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From the Stage to the StudioHow Fine Musicians Become Great Teachers$

Cornelia Watkins and Laurie Scott

Print publication date: 2012

Print ISBN-13: 9780199740529

Published to Oxford Scholarship Online: May 2015

DOI: 10.1093/acprof:osobl/9780199740529.001.0001

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(p.279) Appendix 12.1 Sample Course Objectives for a Methods Class

(p.279) Appendix 12.1 Sample Course Objectives for a Methods Class

From the Stage to the Studio
Oxford University Press

Depending on the area of focus, the following objectives could be included in a syllabus to describe expectations for semester accomplishments. Your chosen objectives will guide the planning of your class activities, assignments, and assessments.

By the end of the semester students will

  • Understand basic performance principles essential to {string, brass, woodwind, percussion, choral, elementary general music classroom} teaching, demonstrated through performance, peer teaching, and written evaluation.

  • Demonstrate basic performance skills on secondary instruments.

  • Demonstrate an understanding of the fundamentals of performance on all (woodwind, brass, percussion, orchestral stringed) instruments.

  • Diagnose and remediate the most common technical problems associated with a specific area of performance.

  • Demonstrate the basic components of advanced techniques and a sequence of study specific to skill development of each technique through written work and verbal explanation.

  • Increase knowledge of terminology unique to each area of study.

  • Increase knowledge of successful techniques used to organize elementary and secondary music programs through observation and written expression.

  • Observe successful teaching in heterogeneous group settings.

  • Demonstrate a verbal sequence of instruction that establishes basic fundamental posture for voice and instrumental performance. (p.280)

  • Review current method books and become familiar with graded solo and ensemble literature in a specific area of study. (See “Method Book Review Considerations” below)

  • Self-assess video recordings of their own teaching episodes.

  • Lead the class during music learning and performing episodes that simulate group instruction in school settings.

  • Compose, arrange, and simplify music for the purpose of instructing students of diverse skill levels in group settings.

  • Participate in supervised field experiences with local teachers.

  • Compile a notebook that can serve as a professional resource and reference for further development of competence and understanding.

Method Book Review Considerations

Thoroughly review your assigned texts using the following criteria:

  1. 1. Logical sequence of instruction.

  2. 2. Technical exercises that encourage repetition and skill development. Are exercises present that allow the student the opportunity to practice the introduced skill? Are charts included? Are there suggestions for repetition and drill?

  3. 3. Balance of technical exercises and musical selections.

  4. 4. Quality and functional merit of the musical selections. Are the selections tunes that would prompt the players to memorize or perform often? Are there pieces that include techniques covered earlier in the book, and is this made apparent?

  5. 5. Visual appearance. What does the book look like? Is it interesting to view? Are pages too cluttered or too stark? Is it colorful or visually captivating? Are there pictures of actual performers in the book? Are these pictures up-to-date? Do pictures or drawings of position set provide good models for imitation?

  6. 6. Glossary of terms. Are foreign terms translated and explained?

  7. 7. Well-defined parameters for mastery of skill. Is it clear how students or the teacher assess whether they are ready to move on?

  8. 8. Printing and binding quality. Is the book sturdy? What is the binding like? Is the cover laminated and waterproof?