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National College Credit Recommendation Service

Board of Regents  |  University of the State of New York

Diller-Quaile School of Music, Inc. (The) | Evaluated Learning Experience

1. Early Childhood Music Level I (101), 2. Early Childhood Music Level II (102)

Location: 
The Diller-Quaile School of Music, 24 East 95th Street, New York, NY 10128.
Length: 
Course 1. Version 1: 22.5 hours (15 weeks); in addition, at least 30 hours of direct field experience. Course 1. Version 2: 30 hours (15 weeks); in addition, at least 30 hours of direct field experience. Course 2. Version 1: 22.5 hours (15 weeks); in addition, at least 30 hours of direct field experience. Course 2. Version 2: 30 hours (15 weeks); in addition, at least 30 hours of direct field experience.
Dates: 
Courses 1 and 2. Version 1: September 1991 - August 1995. Courses 1 and 2. Version 2: September 1995 - Present.
Instructional delivery format: 
Traditional classroom model
Learner Outcomes: 

Courses 1 and 2. Version 1: Upon successful completion of the course, students will be able to: experience music in the group context; sing, play, move, read and write rhythms and melodies; develop the creative impulse in oneself and others; value and use folk song repertoire; create homemade instruments as sample art/music projects for young children; develop individual and group mission statements, goals, and objectives; develop and implement lesson plans; and design a music curriculum to meet the developmental needs of children up to the second grade; share course materials with colleagues. Course 1. Version 2: Students will be able to: experience music within a group context through listening, singing, moving, playing small percussion instruments, and reading and notating music; develop an increased awareness of the musical characteristics and abilities of children from infancy to age six and begin to apply this knowledge to classroom practice; develop an increased awareness and knowledge of the value of music in the integrated curriculum, and in multicultural and anti-biased education; develop an increased awareness and knowledge of appropriate music experiences for children with special needs; construct criteria for selecting developmentally appropriate, meaningful song repertoire; explore musical instruments appropriate for improvising and accompanying songs in the early childhood classroom; explore the use of classroom props to enhance music making experiences; develop the ability to play for natural movement using a hand drum; improvise on the recorder; develop the ability to play simple songs on the recorder; internalize and perform repertoire introduced over the course of the semester; build confidence as a music conductor; formulate a personal philosophy of the value and benefits of early childhood music; and develop the ability to implement an international folk song curriculum that is responsive to the developmental needs and interests of young children, including planned experiences and spontaneous activities related to the ongoing classroom curriculum and day care program. Course 2. Version 2: Continuing from Course 1, students will be able to: continue to experience music within a group context through listening, singing, moving, playing small percussion instruments, and reading and notating music with increased fluency; discuss and describe the musical development of young children and apply course readings to early childhood classroom experiences; identify and practice successful music teaching strategies which foster student engagement; value and articulate the role of music into the integrated curriculum and in multicultural and anti-biased education; discuss music and movement experiences for children with special needs and practice ways curricula can be shaped to provide for each child's unique needs; explore the use of songs, movement, and instruments to dramatize stories; continue to explore a range of musical instruments through music experiences appropriate for the early childhood classroom; practice and improve the ability to play for natural movement using a hand drum; read and perform beginner selections on the recorder and piano; improve music literacy skills through active engagement in these performance experiences; compile and evaluate tools to assess students' musical development; build confidence as a music educator; and further develop the ability to implement an international folk song curriculum that is responsive to the developmental needs and interests of young children, including planned experiences and spontaneous activities related to the ongoing classroom curriculum and day care program.

Instruction: 

