Teaching Music in Higher Education

by Colleen M Conway, Thomas M Hodgman

Overview

Graduate students already know what to teach when they begin teaching undergraduates, but often find they lack the knowledge of how to teach it. Teaching Music in Higher Education is the only book designed specifically to help graduate students in music teach undergraduates (both music- and non-music majors). Covering all aspects of the process—from the first class taught through obtaining tenure and promotion—this book effectively answers a host of questions that beginning instructors are likely to have. The authors emphasize innovation and learner-centered pedagogy, stressing a teaching style tailored to meet individual student needs. Beginning music instructors learn how to organize and explain materials in ways appropriate to students' abilities; create an environment for learning; help students become autonomous self-regulated learners; and reflect upon and evaluate their own teaching. This book shows graduate students how to accomplish all of these goals and more.

Features
*Materials for organizing a course, including a course preparation guide with sample syllabi, an outline of a typical course sequence for a music major, sample performance assessment tools, and sample forms for student midterms and final evaluations
*Vignettes written by undergraduate music majors and reflections from successful music faculty
*Advice for the job search and professional development
*A sample Faculty Activities Report for music professors and a sample tenure and promotion materials packet
*National Association of School of Music (NASM) requirements and teacher education requirements for music education majors
*Suggestions for further reading at the end of each topic

Product Details

ISBN-13:	9780195369359
Publisher:	Oxford University Press
Publication date:	12/16/2008
Edition description:	Older Edition
Pages:	256
Product dimensions:	6.00(w) x 9.10(h) x 0.60(d)

About the Author

Colleen M. Conway is Associate Professor of Music Education at the University of Michigan. She edited Great Beginnings for Music Teachers: Mentoring and Supporting New Teachers (2003) and coauthored the Handbook for the Beginning Music Teacher (2006).
Thomas M. Hodgman is Associate Professor of Music and Chair of the Music Department at Adrian College. He coauthored the Handbook for the Beginning Music Teacher (2006).

