University Of Victoria
Faculty Of Education
Department Of Curriculum and Instruction
EDUC 442 F01 2002W (Fall term)
Music Education - Creative Thought and Expression Through Music
Instructor: Dr. Betty Hanley

Course Description
Production, perception, and reflection are the basis for music making. Opportunities will be provided to enhance your creativity and develop teaching strategies to encourage creativity and critical responses in elementary students.

Course Objectives
After completing EDUC 442, you should have:
1. developed greater confidence in your musicianship and ability to improvise, arrange, and compose music;
2. developed a better understanding of how all activities in music class are interwoven to promote student learning and creativity;
3. realized that composition is not a one-time activity, but part of the overall musical development;
4. developed a repertoire of teaching and assessment strategies for promoting creativity and critical responses in elementary school children; and
5. acquired a better understanding of what is meant by “creativity.”

Readings
Hanley, B. (1997). An integrated listening model. Canadian Music Educator, 38 (3), 37–41.
Hanley, B. (In press). Evaluating creative processes and products: Targeting musical outcomes. In T. Sullivan & L. Wilingham (Eds.), Creativity and music education.

Course Delivery
Classes will be conducted in a workshop format that will include demonstrations, interactive lectures, small group, and individual work. Due to the nature of this class, regular attendance and active participation in all classes are expected. Therefore, punctuality and attendance will be noted and factored into your final grade.

Major Topics
• What is creativity in music?
• Developing mindful experiences in composing, improvising, and arranging for children in elementary school
• Integrating listening, composing, improvising, singing, and playing music
• Building on previous learning
• Assessing creative work in the music class

Evaluation
Evaluation in this course will be based on a book review and a comprehensive process folio.

Process Folio
Your process folio will have four sections:
a) a weekly journal entry discussing your growth in understanding creative undertakings in music related to:
• arranging, improvising, composing, and listening to music
• the sequential development of learning experiences involving creativity
• ways of assessing creative work
• the role of the teacher in fostering creativity in the music class (30%)

b) musical ideas — biographies of individual compositions and arrangements;
works will include:
• one arrangement of a song
• two melodies for recorder (or piano) (notated)
• one song (notated or on tape); write own words or use a poem (20%)

c) teaching strategies including:
• assessment of creative work
• initiating creative experiences
• developing ideas beyond the initial activity (10%)

d) written reflections on selected small group creative experiences (25%)

Application
During the last class you will apply what you have learned by designing teaching and assessment strategies for a music class based on creative tasks and assessment of student learning and previous lessons. (15%)

Notes
1. All of the assignments must be completed for you to receive credit for the course.
2. All formal written assignments are to be double-spaced.
3. Failure to be present for a test or to turn in an assignment on time without a valid reason will result in zero for this portion of the mark.
4. In written assignments, you must demonstrate an adequate command of Standard English usage. Those who experience difficulty will be referred to the Writing Clinic.
5. Any assignments not returned by the end of classes will be available for pickup through the Music Education Resource Centre Supervisor until December 16, 2002.

After December 16, 2002 assignments will be available only by private arrangement with the instructor.

Due to the Freedom of Information Act assignments MUST BE picked up personally or by a designate with written permission.

Grades will be allocated as outlined in the attached Dept. of Curriculum & Instruction Grading Scale.

Undergraduate Grading Scale

top of page