This course is aimed at Senior level college undergraduate music majors. It is designed to provide a much-needed curriculum on Band Leadership. More specifically it provides the practical skills and knowledge needed to produce a successful band program when they get their first job after graduating college. College-aged undergraduates have no tangible skills or knowledge of how a real-life band program functions. This course is aimed to provide the student with the skills, knowledge, and materials to enter a first-year high school band teaching situation and be successful.
The class will be a combination of lecture, discussion, and written assignments/projects with a few observations required. All students will be expected to participate readily in the discussions and
coursework, and be prepared every class as we employ a "flipped-classroom" setting for a portion of this course. The course will combine the flipped-classroom approach with Kolb’s Learning theory. It will also make use of Bloom’s Taxonomy for learning objectives.
RATIONALE
This course is specifically designed to meet the needs of college juniors and seniors who are about to graduate with their music education degrees and enter public education to become band directors. The idea behind this course is that it provides our graduates with better skills and abilities to cope with the rigors and stresses of being a first-year band director. After completion of this course students will have a thorough method for leading a band program that will allow them to successfully adapt to their unique positions in their new schools.
I. PREREQUISITES
MUSC 510 Percussion Methods MUSC 520 Woodwind Methods MUSC 530 Brass Methods
MUSC 540 & 550 Intro/Advanced Conducting MUSC 560 Marching Band Methods
-Student must be a senior music education major at Jury Level 3 of 3.
II. REQUIRED RESOURCE PURCHASE(S)
Rush, Scott, and Tim Lautzenheiser. Habits of a successful band director: pitfalls and solutions. Chicago: GIA Publications, Inc., 2006.
Cooper, Lynn G. Teaching band & orchestra: methods and materials. Chicago: GIA Publications, Inc., 2004.
Disclaimer: The above resources provide information consistent with the latest research regarding the subject area. This university does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources.
III. ADDITIONAL MATERIALS FOR LEARNING
A. Computer with audio/video output equipment B. Internet Access (Broadband Required) C. Microsoft Office
D. Computer with audio/video output equipment
IV. MEASURABLE LEARNING OUTCOMES
Upon successful completion of this course, the student will be able to:
A. List the attributes of Planning/Scheduling for a band program B. Identify the primary budget concerns for a band program.
C. Schedule a comprehensive marching band semester master teaching calendar
D. Analyze a grade III (Based on the Tennessee Band Masters Association Ratings) concert band
score and mark it up for direction and teaching.
E. Design an entire year master calendar and budget for a band program.
V. COURSE REQUIREMENTS AND ASSIGNMENTS A. Textbook readings and Lecture Presentations B. Course Requirements Checklist (Points: 10) C. Online Quizzes over readings (4) (Points: 80)
D. Notebook Check (Participation grade) (12) (Points: 120) E. Unit 1 - Planning Unit
• Week 1 - Final Planning Project (Points: 60)
F. Unit 2 - Budget Unit
• Week 2 - First Draft Budget Plan (Points: 60) • Week 3 - Final Draft Budget Plan (Points: 60)
F. Unit 3 - Marching Band Schedule Unit
• Week 4 - 3-Month Drill Teaching Schedule (Points: 60) • Week 5 - Music Rehearsal Pacing Chart (Points: 60) • Week 6 - Final Marching Band Unit Schedule (Points: 60)
G. Unit 4 - Concert Band Unit
• Week 7 - Test (Rehearsal Markings and Methods) (Points: 60)
• Week 8 - First 1/3 of Score Marked up with Rehearsal plan (Points: 60) • Week 9 - Second 1/3 of Score Marked up with Rehearsal plan (Points: 60) • Week 10 - Written Critique of online video (band rehearsal) (Points: 60) • Week 10 - Final submission of concert band score (with markings and written
H. Unit 5 - Master Calendar Planning Unit
• Week 11 - First Semester of Completed master schedule (First half of final assignment) (Points: 60)
• Week 12 - Final Master schedule (Points: 140)
VI. COURSE GRADING AND POLICIES
A. Points
Course Requirements Checklist 10
Online Quizzes (4 at 20 pts. each) 80
Notebook Checks (12 at 10 pts. each) 120
Week 2 - First Draft Budget Plan 60
Week 3 - Final Draft Budget Plan 60
Week 4 - 3 Month Drill Teaching Schedule 60
Week 5 - Music Rehearsal Pacing Chart 60
Week 6 - Final Marching Band Unit Schedule 60
Week 7 - Rehearsal markings and Methods Test 60
Week 8 - First 1/3 of Score marked up with rehearsal plan 60
Week 9 - Second 1/3 of Score marked up with rehearsal plan 60
Week 10 - Final Submission of score with markings and rehearsal plan 60
Week 10 - Written Critique Essay of online video 60
Week 11 - First semester completed master schedule 60
Week 12 - Final master Schedule 140
B. Scale
A = 940–1010 A- = 920–939 B+ = 900–919 B = 860–899 B- = 840–859 C+ = 820–839 C = 780–819 C- = 760–779 D+ = 740–759 D = 700–739 D- = 680–699 F = 0–679
C. Late Assignment Policy
If unable to complete an assignment on time, the student must contact the instructor immediately by email or in person.
Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:
1. Late assignments submitted within one week of the due date will receive a 10% deduction.
2. Assignments submitted more than one week late will receive a 20% deduction.
3. Assignments submitted two weeks late or after the final date of the course will not be accepted.
4. Late quizzes will not be accepted.
Special circumstances (e.g. death in the family, personal health issues) will be reviewed by the instructor on a case-by-case basis.
Please note: I am always willing to work with you, the student, if something has come up. My goal is for you to learn and grow from this class. If there is a legitimate problem you need time to deal with - please come talk to me. I would rather us arrange a way for you to complete the assignment with extra time given than to just to not do it. Communication is the most important skill for you to use in these situations!