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MUE 3057: Methods for Middle Childhood/Adolescent Music (3 cr.)**
Philosophy and praxis of the transmission (teaching and learning) of music by students grades five through twelve. Emphasis on the work of Émile Jaques-Dalcroze, Zoltán Kodály, and Carl Orff, and the use of world musics in the classroom. The teaching and learning of music as an inductive-deductive cycle (emphasis on experience, description, and analysis leading to concepts that can be used in the encounter of further experiences). Curriculum development of eleven domains of music learning—voice pedagogy, comparatives (timbre/tone color/tone quality, dynamics, tempo, duration, pitch, texture, articulation), beat/meter/rhythm, melody/intervals/scales, simultaneity, form, listening, instruments, movement, improvisation, and composition. Curriculum projects using five curriculum parts—beginning point, song list, yearly flow chart, daily lesson plan, and activity plan (strategy). Pedagogy and performance of the recorder chest available for the classroom [Garklein flötlein, sopranino, soprano (descant), alto (treble), tenor, and bass]. Choral literature and its pedagogy for adolescent voices. In-class teaching with critique. Twelve hours of observation of middle school and high school musicians-educators. Prerequisite: MUE.3054 or permission of the Department. Should be completed as a preparation for EDU.3387: Student Teaching and Seminar: Music Education.
Not counted as Liberal Arts
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