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MEMORANDUM
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SENATE
Subject..
CHANGES ... FACULTY OF EDUCATION
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
From...
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Date ....
9
ENBE
Action undertaken by the Senate Committee on Undergraduate Studies
at its meeting of Noveither 30, 1982 gives rise to the following motion:-
MOTION:
"That Senate approve and reconmnd approval to the Board of
Governors, as set forth in S.83-5 , the proposed
a)
New course EDUC 469-4 - Music Education as thinking in Sound
b)
Calendar statement changes
i)
EDUC 404 - page 68 - required GPA
ii)
1. Specific minor programs - page 65
2. Minor in Early childhood Education - page 66"
FOR INFORMATION:
Acting under delegated authority at its meeting of November 30, 1982
the Senate Committee on Undergraduate Studies approved
changes including
Change of prerequisite EDUC 478-4 - Designs for Learning Music.
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TO: Harry Evans
FROM: Jaap Tuinman
Secretary
Acting Dean
Senate
Faculty of Education
SUBJECT:
DATE: November 1, 1982
The Faculty of Education at its meeting on October 25, 1982 approved
the following:
1.
Change in prerequisite for EDUC 478-4 (Designs for Learning:
Music) (enclosed)
2.
New course proposal: EDUC 469-4 (Music Education as thinking
in sound) (enclosed}
3.
Calendar change for the University's 1983/84 calendar: the
.
following addition to the NOTE at the and of the section
entitled "EDUC 404 Semester on Campus" under "Professional
Development Program" (currently on page 68 of the
University's 1982/83 calendar): "In order for the Faculty to
recommend a student for certification, the student must
achieve in EDUC 404 a SPA at lea5t equivalent to that
required for a degree in the University..
4.
Calendar change for the University's 1983/84 calendar: the
following statement as an introduction of the "Specific
Minor Programs" (currently on page 65 of the University's
1982/83 calendar): "Four Specific Minor Programs are offered
by the Faculty of Education. Each requires the approval of
the Director of Undergraduate Programs."
and
the following statement as an introduction of the "Minor in
Early Childhood Education (currently found on page 66 of the
University's 1982/83 calendar): "The minor in Early
Childhood Education provides a focus for students wishing to
work with children aged 3 through 8.
Please include these items on the agenda of the next owe
tpbf the
Senate Committee on Undergraduate Studies."
cc: Kieran Egan
Stan Kanehara
V
5.
--. Date:
Title of Cour.e:
'II
Department: EDUCATION
469
Credit Hours:
4
Vector:
2-2-0
Music Education as Thinking in Sound
1 . Ca hnd.i r Info
F!u.l El
on
Abbreviation (:nd(
:EDUC.
Calendar Description of course:
Understanding the language of music, both
historical and contemporary, and developing strategies for use in teaching
music as a general classroom activity.
Nature of Couri
Seminar/Workshop
Prerequisites (r £pecial
in. trnti:is):
Not
less
than 60 semester hours, and
some basic musical knowledge with, preferably, some teaching experience.
'rilia t cow se
(rou r •. ) ,
if
:in y , 1,
i
ii
ii roppd f rin the
ca
lendar -,
I f
tiiis r.ur:;e
pprrvcd:
None
2. Scheduling
Spring each year.
How fri1utnt1v
Will (i
ll
.
I,..
;ved? Annually.
Seme;[i•r. in which the coni;
I t h
(If
fr..d?
1984-1
To promote deeper understanding of the expressive nature
of the art of music in the student, and to develop teaching strategies for
use in schools concerning the use of sound as an artistic mode of personal
expression, and the symbolic use of sound in both contemporary and historical
art works.
4.
taryancl_
!
.
ceJ
.
Sei
L!:'!'
t. (f() r I nforur t. i on only)
What addi
t ion;il
rcsotsr'e:.
wi 11 l' rc'qui red
In the following aras
Faculty
none
Staff
none
I.lhrai-y
none
Audio
Vi sual none
Space
none
Equ1pniit
none
SCL!
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.
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Music Education as thinking in sound
Course outline
There are three basic areas of study
1)
The nature of musical sound and its language forms
2)
The nature of musical meaning
3)
Children composing music
Each area of study will cover aspects which relate to the role and function of
the teacher in an elementary school.Details of the content are
1)
The nature of musical sound and its language forms -
- differences between the child's perception of sound and adults'- children hear
more objectively,have greater auditory acuity and can hear higher frequencies,
envelope changes etc., by contrast adults have lost this ability and tend to
impose cultural meanings which the child has not yet acquired.
