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Explore the co-instruction approach in music history classes, detailing the evolution of involvement, recent collaborations, content, lessons learned, and future strategies. The focus is on enhancing pedagogy, student engagement, and information literacy support.
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Classroom Connection:Co-instruction in the Music History Core Lisa A. Lazar Performing Arts Librarian March 6, 2016
Outline • Music History I • Context/environment • Evolution of my involvement • Recent collaboration • Content and pedagogy • Connections made • Lessons learned and future
Music History I and II 300 level classes taken by sophomores and juniors Last music history classes all music majors must take History of Western Art Music Final Projects Two sections – total about 35 students Face to face supported by LMS
Context Building/Collection Performing Arts Librarian Plus™ Support structure Course structure No UG music history major
Evolution of my involvement Pre-2011 – Nothing 2011 – 10 min. 2012 –one shot/extra credit assignment 2013– revised one shot/extra credit 2014 – Pre-assignment videos Two class periods Two for credit assignments FoolishIy agreed to grade final project 2015 – ???
Collaboration Dr. David Blake – visiting professor - awesome Committed to information literacy We collaborated on: Learning outcomes Modifying final assignment Reassigned coverage Shared instruction and grading
Content Learning outcomes Based on standards/framework Finding/evaluating information, developing an appropriate topic, citing sources correctly Info lit responsibilities now shared Instructor does citations, development of topic statements/paper outline I cover search strategies, catalogs and databases, source evaluation
Class Environment Face to face in library classroom 3 50-minute sessions (2 classes, 1 lab) Co-instructor in LMS
Pedagogy 1st session – evaluating sources 15 min: group brainstorm on expert sources (reframing) 15 min: CRAP power point Small group CRAP analysis/comparison bassoon websites Assignment Any three sources on your topic Bullet point CRAP analysis; acceptable for paper? Don’t have to be acceptable, but analysis/recommendation need to be sound I grade
Pedagogy, Con’t. 2nd session: search terms/strategy, searching catalog/databases Group activity – sample keyword, searches Assignment: 1 book, 1 scholarly article *must* be acceptable for use for paper CRAP analysis in paragraph format In proper citation format I grade analysis, he grades citations
Pedagogy, Con’t. Again. Final Assignment He grades outline, citation, and half of annotations Norming session Extensive survey Assessment (rubric)
Connections? Yes! Students and library/librarian Students and collection/good sources Students and information literacy concepts Supported by analysis/assessment 57% sources ranked 3 or 4 78% of students had at least one source ranked 3 or 4 Information literacy support with faculty, administration of School of Music
Lessons Learned Videos/flipped? Not for this class Support of library/School of Music essential! In it for the long game. . . Framework and abstract concepts? Difficult, but enticing!
Future? Want to do Framework! Hopefully keep Dr. Blake! – could blow up syllabus! . . . but probably won’t blow it up. Basically good – tweak Ideas include: Tougher on web eval Concept of “good source” vs. disciplinary literature Break out of closed cycle of university provided resources
Questions? Lisa Lazar University of Akron llazar@uakron.edu