Table of Contents

PrefacePart One: Course Planning and PreparationChapter 1: Designing an Undergraduate Music CourseIntroductionChecklist for Getting to Know the SchoolAvoiding the "Transmission Model"Pedagogical Content Knowledge (PCK)Course Goals and DescriptionsChoosing a TextCourse CalendarCurriculum Design IssuesPolicy StakeholdersSample Music Degree OutlinesCurricular Tensions and InnovationsChecklist for Course DecisionsQuestions for Discussion and Suggested ActivitiesChapter 2: Assessment and Grading in Music CoursesAssessment vs. GradingMusic Aptitude and AchievementManaging AssessmentMethods of AssessmentStudent Generated RubricsSample Performance RubricsAssessment in the Learner-Centered ClassrooomAuthentic AssessmentQuestions for Discussion and Suggested ActivitiesChapter 3: Understanding the LearnersStudent Intellectual GrowthLearning StylesMotivationGenderCultural DiversityIndividual Learning NeedsMusical Growth and the Changing LearnerSuggested Teaching Strategies for UnderclassmenThe Freshman Music MajorThe Sophomore Music MajorSuggested Teaching Strategies for UpperclassmenThe Junior Music MajorThe Senior Music MajorQuestions for Discussion and Suggested ActivitiesChapter 4: Sample Syllabi for Music CoursesGeneral Criteria for SyllabiApplied MusicMusic TheoryAural SkillsMusic HistorySurvey of Music for non-majorsBrass TechniquesWoodwind TechniquesPercussion TechniquesQuestions for Discussion and Suggested ActivitiesFurther Reading for Course Planning and PreparationPart Two: Teaching and LearningChapter 5: Creating a Culture for LearningTeaching PersonalityReflection on TeachingPower and ControlIdentity as a College ProfessorFirst Class Meeting/ChecklistWeekly Class PreparationInteraction with Readings and MaterialsStudent AssignmentsCommunicationAttendanceDifficult StudentsCheating and PlagiarismIssues of FairnessQuestions for Discussion and Suggested ActivitiesChapter 6: Instructional Strategies for Academic CoursesLecture FormatSetting the Room for LecturePlanning a Lecture/ChecklistDelivering a LectureMaterials for a LectureAssessment of Lecture MaterialAdvantages and DisadvantagesDiscussion FormatSetting the Room for a DiscussionPlanning a DiscussionLeading a DiscussionMaterials for a DiscussionAssessment of Discussion MaterialAdvantages and DisadvantagesAsking QuestionsGetting Students to ReadHelping Students to WriteSubstantive vs Reflective WritingQuestions for Discussion and Suggested ActivitiesChapter 7: Strategies for Active Learning in Music ClassroomsCooperative LearningRoom Setup and Forming GroupsPlanning for Cooperative LearningLeading Cooperative Learning ActivitiesAssessment of Learning in the Collaborative ClassroomAdvantages and DisadvantagesCollaborative LearningRoom Setup and Forming GroupsPlanning for Collaborative LearningPlanning in Collaborative Learning ActivitiesMaterials for Collaborative LearningAdvantages and DisadvantagesCase-Based TeachingCase-Based Teaching ChecklistGames and SimulationsUnifying Principles and Teaching Larger ClassesCreate a Natural Critical Learning EnvironmentGet Their Attention and Keep ItStart with Students Rather than the DisciplineSeek CommittmentHelp Students Learn Outside of ClassEngage Students in Disciplinary ThinkingCreate Diverse Learning ExperiencesQuestions for Discussion and Suggested ActivitiesChapter 8: Teaching Applied MusicSettings and Characteristics of Successful Applied TeachersThe One-on-One InteractionMaintaining a Healthy Culture in the StudioStudio Class InstructionLogistics of Applied Music TeachingJury Questions ChecklistGradingResearch on Applied MusicQuestions for Discussion and Suggested ActivitiesChapter 9: Toys or Tools?: Instructional TechnologyOnline Listening Blogs: An Introductory Case StudyLessons from Listening BlogsAligning Technology with Goals in Course DesignKnowledge Acquisition - Presentation and Course Management ToolsSynthesis: Using Technology to Inspire and Show Original Student WorkLiving MusicThe Promise and Perils of Learning TechnologyTechnological LiteracyCreativity in the Classroom: Learning Technology as a CatalystBibliography/Further ReadingWeb ResourcesQuestions for Discussion and Suggested ActivitiesFurther Reading for Issues in Teaching and LearningPart Three: Growth in Teaching Practice and a Future in Higher EducationChapter 10: The Job Search in Higher EducationFinding the JobsUnderstanding the PostingCover LettersResume and Curriculum VitaeLetters of RecommendationCommunication with InstitutionsPhone InterviewsInterviewing for a JobTeaching at the InterviewPerformance or Research PresentationHiring and Negotiation ProcessQuestions for Discussion and Suggested ActivitiesChapter 11: Feedback from Students and Reflection on TeachingReflection in College TeachingTeaching JournalsForms for ReflectionVideotapePeer ObservationForm for ObservationStudent FeedbackCourse EvaluationsTeaching Questionnaire Development FormApplying Student SuggestionsStrategies for Critical ReflectionQuestions for Discussion and Suggested ActivitiesChapter 12: Navigating a Career in Higher EducationSample Tenure and Promotion Policy DocumentTeaching EvaluationResearch or ScholarshipApplied Faculty CriteriaAcademic Faculty CriteriaCollege ServiceSecuring ReviewersLevel of DocumentationSample Faculty Activities Report FormInstitutional SupportChallenges to Good TeachingQuestions for Discussion and Suggested ActivitiesChapter 13: Professional Development & Improvement of TeachingFaculty ResourcesThe Study of TeachingWhat to StudyData and AnalysisDissemination in MusicWhy Teach? Why Teach Music? Questions for Discussion and Suggested ActivitiesFurther Reading for Growth and a Future in Higher EducationReferencesIndex