Contact a Humanities Office or Academic unit.
Find your course outlines.


Academic Year: Fall/Winter 2014/2015

Term: 2

Day/Evening: D

Instructor: Dr. Keith Kinder



Phone: 905-525-9140 x

Office Hours: as requested

Course Objectives:


                To investigate the new philosophical views, political initiatives, developing research, and curricular and administrative changes that are currently influencing the practice of teaching music in the schools.

                To prepare and present a research paper in the form of a seminar.


Textbooks, Materials & Fees:

1. Required Text:

Abeles, Harold, Charles Hoffer, Robert Klotman. (1994) Foundations of Music Education (2nd.ed.) New York: Schirmer Books.

2. Supplementary Material:

                a) Ontario Government Publications:

                All of these publications are available on the Web at:

                In our library, search under “Ontario. Ministry of Education and Training” as author. The general call number for these documents is CA2 ON DE, plus the date of the publication.

                The Ontario Curriculum, Grades 1-8: The Arts (2009)

                The Arts: Ontario Curriculum, Grades 9-10 (2010)

                The Ontario Curriculum, Grades 11-12: The Arts (2010)

               Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, First Edition, Covering Grades 1-12, (2010)

                Diagnostic Assessment in Support of Student Learning, Policy/Program Memorandum, No. 155

                Education Policy and Program Update, (2010)

                 Creating Pathways to Success: An Education and Career/Life Planning Program for Ontario Schools, Policy and Program Requirements, Kindergarten to Grade 12 (2013)

                b) Journals:

Music Educators Journal; Teaching Music; Canadian Music Educator; The Recorder; The Instrumentalist; Canadian Winds, Canadian Choral Journal “Annacrusis”, etc.

                c) Books (on reserve):

               i) Farrell, Susan R. (1997) Tools for Powerful Student Evaluation. Ft. Lauderdale, FL: Meredith Music Pub. (MT10 F37 1997)

                ii) National Standards for Arts Education. (1994) Reston, VA: MENC. (NX280 N38 1994)

                iii) The Vision for Arts Education in the 21st Century (1994) Reston, VA: MENC (NX303 A1V57 1994)

iv) Description of Quality Music Programs (1997) Mississauga, ON: Coalition for Music Education in Canada. (MT3 C35D48 1997)

                v) Reimer, Bennett, ed. (2000) Performing with Understanding. Reston, VA: MENC. (MT3 U5P47 2000)

               vi) Reimer, Bennett. (1989) A Philosophy of Music Education (2nd ed.) Englewood Cliffs, NJ: Prentice-Hall Inc. (MT1 R435 1989)

                vii) Elliot, David J. (1995) Music Matters. Toronto: Oxford University Press. (MT1 E435 1995)

                viii) Green J. Paul, and Nancy F. Vogen. (1991) Music Education in Canada: A Historical Account. Toronto: Univ. of     Toronto Press. (MT3 C35G74 1991)

                ix) Armstrong, Thomas. (1994) Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development. (LB1025.3 A76 1994)

               x) O’ Connor, Anna et al. (1994) Seven Windows to A Child’s World: 100 Ideas for the Multiple Intelligences Classroom. Palatine, IL: IRI/Skylight Publishers. (LB 1523 O26 1994)

               xi) A Delicate Balance Music Education in Canadian Schools.(2010) Mississauga, ON: Coalition for Music Education in Canada (electronic resource)

              xii) Reimer, Bennett. (2002) World Musics and Music Education: Facing the Issues. Reston, VA: MENC (MT3 U5W67 2002)

                xiii) Anderson, William and Patricia Shehan Campbell (1989). Multicultural Perspectives in Music Education. Reston, VA: MENC (MT1 M93 1989)

                 xiv) Campbell, Patricia Shehan (1996). Music in a Cultural Context: Eight Views on World Music Education. Reston, VA: MENC (MT1 M9863 1996)

                 xv) Campbell, Patricia Shehan (2004). Teaching Music Globally. New York: Oxford (MT1 C229 2004)

                d) Books (in our library, but not necessarily in the music section; not on reserve):

                i) Dreikurs, Rudolf. (1968) Psychology in the Classroom. New York: Harper and Rowe.

               ii) Dreikurs, Rudolf and Pearl Cassel. (1972) Discipline Without Tears. (2nd. ed.) New York: Hawthorne Books.

                iii) Dreikurs, Rudolf and Bernice Grunwald. (1982) Maintaining Sanity in the Classroom. New York: Harper and Rowe.

                iv) Fitzsimmins, Sharon. (2004) Just One More Time...Kitchener, ON: Kabibel Press.

               v) Fitzsimmins, Sharon. (2005) An Earful: A Teacher’s Guide to Listening. Available from the author:

                vi) Fitzsimmins, Sharon. (2006) Everything but the Kitchen Sink. Available from the author:

                vii) Rossman, R. Louis, ed. (1989) TIPS: Discipline in the Music Classroom. Reston, VA: MENC.


