Teaching Music in Higher Education

Teaching Music in Higher Education

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Graduate students already know what to teach when they begin teaching undergraduates, but often find they lack the knowledge of how to teach it. Teaching Music in Higher Education is the only book designed specifically to help graduate students in music teach undergraduates (both music- and non-music majors). Covering all aspects of the process-from the first class taught through obtaining tenure and promotion-this book effectively answers a host of questions that beginning instructors are likely to have. The authors emphasize innovation and learner-centered pedagogy, stressing a teaching style tailored to meet individual student needs. Beginning music instructors learn how to organize and explain materials in ways appropriate to students' abilities; create an environment for learning; help students become autonomous self-regulated learners; and reflect upon and evaluate their own teaching. This book shows graduate students how to accomplish all of these goals and more.
Features *Materials for organizing a course, including a course preparation guide with sample syllabi, an outline of a typical course sequence for a music major, sample performance assessment tools, and sample forms for student midterms and final evaluations *Vignettes written by undergraduate music majors and reflections from successful music faculty *Advice for the job search and professional development *A sample Faculty Activities Report for music professors and a sample tenure and promotion materials packet *National Association of School of Music (NASM) requirements and teacher education requirements for music education majors *Suggestions for further reading at the end of each topic
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Product details

  • Paperback | 256 pages
  • 154.94 x 233.68 x 15.24mm | 362.87g
  • Oxford University Press Inc
  • New York, United States
  • English
  • 4 black and white halftones, 9 line illustrations
  • 0195369351
  • 9780195369359
  • 1,378,763

About Colleen M. Conway

Colleen M. Conway is Associate Professor of Music Education at the University of Michigan. She edited Great Beginnings for Music Teachers: Mentoring and Supporting New Teachers (2003) and coauthored the Handbook for the Beginning Music Teacher (2006). Thomas M. Hodgman is Associate Professor of Music and Chair of the Music Department at Adrian College. He coauthored the Handbook for the Beginning Music Teacher (2006).
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Table of contents

