need to
respond to posts.
Post in the discussion board by April 4, 11:59
p.m.
• Be working towards Module 13 and 14

Week of Module 12: What are we • Read Module 12 content/Chapter 7.

April 5 teaching? • This assignment aims to help you take what
you have learned thus far and streamline
Curriculum and Cultural your knowledge into direct application for
Responsiveness YOU. Type and respond to each of the
questions below. The challenge is to respond
thoughtfully, clearly, and specifically to each
question through 3 sentences (per question).
This assignment aims to help you take what
you have learned thus far and streamline
your knowledge into direct application for
YOU. What is the focus of your curriculum?
How does it reflect cultural responsiveness?
How does it tie in with your music philosophy?
What factors determine your curriculum?
What (if any) are the frustrations or issues
within your curriculum? What are you most
satisfied with regarding your curriculum?
 With what you have learned this semester,
how might you improve your curriculum?
Submit by April 11, 11:59 p.m.
• Be working towards Module 13 and 14
Week of Module 13: FINAL PROJECT PAPER • Read Module 13 content.
April 12 Take the 5 articles from Module 8 • Work on FINAL PROJECT.
and thoughtfully connect the points • Tie all of the information gleaned from the 5
listed to the right. You must articles and type a 8-10 page double-
proofread for errors, use APA 7 spaced paper that compiles your research on
formatting, 1” margins, use Times your topic. It should reflect a
New Roman 12 in. font, double- scope/explanation of your topic, how this
space aligns with your music philosophy, how it
impacts your effectiveness as an educator,
how this impacts your students, and future
implications.
• Must include bibliographical information with
paper. You must cite each source at least one
time within your paper. Use APA 7 formatting
for this.
Submit paper to dropbox by April 21, 11:59
p.m
Week of Module 14: FINAL PROJECT • Read Module 14 content.
April 19 PRESENTATIONS • Share your project with the group. You will
do this through a video submission (submit into
Class Discussion) and a Power-Point
Presentation embedded in your video.
Videos should be between 8-10 minutes.
Class members will watch each video or
Power Point and make comments, including 1
thing you agree with, 1 thing you think could
make the presentation better, and 1 thing you
were left thinking about.
Submit presentations to discussion board by
April 25, 11:59 p.m.
Week of Final Week of Classes • Watch your peers’ videos in the discussion
April 26 YOU MADE IT! board. You will respond to a minimum of
three and share your posts in the discussion
board. Post by April 26, 11:59 p.m.
• Complete End-of-Semester Evaluation.