Secondary Methods midterm

  1. Reflective practicioners
    Creates professionals that are willing to question accepted school practices and will work to bring about change benefiting both themselves and students
  2. Community of learners
    Teachers and students individually and collectively help one another grow and become more responsible community members
  3. Apprenticeship of observation
    Results of an observation, including classroom routines, styles of teaching content, ways of interacting with students, and other facets of what it means to teach
  4. Subject-centered
    The content drives instruction
  5. Student-centered
    The students’ needs drive instruction
  6. Core knowledge
    Subject area knowledge, skills, dispositions, and the ability to transform that knowledge into meaningful instruction.
  7. Subject area knowledge
    Essential for core knowledge, the knowledge that a teacher has about their specific subject.
  8. Horace Mann
    Head of the board of education in Mass, enabled Lowell Mason
  9. Lowell Mason
    First music teacher, 1838
  10. Johann Pestalozzi
    Education reformer, believed in whole child education
  11. Pestalozzian principles of education
    Training the head, hand and heart
  12. Tonic solfa
    System in which do is the tonal center in all major keys and la is tonal center in minor keys
  13. The song method
    Hear the notes, then sing them, then read them
  14. Music appreciation movement
    Music suffered because literacy declined
  15. Oberlin college
    First music training school, 1922
  16. Research techniques and widespread dissemination of results
  17. Phonograph
    Introduced musical performances of high quality into the classroom
  18. Woods Hole conference
    Generated curriculum studies in diversity of academic and artistic subject areas
  19. The Young Composer’s project
    Composers went into the classrooms as music teachers, resulted in CMP
  20. Contemporary Music Project for creativity in music education
    Established through the young composer’s project, encouraged educators to utilize performance, analysis, and composition in music activities.
  21. The Yale Seminar
    1963, followed woods hole conference, problems facing contemporary music education, music materials and music performance, resulted in Juilliard Repertory project
  22. Julliard Repertory project
    Research and compile high quality music for students
  23. The Manhattanville Music Curriculum program
    1965, Ronald Thomas, developed curriculum development for grades 3-12 called synthesis and early childhood called interaction.
  24. Synthesis
    Comprehensive curriculum for grades 3-12
  25. Interaction
    Early childhood curriculum in music
  26. Inherent concepts
    Apply to all types of music, including form, melody, timbre, texture, dynamics, harmony, rhythm
  27. Idiomatic concepts
    Apply only to music of a specific historical period or specific area of the world
  28. The Tanglewood Symposium
    1967, evaluated the role of music in American society and in education and concluded that education must have as major goals the art of living, building personal identity, and nurturing of creativity
  29. The Goals and Objectives project
    Evaluated present activities and establish additional viable programs in music education
  30. The National Standards for Arts Education
    Recommended that every student have access to arts education, identify specific skills and knowledge for students
  31. Goals 2000: Educate America Act
  32. A Nation at Risk
  33. The Ann Arbor Symposium
    Allowed educators to interact with each other and with psychologists in an attempt to bring about a greater understanding of how children learn when they learn music
  34. The Mountain Lake Colloquium
    Focuses specifically on issues and concerns of topics related to teaching and learning of music
  35. The Getty Education Institute for the Arts
  36. What teens really think about their schools
    79% long for higher standards, 78% a teacher that tries to make it fun helps learning, 24% think their teachers do that now

    • Sociocultural characteristics of adolescents
    • Given meanings by the larger society and mainstream American culture in which they exist, including gender, race, ethnicity, culture, socioeconomic status.
  37. Women’s psychology and girls’ development
    The crossroads between girls and women is marked by a series of disconnections or dissociations which leave girls psychologically at risk and involved in a relational struggle.
  38. How America’s schools cheat girls
    Boys also are forced to go underground by societal pressures to repress emotions, compete for and win honors and attention, and even use violence and force to solve problems.
  39. How schools shortchange girls
    Girls choose math/science careers in disproportionately low numbers.
  40. Ethnicity
    A group that shares a common ancestry, culture, history, tradition, and sense of peoplehood.
  41. The play of ethnicity in school and community
    Students formed and maintained relationships based on actions, not color.
