Wisconsin

Lutheran College (WLC)

EDU 346-01 Instructional Strategies/General Music (2 cr.)
January 23 – May 18, 2017
FA205, 6:45pm-8:30pm

Instructor:
Shannon E. Pahl
BA, Music Education—Instrumental Emphasis
MM, Music History and Literature
MLIS, Library and Information Studies
Orff Schulwerk Levels I, II, and III
Email: shannon.pahl@wlc.edu

Description:

A course to develop the knowledge, skills, and strategies needed in the instruction of
general music for children ages 4-14. Prerequisite: Admission to Music Education Major

Instructor’s Note:

This course provides a general overview of curricular objectives, methods, strategies, and
skills for teaching and assessing general music classes at the elementary and middle school
level. It is impossible to cover all the possible tools necessary to succeed in single semester.
To help you, I have provided an extensive list of resources and additional training
opportunities. I encourage you to explore these resources as well as available blogs and
professional learning networks to supplement what you learn in class. In many cases,
student memberships to professional organizations are discounted or free and can provide
you with additional professional development.

Required Materials:

Campbell, Patricia Shehan and Carol Scott-Kassner. Music in Childhood:
From Preschool through the Elementary Grades, 4 Edition. Boston:
th

Schirmer, 2014.

Houlahan, Micheal and Philip Tacka. Kodaly Today: A Cognitive Approach to Elementary
Music Education. 2nd Edition. Oxford University Press, 2015.

Kriske, Jeff and Randy Delelles. As American as Apple Pie. Las Vegas: Kid Songs, 2003.

Soprano Recorder: Yamaha Brand, Baroque Fingering
http://www.westmusic.com//p/yamaha-yrs-20bb-blue-translucen
3-piece-soprano-recorder-wstandard-fingering-400288

Google Drive Shared Folder: https://goo.gl/0U8qaN

Course Objectives:

Teacher Candidates will demonstrate knowledge of:
o Major general music methodologies, approaches, and strategies to reach all learners.
o Appropriate curricular goals, resources, and tools for general music education
(books, repertoire, instruments, apps, assessment etc.).
o National and State music education standards.
o Current trends in elementary general music.


Teacher Candidates will:
o Create developmentally appropriate learning objectives .
o Choose appropriate methods, approaches, repertoire, strategies, and
accommodations to fit stated learning objectives and developmental level of
students.
o Apply and implement knowledge of learning objectives and strategies through
organized, developmentally appropriate lesson plans.
o Reflect critically on the effectiveness of their own and others’ instructional and
assessment practice.
o Create a pre-professional learning community through active preparation,
participation, and reflection.

Course Requirements:

Teacher Candidates are required to:
o Prepare for and attend class, participate in class discussion, activities, and teaching
demonstrations, and complete all assignments.
! Upload one copy of your lesson plans to our Google Drive Folder after it is
due.
o Attend one Orff Schulwerk Workshop
! March 4, 2017 at Meadow View Elementary School W360N7077 Brown
St. Oconomowoc, WI 53066 from 9am-3pm
! Attendance at this workshop satisfies 5 hours of your field experience and is
free for undergraduates.
! Registration can be completed in advance or on site: www.milwaukeeorff.org
o Attend one Off-site class for an elementary concert
! May 4, 2017 at Eisenhower Elementary School, 11600 W Center St.
Wauwatosa, WI 53222 from 6:30pm-8pm
o Play and instruct soprano recorder using correct hand position, articulation, and
phrasing.
o Silence and store all cell phones during class.
o To use technology (laptops, tablets) with respect for the instructor and their
colleagues by using it for ED346 tasks related to that day’s focus. Instructor reserves
the right to request technology be stored entirely.
o Participate in a 20-hour field experience as defined by WLC.

Grading:

Assignment Points Toward Grade
Attendance and Class 10
Participation
Self Reflections (3) 5 x 3 = Total 15
Method/Approach 5
Presentation
Solo Teaching #1 Lesson Plan 5 + Teaching 10 = Total 15
Solo Teaching #2 Lesson Plan 5 + Teaching 10 = Total 15
Solo Teaching #3 Lesson Plan 5 + Teaching 10 = Total 15
Solo Teaching #4 Lesson Plan 5 + Teaching 15= Total 20
App or Online Resource 5
Presentation
Total 100 possible


WLC Education School Grading Scale

95-100 A
89-94 AB
83-88 B
77-82 BC
71-76 C
65-70 CD
60-64 D
59 F
Course Assignments:

Presentations:
o Method or Approach
! Prepare a 5-10 presentation of your assigned music education approach or
methodology. Be prepared to answer the following:
• Who created this approach or methodology? Where?
• What are the major tenets of this approach/methodology?
• How does this approach or method effect how the teaching looks and
sounds?
•

o App or Online Resource Presentation
! Present an app or online resource of your choosing (not Kahoot, Joytunes,
Noteflight, or Youcisian) to your peers. Be prepared to present:
• How the app or resource can be used
• Who can use it (teacher, students, both)
• Appropriate age range for use
• Challenges or downsides of the technology
• A good place to start: http://blairfinchproject.wixsite.com/samr


Reflections:
o #1--Write a 1-2 page reflection on which methods or approaches are
resonating most with your current teaching philosophy.
! Why do you think it fits so well?
! How does it relate to your own general music experience?
! What more do you want to learn?
o #2--Write a 1-2 page reflection on your experience of the Orff workshop.
! What did you learn?
! What surprised you? Challenged you?
! How will you use this in your teaching?
o #3--Write a 1-2 page reflection on your experience of the course.
! How did your general music philosophy evolve over the semester?
! What did you find most challenging?
! What did you find most helpful?
! What else do you think would have helped you succeed?

