Educat ki78_LI Designs for Learning: •c
    REGULAR SEMESTER 1983
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    INSTRUCTOR: J. Le Dressay
    Wednesday, 5:30 - 9:20
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    LOCATION: on campus
    MAIN FOCUS OF THE COURSE:
    Musical activity for the classroom is the main focus. The assumption is that the
    student is anxious to acquire teaching and organizational skills suitable for
    the general music lesson in the elementary school - i.e. grades K through 7. General
    classroom music is seen as educating children to become intelligent and sensitive
    appreciators of music through improvisation, composition, and understanding of
    musical concepts, and thus learning how to listen.
    REQUIREMENTS:
    No formal musical training or knowledge is necessary. The course seeks to achieve
    the impossible: to give students a basic musical training suitable for the
    elementary school classroom, and at the same time to develop skills as music
    teachers. Thus students learn how to do it and how to teach it at the same time.
    COURSE CONTENT: The following topics are covered:
    1. Basic musical concept development in pitch and rhythm
    2. Compositional techniques related to these
    3.
    Basic understanding of broad musical concepts from a multicultural
    viewpoint
    4.
    Composition and improvisation techniques related to these
    5.
    Listening as an active involvement for the individual
    6. Development of auditory perception in general
    7.
    Guidelines for sequencing and structuring learning in music
    8. Ample material for curriculum planning
    The following teaching techniques will be covered:
    1.
    Kodaly
    2.
    Orff
    3.
    Ukulele and
    +. Dalcroze
    TEXTS:
    No texts are prescribed, but throughout the course students will receive large amounts
    of printed notes which they build into sets of curriculum material for classroom
    use. Suggestions of material which may be purchased for each grade level will be made.
    ASSESSMENT:
    All students will develop the ability to read music and compose during the lecture
    time. This activity will form a major part of the coursework each week, and competence
    will be built up gradually. Students should fear this development of musical
    literacy in terms of their assessment grades. The type of work assessed is related
    to how well the student adapts material for classroom use rather than how well they
    perform as musicians. Performance as a musician cannot be a criterion for assessment
    in a course like this. Each week a task will be set, but formal assessment will
    begin only after the 2nd week, so as to give all students a chance to develop
    confidence in the use of given materials.
    One written assignment in an approved project relating to classroom music will be
    required by the end of the semester (50
    9
    of the marks), in length about 3,000 words,
    and in addition several musical and theoretical assignments
    (500
    of the marks) will
    be required during the course. There is scope for individual choice and students'
    personal interests and aptitudes in all assessment work.
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    Education 1478-4
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    Page 2
    COMMENT:
    The belief is that music lessons should be fun, should be broad based in content, and
    should be well organized in execution. This is an approach to music teaching which
    does not necessarily require skills in instrumental performance so much as under-
    standing of music education issues.

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