  42. Culture
    The ever-changing values, traditions, social and political relationships, and worldview created and shared by a group of people bound together by a combination of factors.
  43. Social groups and socioeconomic status
    A microcosmic society of students formed as they live and work within the institution of school.
  44. Exceptional students
    An array f student characteristics that qualify individual students to receive special services.
  45. Learning styles
    The unique ways whereby an individual gathers and processes information and are the means by which an individual prefers to learn.
  46. Multiple intelligences
    Means of classifying students according to their intelligence, Gardner
  47. Student discipline
    Managing student behavior in effective, respectful, and trustful ways.
  48. Classroom management
    The ways in which a teacher organizes the classroom environment so that he or she and the students can work together cooperatively on worthwhile academic activities.
  49. Multidimensionality
    Things that could happen at different times
  50. Simultaneity
    Things happening at the same time
  51. Immediacy
    Things that happen at a rapid pace
  52. Unpredictability
    Unexpected things in class
  53. Publicness
    How your class is viewed from a public perspective
  54. Classroom historicity
    What happens how compared to the past
  55. Diversity
    The influence of student characteristics on negotiations
  56. Personal theories for teaching
    Result of your K-12 experiences on how to teach
  57. Effective classroom managers
    Know how to use every moment of classroom time for learning activities
  58. Non-instructional and instructional activities
    Spend as little time as possible on non-instructional activities.
  59. Learning experience
    An occasion when students are formally engaged in an instructional activity for the purpose of acquiring or applying knowledge or skills.
  60. Routines
    Let students know when they should perform certain tasks an dhow learning experiences are structured.
  61. Teacher effectiveness training
    Open communication, dewey’s scientific method, build self-confidence to make decisions
  62. Positive discipline
    How to belong, teacher determines motivation of students through observation or questions
  63. Reality model
    Teachers focus students attention on undesirable behavior, behavior contract, teacher determines parameters of acceptable behavior
  64. Behavior modification
    Student behavior can be modified to acceptable standards, teachers use reinforcement, contingency contracting
  65. Assertive discipline
    Establish a classroom environment that provides an optimal learning environment, verbally limit student misbehavior
  66. Jones 1987
    Use effective body language, employ effective incentive systems, provide personal help efficiently.
  67. Proximity control
    Physically moving near to a student
  68. Self-management
    Helping a student identify a problem behavior that can be defined, assisting the student in devising a means for charting this behavior, and reinforcing the student’s appropriate use of self-management
  69. Middle-school movement
    An attempt to provide early adolescents with models of schooling that meet their developmental needs.
  70. Factory model of schooling
    Obedience and control
  71. Intended curriculum
    Body of content that is usually contained in an official framework
  72. Policy makers
    Believe that intended curriculum will convey core knowledge and values to students
  73. Taught curriculum
    What is taught to students in classrooms and schools
  74. Formal curriculum
    The transformation of official knowledge into classroom lessons
  75. Informal curriculum
    Ideas that are not part of the intended curriculum, but are implicitly taught by teachers
  76. Local decision making and local values
    Powerful part of the taught curriculum
  77. Learned curriculum
    What students actually learn in school
  78. Ethnographic studies
    Need to develop and implement curricula that are culturally relevant
  79. Historical curriculum
    Past traditions of the school curriculum
  80. Cuban’s definition of curriculum
    Formal purposes of schooling, official content, buried assumptions about knowledge, and the organization and relationships within classrooms, schools, and districts
  81. National standards in content areas
    Consortium of National Arts Education Associations
  82. National, state, and local curriculum leaders
    Standards, high-stakes testing,
  83. Two most significant levels of curriculum development
    The school and the classroom
  84. Factors that influence the nature of the classroom curriculum
    Textbooks, characteristics of students and the community, and developmental age of students
  85. Comprehensive Musicianship Program
    • Analysis
    • Broad descriptions
    • Background information
    • Elements of music
    • Analyzing compositional devices and elements of music
    • The heart of music
    • Things to accomplish with the composition
    • Cognitive outcomes
    • Affective outcomes
    • Bloom’s taxonomy
Card Set
Secondary Methods midterm