PIANO PEDAGOGY SUPERVISED TEACHING GMUS 800 (2 credits) CRN: 30236
LATIN AMERICAN MUSIC GMUS 537 (2 credits) Karen Howard, PhD July 1-3 (No Class July 4) 9:00 a.m.- 5:00 p.m CRN: 30218
Faculty direction and observation of each student’s teaching. Students will video record their own piano students for the basis of the class. Prerequisite: Completion of pedagogy courses. CONTEMPLATIVE PRACTICES IN MUSIC EDUCATION GMUS 544-02 (2 credits) Dr. Vanessa Cornett-Murtada July 22-26 | 9:30 a.m.- 12:00 p.m. CRN: 30293 Students will investigate the research related to contemplative practices in education, and will study a wide variety of mindfulness techniques appropriate for music students of all ages. We will emphasize a secular form of vipassana mindfulness, defined by Jon Kabat- Zinn as “the deliberate focus of awareness, without judgment, on thoughts and events of the present moment.” Students will engage in various forms of stillness and movement, and creative and generative contemplative methods; they will also build confidence leading guided meditations, and will apply mindfulness practices to a wide variety of teaching contexts. Topics will include mindfulness for attentional focus, body awareness, peak performance, deep listening, mindful music practice, and anxiety management, with special attention to cultural considerations and trauma-sensitive practices. It is expected that students will engage in regular meditation practices for the duration of this course.
Participants will be guided through musical experiences that cover selected musical cultures and genres from throughout Latin America, including Puerto Rican plena, Mexican son jarocho, Dominican merengue, and Brazilian samba. This hands-on workshop is appropriate for vocal and instrumental educators who teach at the elementary, middle or high school level. EAST ASIAN MUSIC CULTURES - NEW! GMUS 670 (2 credits) Karen Howard, PhD June 17–July 26 | Online Asynchronous CRN: 30268 This course explores traditional and contemporary music as a social and communal activity within multiple Asian cultures including: Japan, China and Korea. It employs an anthropological and ethnomusicological approach that analyzes music in a cultural context rather than solely as an object of art. Pedagogical strategies and curricular innovations will be developed with attention to avoiding appropriation and othering while aiming toward equity with a more socially just music education. Additionally, each student will select an additional music culture within East Asia to study across the semester. DIVERSE PERSPECTIVES: INSTRUMENTAL ENSEMBLES - NEW! misrepresented in the instrumental music ensemble due to the lack of resources available to educators, as well as the problems connected to the authenticity of the existing repertoire and arrangements. This course will explore the theoretical perspectives and practical approaches that can help music educators develop a more inclusive instrumental music program. The course will offer students the opportunity to discover and contemplate original music for bands and orchestras from all over the world. In addition, experiences with different types of instrumental ensembles will be provided. The goal of the course is to help music educators consider how an inclusive approach to instrumental pedagogy can enrich and expand the opportunities provided, by performing and rehearsing diverse pieces of music. GMUS 653 (2 credits) Douglas Orzolek, PhD July 8-12 | 9:00 a.m.-2:00 p.m. Diverse music and experiences are often
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