Lehman

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN: 200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:

Katie LeMaster

Submitted for:

Mr. Marcus L. Neiman, lecturer

Date: October 13, 2011

Lehman, Paul R. The power of the National Standards for Music Education.

Pages 3-9

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Summary of the Article: Music education is not a program that can be generalized. Music standards are meant to be taught along with everything else you teach your students in a school day. Its not just meant to be squished into what your teaching already. The music standards were decieded on by a group of over 70 music professionals to deciede what goals they all had in common. Many teachers find it hard to teach the standards because they never learned them themselds. Standard one and two is about singing and playing instruments. Standard three covers improvisation. Standard four is about teaching composition. Standard five is about reading and notating music. Standard six says that all students should be able to analize and describe music. Standard seven says that all students should be evaluated in music. Standard eight says to foster a relationship between music and other subjects. Standard nine deals with music history and the culture behind the music. With the new standards there is a push to teach more modern and more classical tunes to have a diversity in repertoire. It is expected that some students will do better with some of the standards than others depending on what they study.

The standards will help to balance music programs. With the new standards it will be easy to make a cirruculm since we already know what the students need to know. Also the standards help the administration to know what we want out students to learn. Standards give us a reason to need more resources. The standards give us something to assess on.

Personal statements: This article gave us a clearer picture on what the standards are. It explained to me exactly what each one was and why it was important. They also gave you ideas on ways to use the standards in other ways to make you look better to the administration. I agree with this article that music education standards are the way to being all the music programs up to the same level.



I agree with this author that we need music education standards in schools because I think the more that you know about music the better musician you will be. In middle school I was assessed during concert band and I felt that thay gave me and the teacher a better idea of what I knew. I think that it made the band better too. I think an important part of music is being able to do more than just read the music your playing, I think you need to be able to understand why it was written that way.

Lehman

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN: 200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:

Katie LeMaster

Submitted for:

Mr. Marcus L. Neiman, lecturer

Date: October 13,2011

Lehman, Paul R. . 2004. Raising the Bar.

Teaching music, Volume 10. Pages 34-39

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Summary of the Article: In 1994 the first standards for music education were made. The standards made larger the skills and the musical content. The standards made it easier to proritize objections for lessons and to give our expectations to students. Made it possible to make the music classes into a real class with cirruculm that is built off each lesson. The national standards led to states making standards. Some states put too little detail into their standards and cirriculm could not be made into it. Teaching music predicts that teachers wont have enough money in the future to teach all the standards. Teacher now have to advocate for their music program and tell the public why its important. Lehman thinks that every school should have general music offered to their students.

Personal statements: This article gave me an idea of how the standards effected music education. They showed me that the standards really moved music education up through Lehman’s eyes. It showed me that the states truied to mimic what the nation did about standards. This article gave me an idea of what to base my lesson plans on.



I agree with this author that all high schools need to have a general music. I think just being in a general music will give you a better idea about music. I Think seeing how the standards had effected music education in 10 years it would be interesting finding out how it will effect it in another 10 years. I also didn’t know that the state standards were based off of the national standards.

Reimer

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN: 200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

Blackboard and Text Readings

Submitted by:

Katie LeMaster

Submitted for:

Mr. Marcus L. Neiman, lecturer

Date: October 13, 2011

Reimer, Bennett. (2004). Reconceiving the Standards and the School Music program.

Music education journal, Volume Number 91, (1), Pages 33-36

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Summary of the Article: Music instruction generally consists of general music classes up to middle school and then through middle and high school music is an elective. The publishing of the National Standards of music education changed the curriculum in schools. We have to advocate not only for funds for our programs but also for support from the community. General music takes into account all the ways that people express themselves. A good general music teacher will foster diversity.

Personal statements: This article have me a better idea about the standards in music education. It also showed me that you have to advocate for more than just money for your school system. You have to get the parents support too. I believe that diversity is a part of playing in a band or orchestra.

I agree with this article. I agree that the band program has diversity. And I also agree that changing what it taught is going to change the band program. I agree that no ones going to help to fund raise the money for your program. No one will know better why you need all the new equipment besides you.

