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Viewing: MUS_EDUC 4144W hooks : Teaching Music III - Writing Intensive

Last approved: Tue, 20 Jun 2017 15:54:50 GMT

Last edit: Tue, 20 Jun 2017 15:54:44 GMT

Proposal Type

Writing Intensive

Contact Information

Campus Writing Program
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
School of Music
Subject Area’s Department Chair/Director:
School of Music

Term for Proposal

Fall 2017

Course Catalog Information

Music Education (MUS_EDUC)
Music Education
Teaching Music III - Writing Intensive
A study of various strategies for the successful teaching of middle and high school music programs.
A-F (allow student to choose S/U option)
MUS_EDUC 4142.

Instructor Information

School of Music
(numbers only)
Adjunct Instructor
1807 Lovejoy

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.

Honors Course Information

Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.



Writing Intensive Course Information

The goal of the course is to acquire a basic understanding of the fundamental principles of the music education discipline, a realistic perspective of strengths and weaknesses as developing professionals, and a compelling interest in learning about and confronting the challenges that lie ahead in future professional lives. The course is last in a set of three: Teaching Music I; Teaching Music II (also writing intensive); and Teaching Music III. All of these courses provide students with reflective discussion, expression, and comprehensive writing. Writing assignments include peer review, reformulation, and application of concepts. Teaching Music III concentrates on choral teaching methods for middle and high school students.
submitted on behalf of the instructor
Self paced?

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Large Enrollment Courses:

Writing Intensive Assignments

All assignments
Writing assignments are peer reviewed. Submitted revisions of written assignments must address the instructor’s questions regarding interpretation, evaluation, analysis, and/or further explanation of the content. 1. Multi-part handbook assignment: purpose-to provide a template of an actual choral handbook to use upon employment as a teacher. Includes expectations for students and parents throughout the academic year. Draft (number as needed for mastery) = 20-30 pages. Peer reviewed, and instructor reviewed and evaluated. 2. Philosophy statement: purpose-to express, reformulate, and apply teaching philosophy. Drafts (number as needed for mastery) = 5-10 pages. Peer reviewed, and instructor reviewed and evaluated. 3. Subject Mastery research paper: topic determined by student. Purpose-to comprehend the content from coursework better through critical thinking and written expression. Drafts required (number as needed for mastery) = 5-10 pages. Peer reviewed, and instructor reviewed and evaluated. 4. Field Experience Journal: purpose-reflective writing about each daily field experience in the choral classroom. Length = 1 page per day for approx. 40 days=30-50 pages. Peer reviewed, and instructor reviewed and evaluated. 5. Program notes for Sample Performance Program: purpose-express meaning behind the music included in a concert. Length = 1 page. Peer reviewed, and instructor reviewed and evaluated. Other writing: Informal writing is included in daily journal reflection drafts. Proposals for school administrators are included in the multi-assignment notebook. Lesson plans are created using explanations of what and how content will be taught during a lesson. Practice in communication with parents is included in the multi-assignment notebook.
Length of assignment:

Total pages for all assignments:
First drafts:

Writing Intensive Teaching

Revision is taught through repeated discussion of how critical thinking is employed and expressed on the page. Students are encouraged to consider answers to "how" and "why" questions as they write. Peers then analyze the content. The instructor then gives feedback to improve the quality of the content and the method of expression. Revisions are acceptable if the reader is then able to clearly interpret the content on a higher level of understanding. Students will give oral presentations of their work at the end of the course, and receive feedback from peers and the instructor.
The assignment of "Subject Mastery" includes a topic chosen by each student. The student researches her topic, and writes about it using one or more interpretation, explanation, analysis, or evaluation. She expresses a conclusion based upon various ideas from other researchers. The assignment that includes communication with parents (in the "handbook") addresses the need for flexibility in writing. Depending upon the community, school, age, or situation, a teacher must be able to provide clear and concise written communication for parents of varying backgrounds.
Peer review and instructor feedback are ongoing throughout the semester. The time distribution of assignments is as follows-- Journal reflective writing takes place within 24 hours of each field experience or observation. Philosophy statements are due within the first week, and other assignments are spaced at about 1-2 every 2 weeks.

Course Syllabus

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Administrative Information

Education and Social Sciences


I have read and reviewed the updated proposal

Additional Comments

NOTE TO REGISTRAR: This course will be taught by Brandon Boyd, but he is not yet in the system.
Patricia Luckenotte (luckenottep) (Tue, 20 Jun 2017 15:54:44 GMT): This class has been added as MUS_EDUC 4144W, 02 for the Fall 2017 semester and cancelled MUS_EDUC 4144, 02. There were no students enrolled in the MUS_EDUC 4144. 02 section.
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