MUSST 3004 - Instrumental Music Pedagogy 3

North Terrace Campus - Semester 2 - 2015

Development of an ability to foster the learning potential of pupils and designed for students who have already begun to teach an instrument. Congruent verbal and non-verbal behaviours, use of appropriate vocabularies, the development of diagnostic, evaluative and planning techniques, the encouragement of creative thinking in pupils and teaching for musical meaning are included in a non-instrument specific workshop situation using demonstrating, video recording and reporting techniques.

  • General Course Information
    Course Details
    Course Code MUSST 3004
    Course Instrumental Music Pedagogy 3
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 2 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites MUSST 2003 or equivalent
    Incompatible GENMUS 3004
    Course Description Development of an ability to foster the learning potential of pupils and designed for students who have already begun to teach an instrument. Congruent verbal and non-verbal behaviours, use of appropriate vocabularies, the development of diagnostic, evaluative and planning techniques, the encouragement of creative thinking in pupils and teaching for musical meaning are included in a non-instrument specific workshop situation using demonstrating, video recording and reporting techniques.
    Course Staff

    Course Coordinator: Mr Rodney Smith

    Mr Rodney Smith
    Available to students: By appointment
    Location: Schulz 1112
    Phone number: 8313 5785
    Contact email: rodney.smith@adelaide.edu.au

    Ms Ruth Saffir
    Available to students: By appointment
    Location: Schulz 919
    Phone number: 8313 3762
    Contact email: ruth.saffir@adelaide.edu.au

    Music office location: Schulz level 2
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes

    1. The course seeks to introduce students to the application of a broad range of effective practical skills in instrumental teaching.

    2. The course seeks to give students a knowledge and understanding of appropriate specialist elementary to late intermediate-level instrumental/vocal teaching materials for various age groups in the one-to-one teaching mode.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 2.
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1, 2.
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1, 2.
  • Learning Resources
    Required Resources

    Booklists and other required sources of information will be distributed throughout the course.

    Recommended Resources


    Alcantara, P de. 1997. Indirect Procedures: A Musician’s Guide to the Alexander Technique. Oxford University Press. 

    Australian Music Examinations Board. 2012. Manual of Syllabuses. Music Syllabuses. 2012. Melbourne, Victoria. Australian Music Examinations Board Ltd.

    Baker-Jordan, M. 2003. Practical Piano Pedagogy. Miami, Florida. Warner Bros. Publications.

    Beetlestone, F. 1998. Creative Children, Imaginative Teaching. Enriching the Primary Curriculum - Child, Teacher, Context. Buckingham, UK. Open University Press.

    Cam, P. 2006. Thinking Tools. Camberwell, Victoria. ACER Press. 

    Craft, A., Jeffrey, R.., Leibling, M. 2001. Creativity in Education. London and New York. Continuum.

    Ed. Crozier, R., Scaife, N. 2004. All Together: Teaching Music in Groups. London. Ass. Board of the RSM.

    Ed. Fiske R. and Williams M. 2004. Unlocking Creativity: Teaching Across the Curriculum. London. David Fulton Publishers.

    Froehlich, M. 2004. 101 Ideas for Piano Group Class. Summy-Birchard Inc. Miami, Fl.

    Gumm, A. 2003. Music Teaching Style. Galesville, MD, USA. Meredith Music Publications.

    Susan Hallam, Instrumental Teaching: A Practical Guide to Better Teaching and Learning. Oxford: Heinemann Educational Publishers, 1998

    Magrath, J. 1995. The Pianist’s Guide to Standard Teaching and Performance Literature. Van Nuys, CA. Alfred Publishing Co., Inc.

    http://www.musicedmarket.com.
    Online Learning

    Resources and announcements may be posted on MyUni under MUSST 3004

  • Learning & Teaching Activities
    Learning & Teaching Modes

    Lectures with handouts and limited discussion cover a range of topics relating to the practical application of teaching skills such as language styles, planning and evaluating and examination programming in the field of elementary to late intermediate-level instrumental/vocal music instruction for pupils of various age groups.