Marzano

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN: 200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:

Katie LeMaster

Submitted for:

Mr. Marcus L. Neiman, lecturer

Date: September 29, 2011

Marzano, Robert J. and Jana S. 2003. The Key to Classroom Management.

Association for supervision and curriculum development, Volume Number, (Issue Number), Pages

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Summary of the Article: Managing the classroom is an important part of the success of students. To lower discipline problems in the classroom you need to have a good relationship with your students. Teachers need to be able to guide students in academics and their behaviors. Teachers need to talk to their students about the rules and procedures and get the students feedback on it. Teachers need to reward for good behaviors and have consequences for bad behavior. At the beginning of a chapter tell the students what they will be expected to learn, and then while they are learning this knowledge provide feedback. When students are being disobedient you need to face the student, use the right facial expression and use the right tone of voice. Give the students a chance to set what they want to learn, letting students choose will increase their understanding of the subject. Teachers need to be interested in every student and make eye contact. Teachers need to let students participate in discussions and give the students credit, and to make sure that you also call on the people that normally wouldn’t answer questions. Teachers need to have a way to work make special needs students successful too.

Personal statements: At this point in my career learning all I can about classrooms is beneficial. Making sure that students are participating in class is going to be hard so its good to have a way to engage students. Also its good to have a way to act when there are students acting out. And a way to discipline them and then to reward the students that arent causing problems in classes. This article provides a good way to establish rules in the classroom.

I agree with this article that you need to establish with the students the rules in the classroom so that they think that they had a choice in how the classroom is run. I think that teachers need to tell their students what they are going to learn so that they will have something to look forward to in future lessons. Also I think that letting students also take an active part in their curriculum is a good idea. I know that if I was given a list of 5 songs and I got to choose which one I got to play I would be more motivated to practice it.

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN: 200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:

Katie LeMaster

Submitted for:

Mr. Marcus L. Neiman, lecturer

Date: September 29, 2011

Bauer, William I. (2001). Classroom Management for Ensembles.

Music Educators Journal, May 2011, Pages 27-32

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Summary of the Article: In a well organized ensemble students are on task and doing what they should in ensembles. They are able to learn skills and concepts used in band. Bands are usually of mixed grade levels and playing levels. One way to counteract that difficulty is good lesson planning. That includes long and short term planning. If you make a plan that spans over a couple of weeks you can plan out something that will take awhile to grasp. Daily lesson plans need to plan out what needs to be accomplished in one class. Directors need to study scores daily to make effective use of class time, teachers that don’t study scores will get less done. To make sure that students get the most out of rehearsal make sure that the room is set up before hand and that everything else is ready. Make sure to start rehearsal at the same time everyday so that people wont think that being late is okay. Place the rehearsal order on the board so that you wont have to waste time for the students to get their music out. Attendance and passing out music can be given to a student to do. Parents can handle the uniforms. Students should be given time at the end of rehearsal to put their instruments and folders away without being late to their next class. Warm-ups should warm up the instruments, voices and build listening skills. Teachers should dress professionally and treat students professionally. Walking around the room during rehearsal helps students to stay on task. Students need to stay involved during rehearsals so there will be less discipline problems. At the end of rehearsal assess the students and tell them how they performed. For discipline problems make sure you have a plan and that they follow the classroom rules. Discipline problems need to be sent home with the students and signed by the parents. Also for following the rules there need to be rewards.

Personal statements: This article will help me to know that classroom management is really important. Lesson planning and score studying all contribute to a better band program. Knowing scores will help rehearsals to flow and to make the band sound better by picking out what their not grasping right. Delegating tasks gives the director more time to rehearse which should make the band sound better. This article gave me guidelines on how to deal with discipline problems.

I think that this article will help me in the future. It will help me to have a plan when I interview to get a position at a school. It will help me to know the correct way to discipline students. It will give me ideas for classroom management. It also helps to explain lesson plans.

chapter 3

Submitted by: Katie LeMaster

Submitted for: Mr. Marcus L. Neiman, assistant professor

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Kent State University – Hugh A. Glauser School of Music

Date: September 22, 2011

Campbell, Patricia S. (2008). Chapter 3: Learning by Ear and by Eye.

