Secondary Methods Final Review

Tests with fixed content which are devised so that they can be administered to different groups of people at different times

Scores that have been established as typical for a population

Consistency with which a test measures actual knowledge

Determining whether a test measures what it is supposed to measure

The use of tests and performance rating scales that are designed to produce a specific grade

Judgments that a music educator makes relating to their students and students efforts

Guides instruction and is the means by which educators can gather information about their students’ level of achievement

A predictor of ability to retain, recognize, and produce a short musical phrase; indicator of potential capacity for musical achievement

Measurement of what has been learned, measures facts, skills, understanding

School music is accountable to supervisor/administrator, who are accountable to school board, and ultimately the public

Video is shown to members of the group, students self-evaluate, the director makes notes and highlights areas for improvement

Series of objectives to achieve, and as each are reached a grade is assigned, uses peer pressure to improve

Students and parents enter into a contract with the teacher, outlining the criteria on which grades will be awarded

A compiled portfolio of work in progress, ensemble music folders are an example

Seek to identify potential talent and nurture it.

Predict the success of students enrolling in instrumental music programs

1966, pitch discrimination, tonal memory, chord analysis, rhythm memory, ages 7-14, high validity and reliability

1954, age 8-adult, two forms, memory and rhythm, high reliability but low validity

1965, grades 4-12, tonal imagery, rhythm imagery, musical sensitivity, highly thorough

1979, grades k-3, evaluate tonal and rhythmic aptitudes of young children

1919, grades 4-adult, set the standard for all other musical aptitude tests, six separate subtests

Determine a degree of relative ability, identify a student within an ensemble, talent quiz, In Tune: a recruiting program, music guidance survey

Author of A Philosophy of Music Education, provided the aesthetic theory for music education

Bennett Reimer, provided aesthetic approach to music education

Believes that reality is governed by a permanent, uniform, and absolute spiritual mind. Teacher uses discussion and sees discipline as a part of teaching, not an end to teaching

Belief in the reality of a matter, independent of opinion and desire. Believe in teaching what is commonly accepted as good knowledge, no respect for inspirational value in history, impatient with distracting behavior.

Practical usefulness, Dewey, learning how to acquire skills, nonmusical result of music study, not concerned with evaluation

Learning by doing and importance of direct experience

Some level of involvement with expressive qualities rather than simply with symbolic designations, dependent largely on the preparation of the listener to hear the music.

Interest in how the teacher views the role of music education I a school system

Author of The Praxial philosophy of music education

Written by David Elliot, presents the praxial view of music education

Written by David Elliot

Author of On Spheres of Musical Validity, community based learning

Written by Estelle Jorgensen

Letter from the director, objectives of the program, parent advocacy information, curriculum and course offerings, merit system, financial obligations, audition information, grading system, equipment needs, method books, master schedule, student directory, absence form, letter of consent

Handle booster club issues, build a family that works together for the good of all

President, Vice president, president elect, secretary, operations, fundraising, treasurer, media, equipment, transportation

Student accounts, parent helpers, liaisons, food, uniforms, clearinghouse, chaperones, newsletter, etc…

Plan a budget in advance and make students aware of their obligations

Establish clear policies, include these in the handbook, document everything

Policies and procedures, consequences, how to rehearse, overall plan, possible quiz on the handbook

New students need to know that they are in the right place and they are welcomed

Certain rules need to have clear consequences. Consequence is something that a student chooses.

Communicate to students what is accepted behavior in the program

How we do what we do

Important to practice a few procedures so that students understand what to do

Taking personal ownership in not talking during rehearsal because it disrupts others

Doing push-ups for talking in rehearsal

Students should enter the class preset for success, maintain a consistent schedule for class

Teachers who reflect on what they know and what they need to do

Teachers and students work together in order to learn

Observations and past experiences that affect a teacher’s methods

The content being taught is the most important part of teaching, and the learning is centered around it

The students’ needs are the most important part of teaching, and the learning is directed to student needs

Subject area knowledge, skills, the ability to transform that knowledge into meaningful instruction

Skills and knowledge necessary for a given content area

Hungarian method of learning music, formed by Zoltan Kodaly

Method of learning music, focuses on eurhythmics

Method of learning music, Carl Orff

Method of learning music, closely associated with American music

Signed a bill that created a state board of education, first secretary of said board, created annual reports on the state of education in Massachusetts

First music educator, used Pestalozzi ideas, 1837, Juvenile Lyre

Educational philosopher, believed in whole child education, training the head, hand and heart; teacher’s job was to stimulate and direct student to self-activity

Structured so that each stage should grow naturally out of the preceding stage, whole-child education

System in which “do” is the tonal center in all major and “la” in all minor, employed by Mason

Shift in focus from doing exercises in music to learning music through performing songs.