Method of Assessment:

Assessment: (revised)

                A) Teaching Resource Review: (25%)

                Select a recently-published teaching resource for your area of expertise (band, strings, jazz, choir, general music, etc.), and review it indicating how the content and approach have been influenced by , and support, or do not support, current Educational concerns—Multiple Intelligences, Authentic Assessment, National/Provincial Standards, etc. Comment on how this publication might (or might not) assist teachers in achieving the goals specified in the Ontario Curriculum. The teaching resource selected might include a method book, supplementary technique book, teacher’s reference book, performance piece, performance folio, etc. Your review should begin with a concise description of content, and an appraisal of the publication’s purpose. Submit a copy of the publication reviewed with your assignment. Please consult with the instructor before beginning this project.

                Due: March 23, 2015

                B) Seminar: (45%)

                Present a 35-minute seminar (25 minutes for presentation/10 minutes for discussion) on one of the topics suggested below. Students are encouraged to suggest other topics, however, please consult with the instructor before beginning work on any presentation not included on the list. It is recommended that you select a topic that is of considerable interest to you personally. Presentations should relate seminar topics as closely as possible to current concerns in education as outlined in the introductory lectures, and initial seminars. They should follow the following format:

                a) presentation of the subject - 70-75%

                b) evaluation and/or opinion - 25-30%

Please prepare:

                a) A short report (5-6 pgs.) summarizing your research. This report is to be in essay form with concise introduction and conclusion. Ideas drawn from external sources must be properly acknowledged with a citation. Please hand in your report for grading within a week following your oral presentation.

                b) A Power Point presentation or a hard copy synopsis (1-2 pgs.) containing the salient points of your research. If employing the synopsis hand it out to the class at the beginning of your presentation.

                Both the Report and the Presentation must contain bibliographies.

                The presentation will be judged on content and presentation according to the following formula: content - 40%; presentation - 30%; report - 30%.

N.B. Students may use any accepted format for citations, provided that consistency is maintained. However, “Name-Date” citation is recommended. In this format, quotations, facts and ideas from external sources are acknowledged in the text in the following manner:

“This technique, which Alan Walker considers ‘a lasting contribution to the history of musical form’ (Walker 1989, 309) was used by Liszt ...”

Name-Date citation requires a slight alteration in the format of bibliographic entries:

Walker, Alan. (1989) Franz Liszt: The Weimar Years 1848-1861. New York: Alfred A. Knopf.

                C) Classwork: (30%)

                Grade will be based on preparation for, and participation in, class meetings. Attendance and willingness to contribute to class discussions will be considered in assigning this grade.

Policy on Missed Work, Extensions, and Late Penalties:

McMaster Student Absence Form (MSAF)

This is a self-reporting tool for undergraduate students to report absences DUE TO MINOR MEDICAL SITUATIONS that last up to 5 days and provides the ability to request accommodation for any missed academic work. Please note, this tool cannot be used during any final examination period. You may submit a maximum of 1 Academic Work Missed request per term. It is YOUR responsibility to follow up with your Instructor immediately (NORMALLY WITHIN TWO WORKING DAYS) regarding the nature of the accommodation. If you are absent for reasons other than medical reasons, for more than 5 days, or exceed 1 request per term, you MUST visit your Associate Dean's Office/Faculty Office). You may be required to provide supporting documentation. This form should be filled out immediately when you are about to return to class after your absence.

Please Note the Following Policies and Statements:

Academic Dishonesty

You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity.

Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: "Grade of F assigned for academic dishonesty"), and/or suspension or expulsion from the university.

It is your responsibility to understand what constitutes academic dishonesty. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at

The following illustrates only three forms of academic dishonesty:

  1. Plagiarism, e.g. the submission of work that is not one’s own or for which other credit has been obtained.
  2. Improper collaboration in group work.
  3. Copying or using unauthorized aids in tests and examinations.

Email correspondence policy

It is the policy of the Faculty of Humanities that all email communication sent from students to instructors (including TAs), and from students to staff, must originate from each student’s own McMaster University email account. This policy protects confidentiality and confirms the identity of the student.  Instructors will delete emails that do not originate from a McMaster email account.

Modification of course outlines

The University reserves the right to change dates and/or deadlines etc. for any or all courses in the case of an emergency situation or labour disruption or civil unrest/disobedience, etc. If a modification becomes necessary, reasonable notice and communication with the students will be given with an explanation and the opportunity to comment on changes. Any significant changes should be made in consultation with the Department Chair.

McMaster Student Absence Form (MSAF)

In the event of an absence for medical or other reasons, students should review and follow the Academic Regulation in the Undergraduate Calendar Requests for Relief for Missed Academic Term Work. Please note these regulations have changed beginning Fall 2015. You can find information at If you have any questions about the MSAF, please contact your Associate Dean's office.

