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| Preface | |
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| Course Planning and Preparation | |
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| Designing an Undergraduate Music Course | |
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| Introduction | |
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| Checklist for Getting to Know the School | |
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| Avoiding the "Transmission Model" | |
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| Pedagogical Content Knowledge (PCK) | |
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| Course Goals and Descriptions | |
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| Choosing a Text | |
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| Course Calendar | |
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| Curriculum Design Issues | |
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| Policy Stakeholders | |
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| Sample Music Degree Outlines | |
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| Curricular Tensions and Innovations | |
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| Checklist for Course Decisions | |
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| Questions for Discussion and Suggested Activities | |
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| Assessment and Grading in Music Courses | |
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| Assessment vs. Grading | |
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| Music Aptitude and Achievement | |
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| Managing Assessment | |
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| Methods of Assessment | |
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| Student Generated Rubrics | |
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| Sample Performance Rubrics | |
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| Assessment in the Learner-Centered Classrooom | |
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| Authentic Assessment | |
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| Questions for Discussion and Suggested Activities | |
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| Understanding the Learners | |
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| Student Intellectual Growth | |
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| Learning Styles | |
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| Motivation | |
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| Gender | |
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| Cultural Diversity | |
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| Individual Learning Needs | |
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| Musical Growth and the Changing Learner | |
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| Suggested Teaching Strategies for Underclassmen | |
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| The Freshman Music Major | |
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| The Sophomore Music Major | |
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| Suggested Teaching Strategies for Upperclassmen | |
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| The Junior Music Major | |
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| The Senior Music Major | |
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| Questions for Discussion and Suggested Activities | |
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| Sample Syllabi for Music Courses | |
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| General Criteria for Syllabi | |
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| Applied Music | |
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| Music Theory | |
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| Aural Skills | |
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| Music History | |
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| Survey of Music for non-majors | |
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| Brass Techniques | |
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| Woodwind Techniques | |
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| Percussion Techniques | |
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| Questions for Discussion and Suggested Activities | |
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| Further Reading for Course Planning and Preparation | |
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| Teaching and Learning | |
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| Creating a Culture for Learning | |
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| Teaching Personality | |
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| Reflection on Teaching | |
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| Power and Control | |
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| Identity as a College Professor | |
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| First Class Meeting/Checklist | |
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| Weekly Class Preparation | |
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| Interaction with Readings and Materials | |
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| Student Assignments | |
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| Communication | |
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| Attendance | |
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| Difficult Students | |
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| Cheating and Plagiarism | |
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| Issues of Fairness | |
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| Questions for Discussion and Suggested Activities | |
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| Instructional Strategies for Academic Courses | |
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| Lecture Format | |
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| Setting the Room for Lecture | |
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| Planning a Lecture/Checklist | |
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| Delivering a Lecture | |
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| Materials for a Lecture | |
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| Assessment of Lecture Material | |
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| Advantages and Disadvantages | |
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| Discussion Format | |
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| Setting the Room for a Discussion | |
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| Planning a Discussion | |
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| Leading a Discussion | |
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| Materials for a Discussion | |
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| Assessment of Discussion Material | |
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| Advantages and Disadvantages | |
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| Asking Questions | |
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| Getting Students to Read | |
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| Helping Students to Write | |
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| Substantive vs Reflective Writing | |
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| Questions for Discussion and Suggested Activities | |
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| Strategies for Active Learning in Music Classrooms | |
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| Cooperative Learning | |
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| Room Setup and Forming Groups | |
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| Planning for Cooperative Learning | |
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| Leading Cooperative Learning Activities | |
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| Assessment of Learning in the Collaborative Classroom | |
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| Advantages and Disadvantages | |
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| Collaborative Learning | |
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| Room | |