    Tutorials develop and broaden, through discussion, knowledge and understanding of appropriate materials for elementary to late intermediate-level instrumental/vocal music instruction for pupils of various age groups in the one-to-one teaching mode.

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    During the semester attendance at lectures and tutorials, plus approximately 7 hours of preparation and teaching per week, will result in approximately 9 hours workload per week.

    Learning Activities Summary

    12 x 1hr lectures on a range of topics relating to the practical application of teaching skills such as language styles, planning and evaluating and music examinations in the field of elementary to late intermediate-level instrumental/vocal music instruction for pupils of various age groups.

    12 x 1hr tutorials focusing on knowledge and understanding of appropriate materials for elementary to late intermediate-level instrumental/vocal music instruction for pupils of various age groups in the one-to-one teaching mode.

    LECTURE SEQUENCE:

    WeekDateLecturerTopic
    1 Rodney Smith Learning styles.
    2 Ruth Saffir Literature and musical outcomes
    3 Rodney Smith Language in teaching
    4 Ruth Saffir Learning styles and practice habits
    5 Rodney Smith Planning and evaluating
    6 Ruth Saffir Program planning
    7 Rodney Smith Pupil centered program choices in AMEB exams.
    8 Ruth Saffir The teacher as student
    Break
    9 Rodney Smith Project presentation SGD
    10 Ruth Saffir Project presentation SGD
    11 Rodney Smith Project presentation SGD
    12 Ruth Saffir Project presentation SGD
    Specific Course Requirements

    Current Child Related Employment Screening (CRES) (Criminal History Screening) processed through the Department for Communities and Social Inclusion (DCSI).
    Small Group Discovery Experience

    33% of on campus scheduled weekly learning activity includes small group discovery experience (weeks 9 - 12).
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment taskWeightingDue DateOutcomes being assessed
    A four-lesson teaching project comprising written (1500 words) planning, logging and evaluation plus 10-minute video recorded or audited teaching of the pupil concerned. 60% This assessment addresses Learning Objective 1.
    1500-word written analysis of teaching literature suitable for elementary to late intermediate-level pupils. 40% This assessment addresses Learning Objective 2.
    Assessment Related Requirements

    LECTURE, TUTORIAL, WORKSHOP OR PRACTICALLY BASED COURSE PARTICIPATION AND ATTENDANCE EXPECTATIONS
    Active and positive participation in 100% of required lectures, tutorials, workshops or other practically based courses is expected.

    LEAVE
    Sick Leave, Compassionate Leave or Professional Development Leave may, upon application using the relevant Leave of Absence form, be approved by the course coordinator or relevant staff member. (See Leave descriptors in the Conservatorium’s Participation and Attendance Policy for details.)

    PENALTY
    Although active and positive participation in 100% of required lectures, tutorials, workshops and practically based classes is expected, any student who attends less than 100% of required classes without approved Leave will receive a 2% penalty for each unapproved absence. The penalties will be applied to the final total percentage mark for the year for the relevant component - ie after all other assessments have been completed and calculated.
    Arrival after the scheduled starting time or departure before the scheduled finishing time may, at the lecturer or Co-ordinator’s discretion, be regarded as an unapproved absence.

    Assessment Detail

    Guides to planning, logging and evaluation of the project will be distributed in tutorials.

    Samples of literature analysis will be provided and discussed during tutorials.

    Submission

    The project written work and literature analysis should be submitted to the Music Office by the due date, with the appropriate cover sheet and declaration. Late submission will incur a penalty deduction of 2% per weekday from the assessed mark of the complete submitted work.

    It is expected all assessments including presentations, listening tests, practical examinations, written examinations and assignments will be undertaken and submitted as required (see Teaching and Learning Activities). However, Assessment Task Extension, Replacement Examination, Additional Assessment and Deferred Modified Arrangements are available on medical, compassionate or extenuating grounds. Full information concerning these matters can be found on the University website under University Policies and Procedures, Modified Arrangements for University Coursework Assessment Policy, at http://www.adelaide.edu.au/policies/3303/ 

    Where possible it is advisable to discuss the matter with the lecturer concerned in the first instance.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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