MUSED 3005B - Primary Music Curriculum part 2

North Terrace Campus - Semester 2 - 2014

Primary Music Curriculum is offered as a 3-unit elective for Bachelor of Music students and is primarily aimed at those students in the Music Education specialisation. This elective seeks to broaden the scope of the program to incorporate primary school music specialist training in addition to the existing secondary school focus. The elective is also available as an elective for students in the Bachelor of Music and Bachelor of Music Studies programs. The purpose of the course is to enable students to develop their knowledge of music education principles and practices for primary school level, through a mixture of focussed lecture/workshops and field placement. Students will be required to plan, prepare and present a folio of primary music curriculum materials based on their experiences at schools and during the workshops and attend at least two half-day teacher professional development conferences.

  • General Course Information
    Course Details
    Course Code MUSED 3005B
    Course Primary Music Curriculum part 2
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Prerequisites MUSICED 1000A/B
    Restrictions Available to BMusEd students only
    Course Description Primary Music Curriculum is offered as a 3-unit elective for Bachelor of Music students and is primarily aimed at those students in the Music Education specialisation. This elective seeks to broaden the scope of the program to incorporate primary school music specialist training in addition to the existing secondary school focus. The elective is also available as an elective for students in the Bachelor of Music and Bachelor of Music Studies programs. The purpose of the course is to enable students to develop their knowledge of music education principles and practices for primary school level, through a mixture of focussed lecture/workshops and field placement. Students will be required to plan, prepare and present a folio of primary music curriculum materials based on their experiences at schools and during the workshops and attend at least two half-day teacher professional development conferences.
    Course Staff

    Course Coordinator: Dr Jennifer Rosevear

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1. Knowledge of the principles of music learning and teaching as it relates to primary education
    2. Knowledge of current practices in music education
    3. Practical skills and an understanding of the teaching materials and principles for teaching and learning in a Primary setting
    4. Resources for primary music education
    5. Assessment strategies for primary music education
    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, 4
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1, 2, 3, 4, 5
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 3, 4
  • Learning Resources
    Required Resources

    Websites - Students should visit the following websites:

    ACARA website: http://www.acara.edu.au/  - Curriculum > Learning Areas / Subjects > The Arts

    ASME (SA): www.asme.sa.edu.au

    Kodaly Music Education: www.kodaly.org.au 

    Orff Schulwerk Association: www.ancos.org.au 

    ANCA: www.anca.org.au 

    SAPPSMF: www.festivalofmusic.org.au 

    Musica Viva in Schools: www.musicaviva.com.au 

    Online Learning

    This Course Outline, assignments and various other resources will be placed on MyUni.

  • Learning & Teaching Activities
    Learning & Teaching Modes

    The workshops cover a range of topics, with an emphasis on class discussion and active participation.

    Workload

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

    Required reading for workshops – approximately 2-3 hours per week

    Observations – approximately 3 hours for at least 3 separate visits and conference attendance (approximately 5 hours for 2 separate conferences)

    Assignment preparation – as needed, approximately 2-3 hours per week

    Learning Activities Summary
    Introduction to overall course.
    Music in the Australian Curriculum: The Arts
    Early years
    Summary of physical, social, emotional development
    Strategies for teaching and learning
    Focus on Kodaly methodology
    Primary Years
    Summary - physical, social, emotional development
    Strategies for teaching and learning
    Developing a lesson from scratch
    Focus on Orff methodology
    Middle School
    Summary - physical, social, emotional development
    Strategies for teaching and learning
    Resources for Primary Music Curriculum
    Web Sites, Music Technology – What’s around/how to use it
    DECD Instrumental Music Service – ‘Charanga’
    Professional associations/mentors/useful publications
    Setting up a balanced Music program
    Planning for Assessment
    Working with the local community
    Presentations/review/reflect
    Specific Course Requirements

    All students are expected to actively and positively participate in 100% of required classes for this course. Students will need to seek approval from the lecturer concerned for any absences as per the Conservatorium Participation & Attendance Guidelines (see http://music.adelaide.edu.au/study/current/leave.pdf)

    Penalties: Any unapproved absences will incur a deduction of 5 marks per absence which will be applied to the final total mark for the course – ie. after all other assessments have been completed and calculated.

  • 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

    The assessment components are designed to provide students with opportunities to plan, prepare and develop their oral and written communication skills. The observation journal will require students to observe and reflect on the various visits.

    Assessment Related Requirements

    All assessment components must be passed in order to the pass the course as a whole.

    Refer to Specific Course Requirements above for the attendance and participation requirements.

    Assessment Detail

    Assessment components:

    Assignments 60%

    • Lesson Plan (10%)
    • Resource folder (10%)
    • Curriculum project/practical presentation (40%)

    Conference Attendance/review 20%

    • Kodaly/Orff conferences

    School observation visits/journal 20%

    • 3 weeks negotiated observation with individual schools

    Please note: All assessment components must be passed in order to the pass the course as a whole.

    ASSESSMENT TASKS:
    Developing a Lesson Plan 10%
    Working out an individual lesson from a known staring point eg a suitable song, a current event, a theme or a focus element. Devise an individual lesson, write a lesson plan that includes outcomes step by step processes and proposed assessment strategies.

    Resource Folder 10%
    Collate a set of useful resources from the library, local music retailers, websites and school visits.

    Curriculum Project 40%
    Write a series of lesson plans (minimum of 5) with a focus on developing a conceptual understanding of a specific element of music. These should be around 40 minutes each and include singing, moving, listening, playing and creating activities.

    Identify the level of schooling the project is directed toward. Include Australian Curriculum: The Arts content descriptions, and describe strategies for assessment.

    You will be required to present your project and teach one of the sessions to your peers during our session times.

    School Observation Visits 20%
    Notes on the lessons observed, and reflections about each visit.
    Contact information will be provided about specialist primary school music/arts teachers who have agreed to host these visits.
    Students will need to arrange a series of three observations - ideally of the same group each week.

    Submission

    Assignments must be submitted by the due date.

    Assignment Cover Sheets will be provided for each component. Cover sheets require a
    signed acknowledgement by the student of the University’s policy on plagiarism, thus giving a legal status to cover sheets. All students must sign the declaration regarding plagiarism and collusion and work cannot be assessed without this. 

    Late assignment policy:
    Extensions are only granted when supporting documentation can be provided and then, and only then, by arrangement with the course lecturer prior to the due date and time. Extensions will not be granted under any other circumstance. Assessed work that is submitted late (after the due date and time) will not be examined for assessment or feedback. In the case of illness this will require a medical certificate, and in the case of personal (non-medical) circumstances you will need a letter of support from a University Student Counsellor. For further information please refer to the following website: http://www.adelaide.edu.au/counselling_centre/ 

    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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