New York University
Steinhardt School of Culture, Education, and Human Development
Department of Music and Performing Arts Professions
Instructor: Esther L. Harris
E-mail: [email protected]
[email protected]
Fall 2011
Class Schedule:
Monday 3:30pm to 4:45pm New York University Room 770
Wednesday 3:30pm to 4:45pm P.S. 3 afterschool music class
Address: P.S. 3 – 490 Hudson Street
Discussion Topics (handouts):
September 2011
Stages of teaching concepts:
Preparation, Presentation, Practice (Assessment / Reinforcement)
Preschool and Kindergarten as a “readiness’ time for young students:
fast/slow, high/low, long/short
The comparatives: timbre/tone color/ tone quality/ dynamics/ tempo/ duration /
pitch/ texture/ articulation
The child’s singing voice (process, problems, techniques, posture, breathing, voice
pedagogy, and voice exploration)
Beat/Rhythm
In-tune singing
Singing (Pitch Matching, Modeling, Dynamics, Chants, Rhymes, Independent singing,
Solo/Group)
Phrase: same, similar, and different
Form and Memory
Movement (Game, Creative Movement, Dance)
October 2011
Lesson Planning (Daily Lesson Plan form)
Variety in Energy Levels and Mood
Melodic and Rhythmic Elements (Melodic & Rhythmic Elements List)
Practice ideas (Practice Ideas List with melodic and rhythmic elements)
Reading (Visual Aids)
Writing (Dictation, Composition)
Listening (Western Art Music, World Music)
Part Work (Inner Hearing, Ostinato, Canon, Harmony)
Improvisation (With Text or Movement, With Pitch and rhythm)
Variety In Repertoire (Tone Set and Key, Regional Style)
Instruments
Tempo / Meter
Transitions
Composition
November 2011
Teaching harmony to elementary grades
Assessment by class performance, concert performance, in-class worksheets,
and homework
Transitions (Tune up, Prepare the Pitch, Classroom Management)
Questioning (Reflective Analysis, Discovery)
December 2011
How to critique lesson (Lesson Critique Form)
Overall Curriculum Mapping for Elementary Grades
Classroom Management Strategies
How to do a resume and cover letter
How to prepare for job interview
Assessment and Grading:
Class Participation (singing, moving, playing, energy level 20%
Class Discussion and Reading 20% (Reading Assignments and Response Journals)
Teaching Activities at P.S. 3 and in class 20%
Lesson Plans 15%
Curriculum Mapping 10%
Repertoire (Song Lists) 15%
Reading Assignments with Response Journals:
The Child’s Singing Voice (process, problems, techniques, posture, breathing, voice
pedagogy, and voice exploration)
Wade, B. (2004). Thinking about music. Thinking Musically (pp. 1-26). New York: Oxford
University Press.
Palmer, P. (1998). The heart of a teacher. The Courage To Teach (pp. 9-34). CA: Jossey-Bass.
Greene, M. (1995). Discovering a pedagogy. Releasing the Imagination (pp. 44-59). CA: JosseyBass.
Froehlich, H. (2007). The performer and teacher in you. Sociology For Music Teachers (pp. 619). New Jersey: Pearson Education, Inc.
Bruner, J. (1977). Aids to teaching. The Process of Education (pp. 81-92). Harvard University
Press