Children move from doing in the 19th century to liking in the early 20th century

First music training school, 1922

• Research techniques and widespread dissemination of results
• Phonograph

1959, scientists, scholars, educators, generated curriculum studies

1959, funded by the Ford foundation, composers went into schools as teachers

Result of the Young Composer’s project, encouraged teachers to utilize a synthesis of performance, analysis, and composition

1963, focused on problems facing contemporary music education, particularly music materials and music performance

Result of yale seminar, 1964, collection of a repertory of authentic and meaningful music materials

1965, development of a comprehensive curriculum in music and an early childhood curriculum in music

Began the manhattanville music curriculum program

Comprehensive curriculum for grades 3-12

Early childhood curriculum in music

Apply to all types of music; form, melodic direction, timbre, texture, dynamics, harmony, rhythm

Apply only to a specific music from a specific area of the world

1967, MENC, formulated 8 declarations, evaluated the role of music in American society and in education

1969, result of tanglewood, evaluated areas of music education

1994, first standards for arts, initiated by MENC

1994, resulted in the National Standards, outcomes were that students would improve dramatically in the US

1983, Ronal Reagan, showed that American schools are failing

1967, a panel of psychologists presented papers on various topics of interest in the psychology of music teaching, music educators presented papers on music learning and learning theory, exchanged papers, presented reports

1991, music educators shared their strengths and weaknesses and set up a professional development model

Initiated partnering between public school arts and community arts programs

Students desire higher standards

Characteristics that are not biological or financial, but are given by society and culture. Gender, race, ethnicity, culture, socioeconomic class

Series of disconnections or dissociations between girls and women

Schools cheat boys, they are forced underground in middle school by societal pressures

Gender differences in math are small and declining, science is increasing, girls choose math/science careers in low numbers

Group that shares a common ancestry, culture, history, tradition, sense of peoplehood

Students form relationships on actions, not on race

The ever changing values, traditions, social and political relationships, and worldview created and shared by a group of people

Jocks and burnouts

An array of student characteristics that qualify an individual student to receive special services

Offers teachers an in-depth view into their classroom to see how students learn

The unique ways whereby an individual gathers and processes information and are the means by which an individual prefers to learn

Managing student behavior in effective, respectful, and trustful ways

The ways I which a teacher organizes the classroom environment so that he or she and the students can work together cooperatively on academic activities

The things that happen every moment of the school day

The dimensions of your classroom happening at the same time

Events happening at a rapid pace in the classroom

Events that happen unexpectedly for which you cannot plan

The classroom viewed as a public place

The norms, routines, habits, rules developed over a period of time

Influence of student characteristics on negotiations resulting in classroom management plan

Result of your K-12 experience

Know how to use every moment of classroom time for learning activities

Non instructional activities are checking role, returning papers, interruptions, goal is to spend as little time as possible on non-instructional activities

Occasion when students are formally engaged in an instructional activity for the purpose of acquiring knowledge

Let students know what is expected

Open communications, students identify problems, Dewey, students are unique

Instruct on how to belong, teacher determines goals by observing, use encouragement and logical consequences

Students make judgments about behavior and commit to change, teacher can develop contracts, focus attention on bad behavior

Teachers control classroom environment, student behavior can be modified, alter classroom environment, contingency contracting

The discipline models that place the classroom management style entirely in the hands of the teacher

Establish optimal learning environment, verbally limit misbehavior, never negotiate, limit-setting consequences, plan for discipline

Concerned with minor transgressions, use effective body language, incentive systems, personal help applied efficiently

Standing near a student in order to cause them to stop misbehaving

Helping a student identify a problem behavior that can be defined and counted, assisting the student in devising a means for charting this behavior, and reinforcing the student’s appropriate use of self-management

Attempt to provide early adolescents with models of schooling that meet their developmental needs

Obedience and control

Body of material that is to be taught in school

A body of content that is contained in an official framework, such as course syllabi, state curriculum guide, standards

What is taught to the students in classrooms and schools, provided by policy-makers

What teachers do and what they employ to teach targeted content

Ideas and attitudes that are not explicitly part of the intended curriculum, but implicitly are taught

What students learn in school

Need to develop and implement school and classroom curricula that are culturally relevant to all students, not just mainstream students

All people in the community bring traditions of the past to the school

A series of planned events intended for students to learn particular knowledge and organized to be carried out by teachers.

MENC National Standards for Art Education

Standards, high-stakes testing, educators

The school and the classroom

Textbooks, characteristics of students and the community, and developmental age of students

Looking into a piece of music with the goal of understanding it for a CMP approach to teaching

Starting analysis by stating vague facts about a piece before focusing in on specific qualities of the piece.

Understand the style period, composer’s life, meaning of the piece, who performed this, other special aspects

Form, rhythm, melody, harmony, timbre, texture, expression

The point of doing this is to construct an interpretation, which makes us artists

Analyze the affective aspects and explore desires for the composition

Skills, knowledge, affective outcomes

The intrinsic quality of humanness, expression