Musican and Teacher, Pages 40-59.

Summary of the Article: There are three ways to learn music. Formal- taught by teacher, nonformal- only partically guided, and enculturative- without direction of any sort. Teachers convey many things about music, gestures, phrases, solfege and numbers. Some use words to describe what sound they want and others use body language. In the medieval times gregorian chants were totally taught by rote. Eventually music was written out. Seventeenth century Japan brought the first musical instruments. In West Africa babies are taught how to sing and dance while on their mothers back. Irish also learn my rote but it is more of a taditional thing. Jazz music is usually just a skeleton with all the improvization parts left blank.

I know that there are many things that contribute to a music performance. You have to put time in to make it work. Some times when someone is doing something wrong the best thing you can do it let it slide. Let the gestures speak for you.

Personal statements: This article gave me a bit of ideas on how to turn a rehearsal around. You could make a silent rehearsal and let the silcenve silence the students.

Roy Holder

CRN: 200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)
 

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Kent State University – Hugh A. Glauser School of Music

Date: September 21, 2011

Holder, Roy. 2010. What We Learn Along the Way.

The instrumentalist, Volume Number, (Issue Number), Pages 26, 28-30, 54-55.

Summary of the Article: Holder says that to be successful as a band director you need to remember the little people. You need to remember the janitor, the secretaries and the athletic office assistants. Appreciating those people will give you time to do the more time consuming parts of the job. The more time you can spend teaching the students music and the less time you do administrative duties the better your band program will be. Holder found out that the more responsibility that you give to students the more motivated they are. Instead of rehearsing every passage or having students test off music to you, turn it over to section leaders. However you need to give them the means to be able to work out difficult passages and practice techniques. The band needs to know that your serious and they need to know their parts so you can spend more time making music and not practicing noted and rhythms. Band directors have to strive to teach their students to do more than what is necessary to just play their part. They need to know that on the road to success there will also be failure. A band director has to know when the right time is to push their students and when the right time is to just let it slide. Band directors also have to access themselves on a daily basis and ask themselves what they could have done differently, what would have worked better in that situation. When making decisions teachers have to sometimes wait and and get the facts before you make a decision. When choosing music make sure it is something that your students can play and is in compliance with educational needs. Make sure to fix the things that can be fixed in rehearsal and never have students circle notes or passages, have them actually mark what war wrong. For harder passages make sure that the students have a strategy to practice the problem area then continue to watch that spot furring class. When meeting with parents or administration take a step back and put yourself in your students shoes. And when writing emails make sure to include all the details even when you think they might know it. Anthony Gibson thinks that understanding the relationships in a school is the secret to being a good music teacher. When teaching in high profile positions everyone is watching you- parents, students, administrators, community members and you have to be able to communicate to them, and focus on what you are doing. But eventually its the relationships you made and not the trophies you won that matter. Gibson says that you cant forget your family along the way. If you forget your family along the way there are going to be times that you can never make up. Joseph Manfredo thinks that networking is important. You need more people in your network than music educators though, you need other teachers, local organizations, and volunteers to help with festivals. One of the only way to be sure that students know their parts is to access them. Forming relationships is vital to a band program, they will help you with the things that you don’t have time for.

I agree with Holder that you have to remember the custodians, secretaries and other people in schools. I don’t know how many times I saw the janitors at my high school doing favors for Mr. Hoefler or Mrs. Levy my band directors. High school band especially takes up a lot of time. So you have to remember to set aside time for your family so you don’t miss important things in their lives or have regret. One thing I can remember Mr. Hoefler talking about that agrees with this article is networking. He always use to tell me that you never know who you meet will effect you in the future. He would always save everyone’s cards so that he would be able to get a hold of them if he would ever need them for anything.

Personal statements: This article will help me to have the knowledge to be a successful band director. This article emphasizes networking is one of the best ways to go places in this field. Holden]r also said that you need to be relaxed and let the little thing slide. My motto in life is to not let the little things get to you, because if you do people will be less likely to respond the way that you want. I also went through a band program where the little things were always over reacted, so I know that it has an adverse effect.

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011