Academic Accommodation of Students with Disabilities

Students who require academic accommodation must contact Student Accessibility Services (SAS) to make arrangements with a Program Coordinator. Academic accommodations must be arranged for each term of study. Student Accessibility Services can be contacted by phone 905-525-9140 ext. 28652 or e-mail For further information, consult McMaster University's Policy for Academic Accommodation of Students with Disabilities.

Academic Accommodation for Religious, Indigenous and Spiritual Observances

Students requiring academic accommodation based on religion and spiritual observances should follow the procedures set out in the Course Calendar or by their respective Faculty. In most cases, the student should contact his or her professor or academic advisor as soon as possible to arrange accommodations for classes, assignments, tests and examinations that might be affected by a religious holiday or spiritual observance.

Other Course Information:

1. Course Organization:

                The course will begin with 2.5 intensive lectures reviewing the material outlined in Chapters 1, 4, 9, 10, 12 of the text, which will establish the ground out of which the rest of the course will grow. The majority of this course will consist of seminar presentations by members of the class.

2. Course Structure:

January 5: Lecture

Introduction, History/Role and Purpose (Chapters 1, 4)


Jan. 12: Lecture

Curriculum, Assessment (Chapters 9, 10)


Jan 19: Lecture

Teacher Education (Chapter 12)


National/Provincial Standards for Music: what are they? Strengths? Weaknesses? differences between Canada and the U.S.






Jan . 26: Seminars

  1. Current Ontario Curriculum Documents: Grades 1-8: The Arts
  2. Current Ontario Curriculum Documents: The Arts: Grades 9-10
  3. Current Ontario Curriculum Documents: Grades 11-12: The Arts
  1. Name:

       2. Name:

       3. Name:

Feb. 2: Seminars(cancelled-snow day)

Feb 9: Seminars

  1.  Howard Gardner and the Theory of Multiple Intelligences: application to teaching
  2.  Learning Styles: an application of MI theory
  3.  Authentic Assessment: what is it? Applications to music teaching? See Growing Success: Assessment, Evaluation… document

1. Name: C. Coker


2 Name: T Webb


3. Name: A Pollard


Feb 23: Seminars

  1. The “Ontario College of Teachers”: mandate, responsibilities, impact on teaching, (search under The Teaching Profession and Find A Teacher at
  2. Ontario Curriculum Grades 1-8 The Atrs
  3. Multicultural Education: advantages, challenges for music


1. Name: D. Doan



2 Name: S. Kerr


3 Name:E. Comptois (Elem)

Mar 2: Seminars

  1. Technology in the Music Classroom
  2. Teacher’s Unions in Ontario: what ones exist? Who do they serve? Goals? Practices?
  3. Music Teacher’s Organizations and Journals: local, regional, national, international, purpose of organization, who can join. Journal: who writes it? Stated purpose? Value of these organizations/journals?

1. Name: A. Balian



2. . Name: G. Marcos


3. Name: P. Ludin

 Mar. 9: Seminars

1. Left-Right Brain Learning


2. Advocacy: Coalition for Music Education in Canada, other approaches?


3. Music for Young Children


1. Name: Z. Louch



2. Name: A. Pellegrino


3. Name: A. Doucette


Mar. 16: Seminars

1. Critical Thinking-Problem Solving in Music


2. Multicultural Education (High School)




1. Name: E. Margutsch


2. Name: J. Fernandex Perez


3. Name: D. Irving

Mar 23: Seminars

1. Suzuki


2. Kodaly


3. Mozart Effect


1. Name: A. Brzezinski


2.Name:E. Nasato


3. Name: J. Macdonald

Mar 23: Seminars

1.National Standards


2. Communication Skills for Teachers





1..Name: E. Amonier


2. Name: B. Reid



3. Name:


April 6 open





3. Additional Suggested Seminar Topics:

               i)The “Mozart Effect”: does it exist? differing viewpoints, other research on the impact of music on intellectual development in children

                ii) Adult Music Education: a new frontier for music teaching? “New Horizons” program

                iii) Music Education for Young Children: new developments; curricula; a new frontier for music teaching?

                iv) Right Brain/Left Brain Learning: an in-depth look, implications for music teaching?

                v) Critical Thinking/Problem Solving in Music

                vi) Communication Skills for Teachers: how to ask questions; delivery skills, etc.

                vii)) Review one of the following specific approaches to teaching (philosophy, practice, materials, etc):

                                - Suzuki

                                - Orff

                                - Kodaly

                                - Music for Young Children

                                - Dalcroze Eurythmics

                viii) Interrelating the Arts in the Music Classroom. How much is possible? desirable?

                 ix) Provincial Funding of Non-Public Schools: full-funding of Catholic schools; funding private schools; charter schools

                 x) Canadian Music in Canadian Schools

                xi) OR ???

4. Incorrect grammar, spelling abnd sentence structure will be graded on all written assignments.

5. Due dates are organized to distribute the workload as evenly as possible over the complete course. Students are required to attend to them carefully. Late and/or incomplete assignments will not be accepted unless prior arrangements have been made with the instructor.