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SYLLABUS |
University of Oregon |
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MUE 429/529 Fall 1998 |
School of Music |
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Music in Special Education |
Instructor: Randall Moore |
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5:30-8:20pm W in 211 Music |
101 Music 346-3777 |
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rmoore@oregon.uoregon.edu |
Office Hours: U and F 2:00-3:00 pm and by appointment |
Course Description: Music for disabled and gifted persons.
Educational and therapeutic
uses of music for mentally, physically, and emotionally disabled as
well as gifted learners.
Objectives:
1. To differentiate between music education, music therapy, and
special education goals for the handicapped.
2. To relate theories of social deviance to the educational
concepts of inclusion and mainstreaming
of the handicapped child into a school and social setting.
3. To enable students to set appropriate objectives for the
handicapped child and design teaching
strategies utilizing music.
4. To stimulate thinking concerning a consistent value system
between personal and professional
time as related to national and state reforms, including CIM/CAM and
national MENC standards.
Required Text:
Atterbury, Betty. (1990). Mainstreaming Exceptional Learners in
Music. Englewood Cliffs, NJ: Prentice Hall. (Photocopy packet at
bookstore)
Assignments:
1. (10%) Read assigned chapters in textbook and discuss in
class.
2. (15%) Read 3 research studies and complete 3 analysis forms.
3. (25%) Complete in each class a brief quiz on assigned reading.
4. (15%) Participate in 3 practicum experiences outside of class
and
write a one-two page report on each experience.
5. (5%) Attend classes and participate in all music activities.
6. (30%) Choose topic that shows effects of music on impaired learner. Outline of term paper due Wednesday, October 28 (3%). Rough draft due for peer review November 18 (4%). Peer review due to author before Thanksgiving (4%). Submit a term paper and peer's review at the last class meeting (15%) and give brief presentation on December 9 (4%). Values/Technique/Research design of a music program integrating (or not integrating) special education students. Include site description; population; 3 music programs using a task analysis for program; values for each music program; academic and social objectives for each music program; techniques (consequate); evaluation each program. Paper must clearly relate to national and/or state of Oregon educational standards. Document techniques or values with research literature (N = 5, undergraduates; N = 15, graduates). Graduate papers must adhere to standards of the APA Publication Manual and be prepared for publication.
Grading System:
A - 95-100% of all assignments completed according to criteria and
proof of
extra evidence of scholarlship determined and documented by
student.
B - completion of 81-94% assignments according to criteria.
C - completion of 71-80% of assignments according to criteria.
D - completion of at least 60-70% of assignments according to criteria.
F - less than above.
NO WORK IS ACCEPTED LATE.
Percentage points deducted for each day late.
Course Calendar Fall 1998
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1. |
9/30 |
Orientation & Syllabus |
Overview of impairments and musical solutions; |
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2. |
10/7 |
Text 1: PL94-142 |
Public laws and Music; Dance to the Music; |
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3. |
10/14 |
Text 2: EMR's |
Mental impairments; Group rhythms; |
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4. |
10/21 |
Text 3: LD's |
Learning disabilities; Singing games; TQ; |
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5. |
10/28 |
Text 4 & 5: Giftedness |
Talented or gifted? Composing a song; |
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6. |
11/4 |
Text 6: Hearing Impaired |
What'd you say? Music with ASL; |
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7. |
11/11 |
Text 7: Visually Impaired |
Hands are eyes; Music Braille; |
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8. |
11/18 |
Text 8: Physically Impaired |
Adaptive instruments; Chair dancing; |
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9. |
11/25 |
Text 9/10: Emotionally Disturbed |
Read text & DE materials on own; no class meeting;
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10. |
12/2 |
Text 11/12: Multi-Impaired |
More complex strategies; Hand chimes & bells; |
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11. |
12/9 |
Term Paper Presentations |
7 minute presentations in-class of term papers; |