COURSE SYLLABUS Sprummer, 2013 CO230 CHILDREN AND MUSIC CONTEMPORARY STUDIES WILFRID LAURIER UNIVERSITY Instructor: Dr. Annette Chretien achretien@myls.wlu.ca Course Description: This course provides an introduction to the challenges of teaching music and musical concepts to children. We will address the question "what is music"? from two different cultural perspectives: Western European and Native North American. Each module will examine how musical concepts such as time, rhythm, pitch, instrumentation, and structure are constructed and practiced differently in these various cultural contexts. Each module will use basic musical concepts to discuss the fundamental principles of music-making and music education that can help guide educators on how to approach the complex questions and challenges of teaching children about music in general, and musical cultures in particular. To do so, this course uses an interdisciplinary approach that combines theories and methods from ethnomusicology, music education and Indigenous studies. Required Textbooks Wade, Bonnie C. 2013. Thinking Musically: Experiencing Music, Expressing Culture. New York: Oxford University Press. Campbell, Patricia Shehan. “Reprint” from Teaching Music Globally: Experiencing Music, Expressing Culture. Global Music, Pp. 1-258, Oxford University Press, 2004./ Access Copyright. Copied with permission. Diamond, Beverley. 2008. Native American Music in Eastern North America. New York: Oxford University Press. *Textbooks include accompanying CDs for listening exercises. The same CD is used for Thinking Musically: Experiencing Music, Expressing Culture and for Teaching Music Globally: Experiencing Music, Expressing Culture. Weekly Schedule MODULE 1 Theme: Understanding Musical Systems Assignments Thinking About Teaching Music Globally Introduction Week 1 Group Posting "Thinking About Music" Due on Thursday -overview of the course and key concepts Individual Posting Readings: Chapter 1 of Due on Saturday Thinking Musically (Wade) around the definition of music "Cultures, Courses, and Classrooms" Week 2 Group Posting -world music pedagogy, some issues and Due on Thursday strategies Individual Posting Readings: Chapter 1 of Due on Saturday Teaching Music Globally (Campbell) "Traditions of Knowledge : Indigenous Week 3 Group Posting Knowledge and the Western Music School" Due on Thursday -on defining music in Native American Individual Posting Readings: Chapter 1 of Due on Saturday Native American Music in traditions North America (Diamond) -oral traditions in Native cultures -transmission MODULE 2 Theme: Pushing the Boundaries of Musical Definition "Thinking About Instruments" Week 4 Group Posting -characteristics of, and meanings associated Due on Thursday with, instruments Individual Posting Readings: Chapter 2 of Due on Saturday Thinking Musically (Wade) -classification systems "A Sound Awareness of Music" Week 5 Group Posting -instruments Due on Thursday -elements Individual Posting Readings: Chapter 2 of Due on Saturday Teaching Music Globally -context (Campbell) "Music and Historical Encounter: Inuit Week 6 Group Posting Communities" Due on Thursday -traditional genres Individual Posting Readings: Chapter 2 of Due on Saturday Native American Music in -music as historical record and judicial Mid-Term Exam North America (Diamond) system -throat singing Module 3 Theme: Musical Structure, Form and Social Practice "Thinking About Structure" -improvisation -composition Readings: Chapter 5 of Thinking Musically (Wade) -context and music as process "Listen-to-Learn Phases" Week 8 -Attentive Listening -Engaged Listening Readings: Chapters 3, 4 and 5 of Teaching Music -Enactive Listening Globally (Campbell) Week 9 "Music and Historical Encounter: Chapter 4 of Native Haudenosaunee Music Culture with American Music in North Occasional References to Cherokee America (Diamond) Traditions" -ethnographic description -historical background -singers and social practice - Ęhsgá:nye: -contemporary adaptations Module 4 Theme: Cross-cultural Approaches to Music Education Week 7 Week 10 "Thinking About Issues" Readings: Chapter 6 of -music in global culture/world Thinking Musically (Wade) music -group boundaries and identity: gender, nationalism, class, ethnicity, race -authenticity and tradition -global/local musics Week 11 "Music, Cultural Context, and Readings: Chapter 7 of Curricular Integration" Teaching Music Globally -music-as-music (Campbell) -music-as-culture -music in context: Cultural Prism Model -integrated, interdisciplinary activities Week 12 "Contemporary Intertribal and Pages 134-152 of Chapter 5 Cross-Cultural Native American in Native American Music Music" -contemporary popular music (10 in North America (Diamond) examples from different nations) -contemporary Native American music and identity Group Posting Due on Thursday Individual Posting Due on Saturday Group Posting Due on Thursday Individual Posting Due on Saturday Group Posting Due on Thursday Individual Posting Due on Saturday Individual Posting Due on Saturday Individual Posting Due on Saturday Individual Posting Due on Saturday Final Quiz Evaluation     Individual Postings Group Postings Mid-Term Exam Final Quiz 35% 30% 20% 15% Online Assignments (further direction is included in lesson notes) Individual Postings (35%) Each student will be required to submit an individual posting that responds to specific questions that will change each week. These responses should not exceed 250 words and should try to encapsulate, and comment on, the issues that have been raised during the weekly