Solo Teaching:

o #1--Teach a 10 minute lesson using singing as primary mode of expression.
! Choose a folk song from pg 88-94 or 99-103 in your text
! Choose a grade level you feel the song is appropriate for based on range,
content, etc.
! Design a learning target for your lesson (i.e. something deeper than “Students
will sing a folk song”. What knowledge or skill do you want them to
demonstrate?)
! Create a lesson plan that:
• Activates prior learning (you can make some assumptions here, but be
clear about what you are assuming)
• Shares the learning target
• Teaches the target using singing as the primary means of instruction
(use rote and/or antiphonal)
• Checks for understanding
! Provide the following:
• A hard (or digitally comment-enabled) copy of your lesson plan for
Ms. Pahl
• A digital copy of your lesson plan in Google Drive shared folder
! Be prepared to teach the lesson to your classmates

o #2--Teach a 10-15 minute lesson using movement (creative or structured) as
primary mode of expression.
! Choose a song or listening excerpt (or create one!)
! Choose a grade level you want to focus on
! Design a learning target for your lesson (What knowledge or skill do you
want them to demonstrate? What are they listening for?)
! Create a lesson plan that:
• Activates prior learning (you can make some assumptions here, but be
clear about what you are assuming)
• Shares the learning target
• Teaches the target using movement or listening
• Checks for understanding
! Provide the following:
• A hard (or digitally comment-enabled) copy of your lesson plan for
Ms. Pahl
• A digital copy of your lesson plan in Google Drive shared folder
! Be prepared to teach the lesson to your classmates

 o #3--Teach a 10-15 minute lesson using music literacy (rhythm, pitch, or
expression markings) as primary focus.
! Choose repertoire and modality (singing, body percussion, or playing
instruments)
! Choose a grade level you want to focus on
! Design a learning target for your lesson (What knowledge or skill do you
want them to demonstrate?)
! Create a lesson plan that:
• Activates prior learning (you can make some assumptions here, but be
clear about what you are assuming)
• Shares the learning target
• Teaches the target using movement or listening
• Checks for understanding
! Provide the following:
• A hard (or digitally comment-enabled) copy of your lesson plan for
Ms. Pahl
• A digital copy of your lesson plan in Google Drive shared folder
! Be prepared to teach the lesson to your classmates

o #4--Teach a 15 minute lesson where improvisation or composition is
contained in the learning target.
! Choose modality (singing, speaking, moving, body percussion, playing
instruments, etc.)
! Choose an activity to teach a composition or improvisation skill where
students guide the outcome
! Choose a grade level
! Design a learning target for your lesson (What knowledge or skill do you
want them to demonstrate?)
! Create a lesson plan that:
• Activates prior learning (you can make some assumptions here, but be
clear about what you are assuming)
• Shares the learning target
• Teaches the target using movement or listening
• Checks for understanding
! Provide the following:
• A hard (or digitally comment-enabled) copy of your lesson plan for
Ms. Pahl
• A digital copy of your lesson plan in Google Drive shared folder
! Be prepared to teach the lesson to your classmates

Course Calendar:

Date: Due: Topics: Assignment:
Week 1 • Read Ch 1-2 • Course Overview • Read Ch 3;
Jan 26 • Purpose of music • Method or approach
education presentation
• Your experiences • Order your recorder!
• What do you need? • Create a folder for your
lessons in our shared folder
Week 2 • Read Ch 3 • Major methods and • Write Reflection #1
Feb 2 • Method or approaches • Read Ch 4-5
Approach
presentation
Week 3 • Reflection #1 • Singing in the • Prepare Solo Teaching #1
Feb 9 • Read Ch 4-5 elementary music • Read Ch 6
classroom • Watch:
o https://goo.gl/TdpGw9
o https://goo.gl/74Tne0
o https://goo.gl/163TSM
o https://goo.gl/MNInaQ
o https://goo.gl/8WWG7i
o https://goo.gl/qWdV8L
Week 4 No class—Wauwatosa School District Conferences
Feb 16
Week 5 • Read Ch 6 • Present Solo Teaching • Read Ch 7
Feb 23 • Solo Teaching #1 #1 • Prepare Solo Teaching #2
• Movement in the • Register for Orff workshop
elementary music o www.milwaukeeorff.org
classroom
Week 6 • Read Ch 7 • Present Solo Teaching • Read Ch 8
Mar 2 • Register for Orff #1 • Prepare Solo Teaching #2
Workshop • Rhythmic Development • Attend workshop Saturday
• Write Reflection #2
• Bring Recorder
Mar 4 Off-site--Orff Workshop
9am-
3pm
Week 7 • Read Ch 8 • Present Solo Teaching • Read Ch 9
Mar 9 • Reflection #2 #2 • Prepare Solo Teaching #3
• Solo Teaching #2 • Instruments in the • Watch:
• Bring Recorder elementary music o https://goo.gl/g3BT9J
classroom
Week 8 No Class— WLC Spring Break
Mar 16