Preface ; PART ONE: COURSE PLANNING AND PREPARATION ; CHAPTER 1: DESIGNING AN UNDERGRADUATE MUSIC COURSE ; Introduction ; Checklist for Getting to Know the School ; Avoiding the "Transmission Model" ; Pedagogical Content Knowledge (PCK) ; Course Goals and Descriptions ; Choosing a Text ; Course Calendar ; Curriculum Design Issues ; Policy Stakeholders ; Sample Music Degree Outlines ; Curricular Tensions and Innovations ; Checklist for Course Decisions ; Questions for Discussion and Suggested Activities ; CHAPTER 2: ASSESSMENT AND GRADING IN MUSIC COURSES ; Assessment vs. Grading ; Music Aptitude and Achievement ; Managing Assessment ; Methods of Assessment ; Student Generated Rubrics ; Sample Performance Rubrics ; Assessment in the Learner-Centered Classrooom ; Authentic Assessment ; Questions for Discussion and Suggested Activities ; CHAPTER 3: UNDERSTANDING THE LEARNERS ; Student Intellectual Growth ; Learning Styles ; Motivation ; Gender ; Cultural Diversity ; Individual Learning Needs ; Musical Growth and the Changing Learner ; Suggested Teaching Strategies for Underclassmen ; The Freshman Music Major ; The Sophomore Music Major ; Suggested Teaching Strategies for Upperclassmen ; The Junior Music Major ; The Senior Music Major ; Questions for Discussion and Suggested Activities ; CHAPTER 4: SAMPLE SYLLABI FOR MUSIC COURSES ; General Criteria for Syllabi ; Applied Music ; Music Theory ; Aural Skills ; Music History ; Survey of Music for non-majors ; Brass Techniques ; Woodwind Techniques ; Percussion Techniques ; Questions for Discussion and Suggested Activities ; Further Reading for Course Planning and Preparation ; PART TWO: TEACHING AND LEARNING ; CHAPTER 5: CREATING A CULTURE FOR LEARNING ; Teaching Personality ; Reflection on Teaching ; Power and Control ; Identity as a College Professor ; First Class Meeting/Checklist ; Weekly Class Preparation ; Interaction with Readings and Materials ; Student Assignments ; Communication ; Attendance ; Difficult Students ; Cheating and Plagiarism ; Issues of Fairness ; Questions for Discussion and Suggested Activities ; CHAPTER 6: INSTRUCTIONAL STRATEGIES FOR ACADEMIC COURSES ; Lecture Format ; Setting the Room for Lecture ; Planning a Lecture/Checklist ; Delivering a Lecture ; Materials for a Lecture ; Assessment of Lecture Material ; Advantages and Disadvantages ; Discussion Format ; Setting the Room for a Discussion ; Planning a Discussion ; Leading a Discussion ; Materials for a Discussion ; Assessment of Discussion Material ; Advantages and Disadvantages ; Asking Questions ; Getting Students to Read ; Helping Students to Write ; Substantive vs Reflective Writing ; Questions for Discussion and Suggested Activities ; CHAPTER 7: STRATEGIES FOR ACTIVE LEARNING IN MUSIC CLASSROOMS ; Cooperative Learning ; Room Setup and Forming Groups ; Planning for Cooperative Learning ; Leading Cooperative Learning Activities ; Assessment of Learning in the Collaborative Classroom ; Advantages and Disadvantages ; Collaborative Learning ; Room Setup and Forming Groups ; Planning for Collaborative Learning ; Planning in Collaborative Learning Activities ; Materials for Collaborative Learning ; Advantages and Disadvantages ; Case-Based Teaching ; Case-Based Teaching Checklist ; Games and Simulations ; Unifying Principles and Teaching Larger Classes ; Create a Natural Critical Learning Environment ; Get Their Attention and Keep It ; Start with Students Rather than the Discipline ; Seek Committment ; Help Students Learn Outside of Class ; Engage Students in Disciplinary Thinking ; Create Diverse Learning Experiences ; Questions for Discussion and Suggested Activities ; CHAPTER 8: TEACHING APPLIED MUSIC ; Settings and Characteristics of Successful Applied Teachers ; The One-on-One Interaction ; Maintaining a Healthy Culture in the Studio ; Studio Class Instruction ; Logistics of Applied Music Teaching ; Jury Questions Checklist ; Grading ; Research on Applied Music ; Questions for Discussion and Suggested Activities ; (BY MARK CLAGUE, UNIVERSITY OF MICHIGAN) ; Online Listening Blogs: An Introductory Case Study ; Lessons from Listening Blogs ; Aligning Technology with Goals in Course Design ; Knowledge Acquisition - Presentation and Course Management Tools ; Synthesis: Using Technology to Inspire and Show Original Student Work ; Living Music ; The Promise and Perils of Learning Technology ; Technological Literacy ; Creativity in the Classroom: Learning Technology as a Catalyst ; Bibliography/Further Reading ; Web Resources ; Questions for Discussion and Suggested Activities ; Further Reading for Issues in Teaching and Learning ; PART THREE: GROWTH IN TEACHING PRACTICE AND A FUTURE IN HIGHER EDUCATION ; CHAPTER 10: THE JOB SEARCH IN HIGHER EDUCATION ; Finding the Jobs ; Understanding the Posting ; Cover Letters ; Resume and Curriculum Vitae ; Letters of Recommendation ; Communication with Institutions ; Phone Interviews ; Interviewing for a Job ; Teaching at the Interview ; Performance or Research Presentation ; Hiring and Negotiation Process ; Questions for Discussion and Suggested Activities ; CHAPTER 11: FEEDBACK FROM STUDENTS AND REFLECTION ON TEACHING ; Reflection in College Teaching ; Teaching Journals ; Forms for Reflection ; Videotape ; Peer Observation ; Form for Observation ; Student Feedback ; Course Evaluations ; Teaching Questionnaire Development Form ; Applying Student Suggestions ; Strategies for Critical Reflection ; Questions for Discussion and Suggested Activities ; CHAPTER 12: NAVIGATING A CAREER IN HIGHER EDUCATION ; Sample Tenure and Promotion Policy Document ; Teaching Evaluation ; Research or Scholarship ; Applied Faculty Criteria ; Academic Faculty Criteria ; College Service ; Securing Reviewers ; Level of Documentation ; Sample Faculty Activities Report Form ; Institutional Support ; Challenges to Good Teaching ; Questions for Discussion and Suggested Activities ; CHAPTER 13: PROFESSIONAL DEVELOPMENT & IMPROVEMENT OF TEACHING ; Faculty Resources ; The Study of Teaching ; What to Study ; Data and Analysis ; Dissemination in Music ; Why Teach? ; Why Teach Music? ; Questions for Discussion and Suggested Activities ; Further Reading for Growth and a Future in Higher Education ; References ; Index
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Review quote

The material definitely reflects contemporary ideas in the field. The focus on learner-centered instruction, while not new to education in general, is very new to music instruction in higher education and needed. The text is well documented with current resources. Harold Abeles, Columbia University I think you have a winner in this text... I would stress the thorough coverage of a number of important topics that young professors face in their journey from their graduate student years to first position as a lecturer/instructor/assistant professor to achieving a promotion as tenured associate professor... Graduate students would value and evaluate this text positively. Bernard Dobroski, Northwestern University The writing style is quite accessible and appropriate for my students. It is written in a personal and conversational manner that will be more motivational to read... [I would cite] the breadth of important topics covered for the novice collegiate instructor, from the job hunt, through issues of teaching and learning, to matters of promotion and tenure, [and] the excellent practical examples and student vignettes. Don Ester, Ball State University
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9 ratings
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3 22% (2)
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