Music 423-High School Methods
Music 424-lnstrumental Methods
Syllabus Fall 2004

Frank Merritt, Instructor
e-mail: merrittf@lrc.edu
phones:  cell 704 880-4510; home, 704 872-1118

GENERAL METHODOLOGY IN TEACHING THE COURSE:
            The course will be taught with lecture and discussion. There will be opportunities for the student to experience what is expected of high school music educators through various projects.

SPECIAL REQUIREMENTS:
            The student will have the opportunity in one of the later projects to write his/her philosophy of music education which may be used in interviews with potential employers.

THE TEXT:
            Walker, Darwin E. Teaching Music-Managing the Successful Music Program. New York: Schirmer Books, 1989. Second Edition. (ISBN 0-02-864596-0)

COURSE OUTLlNE:
            The music educator as an administrator. The relationship between the teacher and student. The music educator's tasks within the school environment. The music educator's role outside the school environment. The development of a personal philosophy of music education.

METHOD OF EVALUATION:
The final grade will be determined as follows:
            30% Textbook projects
            30% Class participation
            30% Philosophy Paper
            10% Final Exam

ATTENDANCE POLlCY:
            Class participation is obviously dependent on attending class. Unexcused absences will therefore negatively affect the final grade. The instructor will try to work with a student who has special circumstances that warrant missing a class.

ACADEMIC INTEGRITY POLlCY:
            Each student is expected to live by and adhere to the Lenoir-Rhyne Academic Integrity Policy as stated in the college catalog.

OBJECTIVES OF THE COURSE:
            Music 423/424 is a course designed to help prepare students to function as professional music educators at the high school level. Encompassed in the course are discussions of a wide variety of topics related to music program administration. Specifically, this course addresses the following North Carolina SDPI competencies:

3.1        An understanding and knowledge of staging and the visual presentation of ensembles in performance.
4.4        Teaching techniques sufficient to elicit a musical performance from both choral and  instrumental ensembles at all levels.
4.7        A working knowledge of music texts and other source materials at all levels.
4.9        The knowledge of and ability to apply effective classroom management skills effectively.
4.10      The knowledge of and the ability to apply time and stress management skills effectively.
4.12      A working knowledge of diverse approaches to student instruction at differing age and ability levels.
4.14      The ability to convey to students creative approaches to the study and performance of music which will enable them to become consumers as well as performers of music.
4.15      The ability to inspire students to participate in a diversified program of music which will enable them to become consumers as well as performers of music.
4.18      A knowledge of the structure of public school education in North Carolina from the State Board of Education Program, Standard course of Study, Teacher Handbook, the Teacher Performance Appraisal instrument and the Public School Laws the State.
4.19      An awareness of effective financial management of school programs, including budget operations, bidding procedures, lease purchase contracts, estimation of travel costs, etc.
4.21      A knowledge of the copyright law, including its requirements and the teacher's potential liabilities.
5.1        The ability to define and express a positive philosophy of music education and to relate this philosophy to the requirements the North Carolina Standard Course of Study.
5.4        The ability to evaluate personal teaching effectiveness.
5.5        A knowledge of organizations and structures for music education, including the state MEA handbook and other professional publications.
5.6        The ability to communicate appropriately, both verbally and in writing.
5.7        The ability to relate positively to students, school personnel, and society.
5.8        An understanding and respect for other arts disciplines.
5.9        A recognition of the role of music education as a part of aesthetic experience at all levels of instruction.
5.10      The ability to articulate sequence and continuity in the music curriculum, K-12.
5.11      A recognition of the need for a vital and diversified music curriculum in the schools which will encourage continued musical growth and involvement beyond the years of formal education.
5.12      A recognition of the value and role of out-of-school music participation.
5.13      The ability to put student needs ahead of personal needs.
6.1        Exhibit a working knowledge of computer technology.
6.3        Exhibit a familiarity with the basic components of a computer system (input, output, storage, and retrieval).
6.4        Perform computer operations: on/off sequence, loading, executing, saving, backing-up of programs.
6.5        The ability to identify, evaluate, and select software programs appropriate for classroom management (CMI)--student enrollment, grades, and classroom-related record keeping.
6.6        The ability to identify, evaluate, and select software programs appropriate for clerical record keeping in the operation of the of the classroom, including robe and uniform inventory and assignment,maintenance of music library, purchase requests, etc.