- various topics will explore both the child's perceptions and the adults'
a)Image and movement In music
b)Image and mood in music
c)Image and sensation of auditory experience in music
d)Auditory image and musical craftsmanship
e)Image and narrative in sound
2)
The nature of musical meaning -
- the meanings normally applied to music of western culture will be examined
by contrasting the child's and adult's acculturation
- the role of acculturation in supplying meanings will be examined as applied
-
to music
- the-significance of the effects of age and development and acculturation on
meanings for music education in the eleipentary school will be exam-.:,d
- the folloiwng topics indicate the course outline in this respect
a)musical sound and meaning - some basic points
b)music and semiotics- internal semiotic functions concerning auditory
sensation and musical meanings in western culture
c)music and mood
d)music and notations for sound
e)growth,decay and change in music
f)phenomenologist views of music and meaning
g)music education of the future
3) Children composing music -
-various schemes and methods for children composing music will be introduced
and dealt with under the following headings
a)
Exploring materials and the sounds produced
b)
Matching sounds with visual symbols,various alternative relationships
between sound and symbol will be explored
c) Producing and comparing a variety of simple patterns in sound
d) Sound and imagery - the sound as the image for an event
e)
Sound and narrative - sounds used to depict events in a story..
Music Education as Thinking in Sound
Justification : The emphasis in music education traditionally is in skill acquisition,
despite the obviousness of students' desires to understand music and to be able to
organize their experiences in its language forms. There is some evidence that skill
acquisition in musical performance practices contributes little to the development of
such understanding. This cousse is designed to remedy this situation.
Students will complete readings in aesthetics,notions of musical meaning and language
forms ,studies in the variety of uses of sound in both contemporary and historical music,
and music from other cultures, and examine some new techniques for teaching music which
have emerged during the last 10-15 years in North America and Europe. They will be
encouraged to select ideas and develop their own teaching strategies through critical
analysis of the various readings and practices ,developments in contemporary music
and new techniques referred to.
Bibliography
Davies J.B. Psychology of Music(1978)
Hanslick E. The Beautiful in Music(1854)
Lang C.S. Music in Western Civilization
1vyer L. Emotion and Meaning in Music(1956)
Pratt C.C. The Maaning of Music(1968)
Radocy and Boyle The Psychological Foundations
of Musical Behaviour(1979)
Westrup J. A short history of Music
Wollhejm IL Art and its Objects(1968)
Zuckerkandil V. Man the Musician (1973)
Cooke D. The Language of Music (1956)
Biasini A Pogonowski L.
MV1Y
Interaction (1979)
Cage J. Silence (1968)
Dennis B. Experimental Music in Schools(1970)
Dennis B. Projects in Sound (1975)
!vyer-Deri1anann C. Experiments in Sound(1977)
Murray-Schafer R. Ear Cleaning (1967)
Paynter J. Aston P. Sound and Silence (1970)
Self C. New Sounds in Class (1967)
Thomas R. Synthesis- MMCP (1979)
Walker R. Sound Projects (1976)
Walker R. Music Education-Tradition and Innovation(1983-in prep.)
Various papers from Die Peihe ( intranslation) ,Psychology of !4isic, and the writings
of Bernard Shaw, Debussy, Mende lssohnetc..
N.B. This course was offered as an experimental course during Summer Session 1982.
It was offered as part of the Summer Institute program The Arts in Education
using the experimental course number Educ.489.
The response of students
WLS
very positive both in their evaluations and in
comments to the instructor. Moreover, all the students were serving teachers
seeking some upgrading of their teaching strategies. 'ihere is strong evidence
in the field that a course like this is an essential addition to the present
Designs for Learning in Music.
.
S
Change of Prerequisite - EDUC 478-4 Designs for Learning Music
Prerequisites (or special instructions):
Some basic knowledge of music and some, even if only preliminary, performance skill.
A number of students enroll in Education 478 even though they have
no theoretical background or performance skills. Often they are intending
to become teachers in elementary schools, where they will be expected to teach
some music. In the past, instructors have tried to supply some basic intro-
duction to musical theory and teach students elements of recorder playing as well
as instruct them in how to teach music. This is really hopeless. By requiring
some basic knowledge and skill before entering the course, instructors may
concentrate on music pedagogy.
IV
