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Creativity & Problem Solving – Dr. Pogonowski

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Syllabus

CREATIVITY AND PROBLEM SOLVING IN MUSIC AND MUSIC EDUCATION
A&HM 5025
CRN 31093

Lenore Pogonowski, DMA
Office:   518 Horace Mann
Lmp16@columbia.edu

Office Hours:
Wednesday 3:00 – 4:30
Thursday 1:00 – 2:30

Description:

We will examine, through music making, dialogue, collective musical cognition, and reflection, the pedagogical issues that underlie the teaching for creativity and problem solving in Music Education in the 21st century.  Assigned readings, musical improvisation, composition, listening and performance will serve as the bedrock for discussions about music and pedagogy.

Required Articles:
(1)        Bronson and Merryman (2010).  “The Creativity Crisis.”  Newsweek,
(2)          Other articles as published.

Required Books:
Palmer, Parker J. (1998). The Courage To Teach.  San Fransisco, CA:  Jossey-Bass.
Holt, John (1982).  How Children Fail and How Children Learn.  New York: Pitman Press.
Langer, Ellen (1997).  The Power of Mindful Learning.  Cambridge: Perseus Publishing

Required Periodical:
Music Educators Journal.  (Application available in Music Office.)

Evaluation and resulting grade is based upon the following criteria:

(1) class participation;
(2) short reports and final paper;
(3) final project.

Class Participation:
Learning is a constructive process.  It is enhanced when we share musical and intellectual perspectives regarding the nature of music and music pedagogy.  Discussion and analysis will be encouraged in every class.  If you are absent, there is little you can do to make up what occurred that evening.  If your primary instrument is portable, you are encouraged to have it accompany you to each class.

Short Reports:
Within the 48-hour period following the ending of each class, and in conjunction with one or two other people in the class, please email my course assistant a response to the following two requests:
1) Write one or two paragraphs regarding what you did in class this evening.
2)Write two or more paragraphs regarding what you thought while you were doing it.
Include the names and date(s) of those participating in the preparation of the report at the top of the page.

These reports will not be returned so be sure you save a copy for yourself.  The reports will serve you later in the semester as references to reflect upon as you trace your thinking in this course.  A culminating paper of your reflections will be due on the last day of class.  It should be written in a scholarly fashion.

Final Project:

Pre-service students will submit a record of 20-25 hours of public school observations and a 10-12-page analysis of the experience.
In-service students will devise and implement with the class a creative music strategy modeled after the work we have done during the course of the semester.

Everyone will submit a synthesis paper based on short reports and personal reflections of the course.

Teachers College Conceptual Framework
In keeping with the College’s long tradition of the leading intellectual influence on the development of the teaching profession, of serving the needs of urban and suburban schools, in the United States and around the world, the mission of teacher education at Teachers College is to establish and maintain programs of study, service and research that prepare competent, caring, and qualified professional educators (teachers, counselors, psychologists, administrators and others).  This mission is based on three shared philosophical stances that underlie and infuse the work we do:

Inquiry stance: We are an inquiry-based and practice-oriented community.  We and our students and graduates challenge assumptions and complacency, and embrace a stance of inquiry toward the interrelated roles of learner, teacher, and leader in P-12 schools.

Curricular stance: Negotiating among multiple perspectives on culture, content, and context, our graduates strive to meet the needs of diverse learners, both students and other adults, in their school communities.

Social justice stance: Our graduates choose to collaborate across differences in and beyond their school communities to demonstrate a commitment to social justice and to serving the world while imagining its perspectives.

These stances are the three dimensions of the educational space that we continuously create.  By using critical inquiry as a tool in approaching the complexity of students and their learning, of ourselves and our teaching, our subject matter, and the contexts in which all these operate, we and our students and graduates build effective curricula which benefit students’ learning and ultimately serve the larger purpose of the moral growth of the individual and society.

For more information on the Philosophy and Knowledge Bases of the Conceptual Framework Please visit this following website.

Statement on Disabilities and Diversity

The College will make reasonable accommodations for persons with documented disabilities.  Students are encouraged to contact the Office of Access and Services for Individuals with Disabilities for information about registration (166 Thorndike Hall). Services are available only to students who are registered and submit appropriate documentation.  As your instructor, I am happy to discuss specific needs with you as well.

Grade of Incomplete
The grade of Incomplete will be assigned only when the course attendance requirement has been met but, for reasons satisfactory to the instructor, the granting of a final grade has been postponed because certain course assignments are outstanding.  If the outstanding assignments are completed within one calendar year from the date of the close of term in which the grade of Incomplete was received and a final grade submitted, the final grade will be recorded on the permanent transcript, replacing the grade of Incomplete, with a transcript notation indicating the date that the grade of Incomplete was replaced by a final grade.  If the outstanding work is not completed within one calendar year from the date of the close of term in which the grade of Incomplete was received, the grade will remain as a permanent Incomplete on the transcript. In such instances, if the course is a required course or part of an approved program of study, students will be required to re-enroll in the course including repayment of all tuition and fee charges for the new registration and satisfactorily complete all course requirements.  If the required course is not offered in subsequent terms, the student should speak with the faculty advisor or Program Coordinator about their options for fulfilling the degree requirement.  Doctoral students with six or more credits with grades of Incomplete included on their program of study will not be allowed to sit for the certification exam.

Extenuating Circumstances
Teachers College students have the responsibility for activating the Columbia University Network ID (UNI), which includes a free Columbia email account.   As official communications from the College – e.g., information on graduation, announcements of closing due to severe storm, flu epidemic, transportation disruption, etc. — will be sent to the student’s Columbia email account, students are responsible for either reading email there, or, for utilizing the mail forwarding option to forward mail from their Columbia account to an email address which they will monitor.