MUSST 3004 - Instrumental Music Pedagogy 3
North Terrace Campus - Semester 2 - 2015
General Course Information
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 Coordinator: Mr Rodney SmithMr Rodney Smith
Available to students: By appointment
Location: Schulz 1112
Phone number: 8313 5785
Contact email: firstname.lastname@example.org
Ms Ruth Saffir
Available to students: By appointment
Location: Schulz 919
Phone number: 8313 3762
Contact email: email@example.com
Music office location: Schulz level 2
The full timetable of all activities for this course can be accessed from Course Planner.
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.
Booklists and other required sources of information will be distributed throughout the course.
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.
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.
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.
Week Date Lecturer Topic 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).
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment task Weighting Due Date Outcomes 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.
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.)
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.
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.
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.
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.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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