COURSE SYLLABUS Sprummer, 2013 CO230 CHILDREN AND MUSIC CONTEMPORARY STUDIES

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