Week 9 • Read Ch 9 • Present Solo Teaching • Read Ch 10
Mar 23 #2 • Prepare Solo Teaching #3
• Listening in the • Watch:
elementary music o https://goo.gl/oz5Uoy
classroom • Read:
o http://www.nafme.org/p
ersonalized-learning-
through-project-based-
music/
Week 10 • Read Ch 10 • Present Solo Teaching • Read Ch 11 & 13
Mar 30 • Solo Teaching #3 #3 • Prepare Solo Teaching #4
• Bring Recorder • Creation and • Read article on rubrics:
improvisation in the o https://goo.gl/cwm70b
music room
Week 11 • Read Ch 11 & 13 • Present Solo Teaching • Read Ch 12 & 14
Apr 6 and article on #3 • Prepare Solo Teaching #4
rubrics • Motivation • Familiarize yourself with
• Bring Recorder • Management National Core Arts Standards
• Assessment strategies o https://goo.gl/yxdNoO
Week 12 No class—WLC Easter Break
Apr 13

Week 13 • Read Ch 12 & 14 • Curriculum design • Read 15 & 16
Apr 20 • Content Standards • Continue work on Solo
Teaching #4

Week 14 • Read 15 & 16 • Present Solo Teaching • Familiarize yourself with
Apr 27 #4 DPI’s PDP page
• Exceptional Education o http://dpi.wi.gov/tepdl/
• Universal Design pd
• Cultural responsiveness • App/online resource
• STEAM presentation
• PBL • Reflection #3
• Middle School
Week 15 Off-site class—Elementary Concert
May 4
6:30pm-
8pm
Week 16 • Familiarize • Present Solo Teaching
May 11 yourself with #4
DPI’s PDP page • SLOs
• App/online • PDP
resource • Apps and online
presentation resources
• Reflection #3 • Wrap up and final
 questions
Finals Thanks for your hard work this semester! Best of luck!
Week
May 18




Handouts for Students:

Kodaly sequence--http://kodaly.hnu.edu/pdf/Sequence_of_Concepts.pdf

Orff Kodaly Gordon
o Imitation o Prepare o Whole/Part/Whole
o Exploration o Present o Audiation
o Improvisation o Practice o Musical Aptitude
o Notation/Composition
Discrimination Learning
(perceiving)
1. Aural/Oral
2. Verbal Association
3. Partial Synthesis
4. Symbolic Association
5. Composite Synthesis

Inference Learning
(conceiving)
1. Generalization
2. Creativity-Improvisation
3. Theoretical Understanding



Image Credit:
Hirokawa, J. (2015). Teaching vocal technique in choir rehearsal. Choral Journal, 56
(4): 73-77.
Recommended Classroom Resources for Your Library:

Orff Schulwerk
! Orff Schulwerk Volumes I-V
! Rhythmische Ubung
! Spielbuch fur Xylophon
! Game Plan Curriculum Series
! Purposeful Pathways Books I-III
! Discovering Orff
Kodaly
! First We Sing! Series
! Kodaly in the _________ Classroom
! Folk Songs North America Sings
! 150 Folk Songs to Sing and Read
! Just Five
! 120 Singing Games
! Holy Names University Kodaly Database
Recorder
! Recorder Routes
! Recorder Karate
Movement
! New England Dancing Masters
• Listen to the Mockingbird
• Sashay the Donut
• Chimes of Dunkirk
• Down in the Valley
! Phyllis Weikert
• Teaching Movement and Dance
• Rhythmically Moving CD Series

Music Education Magazines for Classroom Use
! Music K-8
! Music Express
! Activate

Additional Training
! Orff Schulwerk, 3 Levels to Certification
• Vandercook College of Music, Levels I-III
• University of St. Thomas, Levels I-III
• DePaul University, Levels I-III
• Greater Milwaukee Orff Dimensions www.milwaukeeorff.org
• North Central Wisconsin Orff www.ncwo.org
• American Orff-Schulwerk Association www.aosa.org
! Kodaly, 3 Levels to Certification
• Silver Lake College, Levels I-III
• University of St. Thomas, Levels I-III
• DePaul University, Levels I-III
• Drake University, Levels I-III
• Indiana University, Levels I-II
• Minnesota State University—Moorhead, Levels I-III
• Organization of American Kodaly Educators
! Dalcroze, 3 Levels of Certification
! Gordon
• Michigan State University
! Feierabend
• Silver Lake College
• Vandercook College of Music