Courses

Posted here are syllabi for the courses I have taught/am teaching at Indiana University. Please feel free to use the information. However, if you do, please let me know. Thanks.

Freshman colloquium in music education (Fall 2014)

  • This course will provide an introduction to the basic principles and practices of music education (e.g., history, philosophy, types of school programs, organization and implementation of instruction). The assignments in this course have been designed to provide opportunities for students to develop pedagogical skills and critically consider and reflect upon issues related to their personal development as music teachers.

Introduction to music learning and teaching (Fall 2014)

  • This course will provide an introduction to principles and practices fundamental to music learning and teaching. The class will include topics dealing with philosophical bases for teaching music, psychological foundations of musical learning, effective approaches to pedagogy, and musician health and well-being. The assignments in this course have been designed to provide opportunities for students to develop pedagogical skills and critically consider and reflect upon issues related to their personal development as music teacher-performers.

Methods and materials for teaching instrumental music (Fall 2016)

  • This course provides students with a survey of skills, strategies, content knowledge and resources necessary for effective music instruction as a school band or orchestra director. The course focuses on pedagogical processes (teaching/learning) and on philosophical and curricular issues in instrumental music education. Topics of emphasis include: sight to sound pedagogy; rhythm and intonation pedagogy; teaching students to practice; planning, implementing, and reflecting on large ensemble rehearsals; and incorporating elements of comprehensive musicianship, improvisation, and composition into ensemble contexts. Additionally, a significant portion of the course will be devoted to students’ areas of personal interest and goals for professional growth. Course activities and concepts will be supplemented by the corequisite field experience.

Learning processes in music (Fall 2017)

  • The central purpose of this course is to challenge students to consider how fundamental educational theories may be applicable to their work in music education. The course will begin with a survey of cultural, behavioral, social cognitivist, and constructivist approaches to understanding learning. A brief discussion of the role of technology in music teaching and learning as well as conceptual approaches for studying the intersections of music and creativity will also be explored. The students will work to integrate music education research into their understanding and application of each topic. The assignments in this course are designed to (a) engage students in reflective thinking, (b) foster basic scholarly skills (i.e., searching, understanding, synthesizing, critiquing), and (c) provide opportunities for applying ideas to their own teaching settings.

Psychology of music (Fall 2016)

  • This course is a survey of selected psychological perspectives on musical experience and learning. The course will begin with a very brief consideration of the evolutionary bases for musicality as well as an exposition of basic acoustical principles and physiological processes for experiencing sound. We will then explore the neurological bases of musical experience along with a quick survey of some recent research dealing with possible relations between musical ability, general cognitive abilities, and language. This will be followed by an introduction to traditional topics of music perception and cognition, namely, cognitive theories of tonality, harmony, temporal aspects of music, and melody. The most substantial unit in the course will deal with musical skill acquisition (e.g., memory, motor skill acquisition, sight-reading, expertise, performance anxiety). Lastly, contemporary theories regarding motivation for music learning will be dealt with. Students will have the option of pursuing their own interests in-depth within the final project. Students can choose to complete a research literature review or an original empirical study as a final project.

Measurement, evaluation, and guidance in music (Spring 2017)

  • The course will begin with a unit dealing with foundational issues of measurement, evaluation, and guidance as related to current accountability policy trends, educational frameworks, and basic issues of curricular design. This will be followed by a presentation of fundamental approaches to interpreting quantitative data that are typical of educational measurements and traditional conceptions of reliability and validity. The third section of the course will deal with approaches for assessing students’ musical learning. Lastly, approaches for grading, common standardized measures, and program evaluation will be discussed. Assignments for this course are designed with three primary goals in mind: (a) to engage the students in thinking how measurement, evaluation, and guidance could be applicable to curricular thinking, (b) to provide opportunities to acquire fundamental skills of measurement through practice, and (c) to provide students with an opportunity to cater the course materials to their personal goals.

Advanced instrumental methods (Summer 2013)

  • The primary purpose of this graduate course is to challenge students to think deeply about time-honored as well as emerging instructional and curricular issues in the field of instrumental music education. Topics highlighted include the role of the conductor-educator, effective rehearsal methods, comprehensive musicianship, cooperative learning strategies, one-to-one teaching, teaching practicing, instrumental learning in popular music ensembles, and incorporating digital media in instrumental music education.

Quantitative research in music education (Fall 2017)

  • This course will provide an introduction to foundational principles and methods of quantitative research in music education. The course will begin with a discussion of the nature of scientific inquiry and its application to music education scholarship. This will be followed by units that cover general guidelines for basic descriptive, correlational, and experimental research designs. An introduction to statistical analysis tools applicable to each design category will be provided as appropriate. Students will be challenged to critique existing research, pose hypothetical designs, analyze data, and create reports with actual data sets. Students will also complete proposal sketches for two original empirical studies, preferably as pilot work that could contribute in some way to their long-term research goals (e.g., public lecture, dissertation, presentation, publication).

Advanced quantitative research in music education (Spring 2016)

  • This course is an exploration of principles and methods of quantitative research in music education. The first component of the course deals with a review and extension of fundamental considerations when conducting quantitative research including the nature of scientific inquiry and general guidelines for descriptive, correlational, and experimental research designs. The second component of the course deals with the introduction and application of intermediate and advanced statistical analysis methods necessary for more complex research designs: (a) extensions of ANOVA, (b) regression approaches, (c) factor analysis, and (d) structural equation modeling. Students will be challenged to critique existing research, pose hypothetical designs, and analyze and create reports with actual data sets. Students will also complete an original empirical study, preferably as a pilot work leading to their dissertation research.

College Music Teaching (Spring 2017)

  • In this class we will examine several aspects of higher education including pedagogical practices, professional responsibilities, and life as a college professor. We will discuss, observe, and practice teaching strategies that are common in higher education musical contexts (i.e., studio, rehearsal, lecture, classroom). We will also participate in discussions organized around readings, presentations by guest discussants in specialized areas within music, peer teaching, and reflective observations.
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