Course 1, Version 1: Course participants are early childhood/day care center personnel. Topics include: physical and vocal warm-ups; creative movement; sol fa syllables with Cur wen hand signals; French time names; rhythmic reading; melodic reading; rhythmic dictation; staff development; team building; mission statements; making homemade instruments; sound exploration using homemade instruments; family and community feedback; meeting the developmental needs of children through music. NOTE: Activities include movement, singing, team building, role playing, and making instruments. Course 1. Version 2: Course participants are early childhood/day care center personnel. This course prepares participants to lead early childhood music experiences in day care centers, Head Start programs or other early childhood educational settings. Through course readings, discussions, and active participation in group music making experiences, students gain an understanding of the musical development of children from infancy through age six, while developing their own innate musicality. Over the course of the semester, students increase their knowledge, skills, and abilities to implement and assess developmentally appropriate, engaging, and meaningful music experiences in their early childhood program. Topics include: engaging in music experiences; singing, moving, playing small percussion instruments to accompany songs and improvise; playing beginner selections on the recorder; child development and the musical development of children-infants through age six; developing criteria for selecting folk music repertoire and finger plays; music in the integrated curriculum; musical experiences for the special needs child; instruments and appropriate props for the early childhood music experiences; curriculum planning: creating developmentally appropriate, engaging, and meaningful music lesson plans; developing long range program goals; preparing classroom space to facilitate effective early childhood music experiences; teacher as facilitator: learning to lead developmentally appropriate, engaging, and meaningful early childhood music experiences; assessment: assessing student responses to early childhood classroom music experience; music literacy: developing the ability to read standard notation and invent graphic/symbolic representations; exploring emerging literacy and the invented musical notations of young children; staff development; mission statements; and building community through music. Course participants are observed in the classroom by the Director of their agency to assess the integration of music within the classroom, improve their teaching effectiveness, and provide opportunities for agency participation. Course 2. Version 1: Course participants are early childhood/day care center personnel. Topics build upon those covered in Course 1 and include usage and adaptation of musical repertoire in the early childhood/day care center classroom; developing music lesson plans; deriving rhythms from chants and nursery songs; creative music and movement games; observing and reporting on early childhood music sessions; sharing course materials with colleagues. NOTE: Activities include movement, singing, team building, role playing, making instruments, introduction to piano, and presenting reports on an observed class and on the implementation of principles and techniques in course participants' own classroom. Course participants maintain a journal of reflections regarding assignments, and implementation of curriculum in their own and their colleague's classrooms. Course 2. Version 2: Course participants are early childhood/day care center personnel. This course builds on the content of Early Childhood Level I (101). Course participants continue to develop their ability to lead engaging early childhood music experiences, which are responsive to individual and group needs and interests. Additional emphasis is placed on developing musicianship, music lesson planning, and curriculum development, implementing successful music teaching strategies, and creating tools to assess students' musical growth. Course participants learn to play beginner pieces on the recorder and piano. Diller-Quaile faculty visit course participants at their day care center to observe an early childhood music lesson. Topics build upon those covered in Course 1 and include: engaging in music experiences: singing, moving, playing small percussion instruments to accompany songs and improvise; reading and performing beginner selections on the recorder and piano; child development and the musical development of children - infants through age six; applying increased knowledge of the musical development of young children to early childhood classroom practice; refining criteria for selecting folk music repertoire and finger plays; music curriculum planning: creating and critiquing developmentally appropriate, engaging, and meaningful music lesson plans; leading and evaluating developmentally appropriate, engaging, and meaningful early childhood lesson sessions; children's stories: dramatizing children's stories using songs, improvised melodies, props, instruments, and movement; assessment: developing customized tools to assess students' responses to early childhood classroom music experiences; Music literacy: utilizing graphic or symbolic systems to represent sound/music concepts; reading simple rhythmic and melodic notation; using hand levels and pitch numbers to convey melodic contour; using arm gestures to indicate phrase length; motivating colleagues to participate in group music making experiences. Prerequisite: Early Childhood Level I (101) or approval of Executive Director. NOTE: Activities include movement, singing, team building, role playing, making instruments, introduction to piano, and implementation of principles and techniques in course participants' own classroom. Course participants maintain a journal of reflections and observations regarding implementation of a music curriculum in their own classroom. They also tape record themselves leading a music session with young children, which is submitted for discussion by the class and assessment by the instructor. Course participants are also observed in the classroom by the Director of their agency, and later by Diller-Quaile instructional staff, to assess the integration of music within the classroom, improve their teaching effectiveness, and provide opportunities for agency participation.

Credit recommendation: 

Course 1, Version 1: In the lower division baccalaureate/associate degree category, 1 semester hour in Early Childhood Education (5/93).  Course 2Version 1: In the lower division baccalaureate/associate degree category, 1 semester hour in Early Childhood Education (5/93). Courses 1 and 2 combinedVersion 1:  In the lower division baccalaureate/associate degree category, 3 semester hours (2 lecture, 1 practicum) in Early Childhood Education (5/93). NOTE: These courses are not applicable to Music/Music Education curricula.  Course 1, Version 2:  In the lower division baccalaureate/associate degree category, 2 semester hours in Early Childhood Education or as an elective in any degree program (6/96 revalidation) (6/01 revalidation) (6/06 revalidation) (6/11 revalidation) (6/16 revalidation). Course 2, Version 2: In the lower division baccalaureate/associate degree category, 2 semester hours as Curriculum Goals in Early Childhood Education or as an elective in any degree program (6/96 revalidation) (6/01 revalidation) (6/06 revalidation) (6/11 revalidation) (6/16 revalidation).Courses 1 and 2 combined,  Version 2: If Courses 1 and 2 are both completed, 1 semester hour of the total 4 recommended for credit could be applied as practicum credit. NOTE: These courses are not applicable to Music/Music Education curricula, except as electives. NOTE: Credit is recommended for the successful completion of Early Childhood Music Level I and/or II, Versions 1 or 2, and Early Childhood Music (501). While the courses are offered as parallel components, the experiences are not duplicative.

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