Curriculum Content

This chapter introduces the many resources that come together to create the online music appreciation course curriculum. Because curriculum is the main content of the course, judiciously selecting from among the many options available to determine suitable content is essential. Readers will learn about limit-setting and curriculum components. Additionally, guidance for choosing a textbook and a review of major textbooks in print is provided, as well as a discussion of open educational resources (OERs) and sample resources. Some discussion is included about creating and providing instructor video lectures. The chapter ends with a brief summary of important points and an infographic designed to visually highlight the qualities and benefits of four major types of curriculum content.

Big-Picture Planning and Backward Mapping

In the second section, Planning the Course, readers who need to develop online courses will find sequential guidance and sample planning documents to aid in large-scale thinking, curriculum selection, and general course development. This section includes chapters that guide readers on writing course objectives and learning outcomes, backward mapping, determining how to narrow down what will be taught, writing or choosing curriculum, navigating textbooks and open educational resources (OERs), and considering online methods and strategies. Each chapter in this section targets course development and design to support online music appreciation instructors as they create, transfer, or refresh online music appreciation courses.

Ending the Course

This chapter presents strategies to teach out the final week of online music appreciation effectively. Just as the first week of an online class can be prepared with standard approaches and a checklist of activities, the final week will conclude in the best ways possible through preparations and a checklist of closing instructor activities. A list of final week essentials is provided, with examples to assist instructors in preparing for and teaching out the final week of an online music appreciation class. The chapter ends with a brief summary of important points and an infographic designed to visually highlight three essential ways online music appreciation instructors can prepare for the final week of class to meet students’ needs, streamline communications, and focus grading efforts.

Assignments

The chapter presents alternative assessment methods that could be used as assignments in online music appreciation classes. Alternative assessments, often called applied learning activities, give students a means through which they can extend or document their learning and express what they’ve learned in their own “voice.” Guidelines for effective online assignments and essential elements for clear assignment descriptions are included. Readers will come away with plagiarism guidance and example assignments that can be immediately used. The chapter ends with a brief summary of important points and an infographic designed to visually highlight guidelines and essential elements of effective online music appreciation assignments, with four powerful questions to help instructors determine whether the assignment description is sufficiently clear and detailed.

Forum Discussions

In the third section, Specifics of Course Components and Samples, course components other than text are introduced. These include multimedia assets—effective tools to deliver content, engage learners, and promote creativity—as well as discussion forums, assignments, announcements, and other tools, illustrated by examples. This section is organized topically and serves as a resource for both novice and veteran online educators. For each area, tips are provided to ensure that these aspects of the online course are successfully developed and presented to students. Specific examples are provided that can be used in any online course without additional permission.

Philosophy and Mindset for Online Education

This chapter introduces teaching philosophies that apply to music appreciation and online education, and ways in which music appreciation instructors might develop or refine a philosophy for teaching the course online that can withstand various inherent challenges. Developing a philosophy for teaching music appreciation online can support instructors by giving them purpose and clarity about instructional choices and daily online teaching. The philosophy traditionally associated with music appreciation classes, an aesthetic philosophy, is introduced, alongside the learner-centered, participatory praxial music education philosophy. Readers are provided with example philosophy statements that have guided some instructors’ approaches to teaching music appreciation and questions that can guide one’s development of a personal philosophy for teaching online music appreciation. Additional considerations for attitudes and assumptions are provided that promote success when teaching online. The idea that one’s philosophy and mindset drive the choice of methods and teaching strategies is core to this chapter. This chapter ends with a brief summary of important points and an infographic designed to visually highlight philosophical questions, mindset tips, and ways in which online music appreciation instructors can find satisfaction and identity in their roles.

Teaching Multiple Courses or at Multiple Institutions

This chapter speaks to faculty who teach multiple courses or at multiple institutions to address workload and time management challenges. When time demands escalate or expectations differ, instructors face the serious need for efficiency strategies in order to teach effectively and prevent online teaching demands from expanding without boundaries. Readers will explore way in which time commitments can be projected, grading tools can be implemented, and new tools can be integrated conscientiously. This chapter ends with a brief summary of important points and an infographic designed to visually highlight specific strategies to effectively manage time, online teaching routines, differences between learning management systems, and teaching at institutions with differing instructor expectations.

Preparing the Online Classroom

In the fourth section, Preparing, Teaching, and Ending the Course, readers will be guided through all aspects of online teaching chronologically, from preparing the classroom prior to the first day through posting final course grades. The teaching chapter focuses on the community of inquiry and clear teacher presence, and strategies are presented with which to meet the needs of students in diverse circumstances. Special attention is given to routines, efficiency strategies, and tips for working with students in various circumstances. A brief discussion of various learning management systems and organizational strategies is included to guide educators in their work for multiple institutions or in multiple online formats.

Assisting Students

This chapter presents many of the common challenges that online students face and provides instructors with effective strategies through which to address related students’ needs. Instructors who teach online will encounter adult learners with particular learning and communication needs, students who experience time and task management challenges, students with disabilities, nonmusicians who do not understand, students with poor communication or writing skills, students with life events that interrupt their progress or cause them to disappear during a course, and challenging students who question or provoke their instructor and classmates. Readers will find within this chapter supportive strategies to guide them through such circumstances, with outreach and communication scripts that are intended to further support their teaching. The chapter ends with a brief summary of important points and an infographic designed to visually highlight means by which instructors can support and assist students with special needs or challenges in online music appreciation classes.

Rubrics and Evaluation Tools

This chapter explores evaluation tools to provide feedback throughout an online music appreciation course. Students can learn better when they receive supported feedback evaluating their work, and students’ complaints in online education often stem from a lack of such feedback, minimal grading comments, or scores that seem arbitrarily derived. Readers will find example rubrics, checklists, and evaluative tools, together with examples of feedback, to guide them in evaluating students’ submitted work and further guide students’ academic growth. The chapter ends with a brief summary of important points and an infographic designed to visually highlight four common types of evaluation tools and their qualities for online music appreciation classes.