lesson. Responses that do not directly address the appropriate subjects and questions asked will not be considered as having "completed" the assignment. Only 10 out of 12 postings will be graded, which means the student can miss two postings over the whole term without affecting their grade. The instructor will select two responses from each student (one in the first six weeks, one in the last six weeks of the course) for grading. The grade assigned to these two postings will then be applied to the rest of the postings that are submitted for that half of term. A sample response will be posted by the instructor during the first week of class to provide students with some guidance on what is expected. Individual postings will be marked using the following criteria:   Response to the weekly questions (3%) Appropriate length and style (2%) Group Postings (1 per week, one answer per group) (30%) Each student is assigned to a group and must work with their assigned group for the term. Each week, students will be required to engage in online discussions with their assigned group by responding to specific questions relating to the weekly lectures and course materials including the activities provided in the readings. Group postings should not exceed 500 words, and may be less depending on the questions asked. These assignments will be graded, and monitored. Instructor feedback and commentary will be provided for the whole class every Sunday based on class discussions and postings. Late group postings are not accepted under any circumstances. Due Dates     Thursdays by noon-Group Postings to Group Discussion Board Saturdays by noon-Individual Postings due Sundays by noon-Instructor Feedback and Commentary Failure to meet posting deadlines will result in a grade of 0% for that posting Mid-Term Exam (20%) A mid-term exam will be administered online during Week 6 of the course. The mid-term exam will consist of multiple choice and true or false questions. The exact date and time of the exam is to be announced. Please consult the ‘news’ announcements on the home page of the course. Final Quiz (15%) A final quiz will be administered online during Week 6 of the course. The quiz will consist of multiple choice and true or false questions. The exact date and time of the exam is to be announced. Please consult the ‘news’ announcements on the home page of the course. Additional Readings The following readings can be used as resources for your background research in your assignments, or simply to further your understandings. Dumbrill, Gary C. and Jacquie Rice Green. 2007. "Including Indigenous Knowledge in WebBased Learning" Available online at The Haworth Press. Neegan, Erica. 2005. "Excuse me: who are the first peoples of Canada? A historical analysis of Aboriginal education in Canada then and now" International Journal of Inclusive Education 9 (1): 3-15. Marsh, Kathryn. 2000. "Making Connections: A case study of pre-service music education students' attitudinal change to Indigenous music" Perspectives on Music Education Research 15 (1): 58-67. Roulston, Kathryn. 2006. "Mapping the possibilities of qualitative research in music education: a primer" Music Education Research 8 (2): 153-173. Szego, C. K. 2002. "Music Transmission and Learning: A Conspectus of Ethnographic Research in Ethnomusicology and Music Education." In The New Handbook of Research on Music Teaching and Learning, edited by Richard Colwell and Carol Richardson, 707-729. Oxford: Oxford University Press. Stock, Jonathan. 2003. "Music Education: perspectives from current ethnomusicology" British Journal of Music Education 20 (2): 135-145. Course and University Policies 1. Academic Integrity/Misconduct (cheating): Laurier is committed to a culture of integrity within and beyond the classroom. This culture values trustworthiness (i.e., honesty, integrity, reliability), fairness, caring, respect, responsibility and citizenship. Together, we have a shared responsibility to uphold this culture in our academic and nonacademic behaviour. The University has a defined policy with respect to academic misconduct. You are responsible for familiarizing yourself with this policy and the penalty guidelines, and are cautioned that in addition to failure in a course, a student may be suspended or expelled from the University for academic misconduct and the offence may appear on their transcript. The relevant policy can be found at Laurier's academic integrity website (www.wlu.ca/academicintegrity) along with resources to educate and support you in upholding a culture of integrity. Ignorance of Laurier's academic misconduct policy is not a defense. 2. Special Needs: Students with disabilities or special needs are advised to contact Laurier's Accessible Learning Centre <see: http://www.mylaurier.ca/accessible.htm > for information regarding its services and resources. Students are encouraged to review the Calendar <see: http://www.wlu.ca/page.php?grp_id=1365&p=5123> for information regarding all services available on campus. 3. Plagiarism: Wilfrid Laurier University uses software that can check for plagiarism. Students may be asked to submit their written work in electronic form and have it checked for plagiarism. Course Policies 1. Students can contact instructor through the MyLearningSpace e-mail. The instructor will check, and respond to, student e-mails three times a week, on Mondays, Wednesdays and Sundays. 2. Late Policy: The late penalty for hand-in assignments will be 2% per day including weekends. Failure to meet posting deadlines will result in a grade of 0% for that posting