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Conversational SolfegeTM (CS) is a pedagogical method used to develop music literacy and was created by leading music educator Dr. John Feierabend of the Hartt School of Music. Based on the same premise used to teach conversational foreign languages (one should learn with his/her ears before learning with his/her eyes), CS first develops an understanding of music through the use of rhythm and solfege syllables at a conversational level, then gradually evolves into traditional music notation. Teachers will learn how to carefully sequence activities to enable students to joyfully assimilate the skills and content to be musically literate, as well as learn various techniques to allow acquisition of music reading and writing, dictation, improvisation, and composition in an intuitive manner. CS also will address lesson planning, unit planning, and assessment. This class is applicable to all music educators. Instructor is Betsy Greene, a graduate student of Dr. Feierabend, and highly respected music educator in the Burlington Schools.
Content:
Cost:
$1350 5
days of workshop with 3 graduate credit and housing at
Champlain College
$1200 5 days of workshops and 3 grad
credits (no housing)
$900 5 days of workshops and housing at
Champlain College (no grad credit)
Conversational Solfege, Level 1 – CD
Pitch Exploration Pathways - Flashcards
Pitch Exploration Stories – Flashcards
View more information about the Feierabend
resources we've offered as your reward.
The student will be able to:
Understand the philosophy, history, and learning sequence presented in Conversational Solfegetm.
Understand when and how to teach music literacy using Conversational Solfegetm.
Develop teaching skills necessary to present lessons with appropriate materials and music activities using the method of Conversational Solfegetm as well to ensure the National Music Standards are being addressed within that music curriculum.
Course Schedule:
Monday Introduction
Philosophy
Correlation to National and Vermont Standards
Music Aptitude and related research
12 Step Method of teaching music literacy
Assignment: Read Article on Music Literacy
Read Introduction and Planning Lessons from CS I
Tuesday 3D Music Education
Break into small groups for technique practice from Steps 1 – 3 with
each student learning and sharing in class one technique
from each step
Unit 1 Literature and literature selection
Class discussion on article
Informal Assignment: Begin to reflect and take notes for assignment due on Friday; Choose literature you would like to use from first Unit and place into templates (do the same for Units 2, 3, and 4) – due Thursday
Unit 2 Literature and literature selection
Unit Planning
Lesson Planning
CS
Class demonstration with elementary students
Assignment: Fill in Unit Templates using literature
selection templates. Place fictional dates in one unit
Select one date and write learning objectives for lesson
If confident, go ahead and write lesson plan, otherwise wait
for class feedback and hand in on Friday.
Friday Break into small groups for technique practice from Steps 10-12
with each student learning and sharing one technique from each step
Composition
Unit 4 Literature and literature selection
Evaluation and Assessment – using rubrics (teacher made and published)Final Exam
Assignments:
Daily assignments listed in course schedule and outlined here:
Monday Assignment: Read Article on Music Literacy
Read Introduction and Planning Lessons from CS I
Tuesday Assignment: Begin to reflect and
take notes for assignment due on Friday; Choose
literature you would like to use from first Unit
and place into templates
(do the same for Units 2, 3, and 4) – due Thursday
Wednesday Assignment: Fill in Unit Templates using literature
selection templates. Place fictional dates in one unit
Select one date and write learning objectives for lesson
If confident, go ahead and write lesson plan, otherwise wait
for class feedback and hand in on Friday
Thursday Assignment: Finish reflection piece, Lesson plan, Unit plans,
Literature selection templates to hand in.
Practicing teacher – Describe your current methodology or teaching practices and the rationale behind your choices. Compare your teaching practices to Conversational Solfege (same and different). Project your future teaching practices and reasons for change or no change. Please list resources or bibliography.
Student teacher – Compare another methodology (for example - Orff-Schulwerk, Kodaly, Dalcroze) to Conversational Solfege Project the professional teaching choices you will make in the future between those two methodologies and the rationale for those choices.
Please list resources or bibliography.
Assessment and Grading:
Due Friday
Final Exam 35 points
Reflection Piece 25 points
Due Thursday or Friday
Lesson Plan 50 points
4 Unit Plans (one with fictional dates) with 4 Literature Selection Templates 20 points
Due in class each day as learning progresses, a presentation of a technique from each of the 12 Steps of the Learning Sequence 5 points each for total of 60 points
Class Participation and Attendance: It is expected that participants will attend class. Participants will play an active role in the class discussions and in applying and practicing new teaching techniques. Students will receive 20 points per day for attendance, 10 points for half a day of attendance. Total possible: 100 Points
Assessment Checklists for Scoring:
Unit Plans Check List
_____ Unit literature meets criteria for bringing to reading stage
for tonal or rhythmic content.
_____ One unit plan shows an understanding of the 12 Steps through the choice of fictional dates.
_____ Shows understanding of techniques through correct labeling in Unit Template.
_____ Shows understanding of use of literature through correct
placement of unit literature in Unit Template.
Lesson Plan Check List
_____ Able to apply Unit Plan to Lesson Plan by choosing objectives correctly.
_____ Able to write an objective.
_____ Assessment present.
_____ Three literacy objectives – past, present, future.
_____ Both “doing and about” objectives included.
_____ Procedures for literacy objectives written out in lesson.
_____ Lesson shows the understanding of “flow” by presentation order of objectives and activities – opening, closing, etc..
Reflection Piece Checklist
_____ Describes current practice/methodology.
_____ Supports or gives rational for choosing practice and choices.
_____ Cites references when necessary.
_____ Compares CS to current practice.
_____ Projects future practice or teaching with rationale for change or no change.
Percentage Contribution of Each Assignment: Each assignment will count a certain value amount (see above). Total points for all assignments and exam is 290 points. Grading is:
90 to 100 % of points earned = A
80-89% of points earned = B
70-79% of points earned = C
Castleton Center for Schools and Castleton State College Academic Honesty Policy: As a community of scholars, the administration, faculty and students at Castleton expect all to maintain the highest integrity in scholarly work. All tests, papers, assignments, and projects must be the work of the individual or group assigned. Any work that is not original must be properly credited or it is plagiarized. Any violation of academic honesty will be considered cheating and will be dealt with accordingly by the individual instructor.
Grading Policy:
Grades are indicated by letters with a designated “quality point” value assigned to each as follows:
A+ = 4.0
A = 4.0
A- = 3.7
B+ = 3.3
B = 3.0
B- = 2.7
C+ = 2.3
C = 2.0
C- = 0.0
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