PERF 6016A - Negotiated Project IV part 1

North Terrace Campus - Semester 2 - 2014

A course intended to allow candidates to select an activity that complements their major study. Piano Performance and Pedagogy candidates should present a 30-minute lecture/demonstration of pedagogical literature. It is expected this will comprise works which assist technical and musical growth in pupils from elementary to intermediate levels such as the Classical Sonatinas and Studies of Clementi, Kuhlau, Bergmuller and Diabelli, and educational works by Swinstead, Kabalevsky, Gillock and Vandall.

  • General Course Information
    Course Details
    Course Code PERF 6016A
    Course Negotiated Project IV part 1
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Contact Up to 1 hour per week
    Restrictions Available to GradDipMus(Perf), GradDipMus(Perf&Ped), MMus(Perf&Ped) & MMus(PerfSt) students only
    Course Description A course intended to allow candidates to select an activity that complements their major study. Piano Performance and Pedagogy candidates should present a 30-minute lecture/demonstration of pedagogical literature. It is expected this will comprise works which assist technical and musical growth in pupils from elementary to intermediate levels such as the Classical Sonatinas and Studies of Clementi, Kuhlau, Bergmuller and Diabelli, and educational works by Swinstead, Kabalevsky, Gillock and Vandall.
    Course Staff

    Course Coordinator: Associate Professor Kimi Coaldrake

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes

    No information currently available.

    University Graduate Attributes

    No information currently available.

  • Learning Resources
    Recommended Resources

    Keyboard
    Tait,M. and Haack,P. 1984. Principles and Processes of Music Education. New York and London. Teachers College Press. Columbia University.

    Beetlestone, F. 1998. Creative Children, Imaginative Teaching. Buckingham and Philadelphia. Open University Press.

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

    Gumm, A. 2003. Music Teaching Style: Moving beyond tradition. Galesville. Meredith Music Publications.

    Parncutt, R., and McPherson, G. 2002. The Science and Psychology of Music Performance. Oxford and New York. Oxford University Press.

    Ctrozier, R., Scaife, N., and Marks, A. 2004. All Together! Teaching music in groups. London. Associated Board.

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

    Jacobson, J. 2006. Professional Piano Teaching. Los Angelis. Alfred Publishing Inc.

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

    Proceedings of the Australasian Piano Pedagogy Conferences, 1993 – 2007.

    Additional booklists and other sources of information will be distributed throughout the course.

    Voice
    Appelman,D.Ralph, The Science of Vocal Pedagogy,Bloomington,Indiana University Press,1967

    Brown, Oren, Discover your Voice, San Diego, London, Singular Publishing Group 1996

    Bunch, Meribeth, Dynamics of the Singing Voice,4 Ed., Wien ,New York, Springer Verlag 1997

    Chapman, Janice, Singing and Teaching Singing, San Diego, London, Brisbane, Plural Publishing 2006

    Doscher, Barbara, The Functional Unity of the Singing Voice, Lanham, London, The Scarecrow Press 1994

    Garcia, Manuel, Hints on Singing [1894], Kessinger Publishing Rare Reprints, www.kessinger.net

    Heirich, Jane Ruby Voice and the Alexander Technique, Berkeley, Mornum Time Press 2005

    [Husson, Raoul, Physiologie de la Phonation, Paris, Masson et Cie 1962]

    Husler, F and Rodd-Marling,Yvonne, Singing. The Physical Nature of the Vocal Organ, Melbourne, London, Hutchinson Publishing 1976

    Kimball, Carol, A Guide to Art Song Style and Literature, Milwaukee, Hal Leonard, 2005

    McKinney, James, Diagnosis and Correction of Vocal Faults, Nashville, Broadman Press 1982

    Miller, Richard, Training Tenor Voices, New York, Schirmer Books,1993

    Miller,Richard, Training Soprano Voices, Oxford University Press, USA 2000• ISBN-10: 0195130189 ISBN-13: 978-0195130188

    Miller, Richard, Solutions for Singers, Oxford,OUP 2004

    Power, Patrick, How the Voice Works, Handout ,University of Adelaide 2010

    Phillips, Kenneth, Teaching Kids to Sing

    Riggs, Seth Singing for the Stars, Van Nuys CA,Alfred Publishing 1998

    Stone, R and J, Atlas of Skeletal Muscles, Boston, Sydney, McGraw Hill 2001

    Vennard, William, Singing the Mechanism and the Technique, New York, Carl Fischer 1967

    Wall, Joan et al, International Phonetic Alphabet for Singers, Dallas, Psst Inc.1989

    Ward,Christine,Teaching to Learn, Accelerated Learning Institute [NZ]Ltd 2001 ISBN0-473-06314-X

    [Warren, Ivor, The Grammar of Singing, London A. Hammond and Co]

    Wilson FRCS, Thomas Wind and Voice, Dublin Minim Press 1984

    Bracketed titles are possibly unavailable.

    Online Learning

    Resources and announcements may be posted on MyUni under PERF 6016

    The Elder Music Library Music Resources Guide at http://libguides.adelaide.edu.au/music contains quick links to key music databases for scholarly research and online listening. It also contains links to websites of publicly available online scores, collected editions, and professional associations. Here too you can find a regularly updated list of new books, scores, CDs and DVDs available in the Elder Music Library.

  • Learning & Teaching Activities
    Learning & Teaching Modes

    One-to-one lessons prepare students for intensive and focused individual practice and preparation of general instrumental/vocal repertoire and exercises, plus pedagogically significant works of elementary to intermediate levels of difficulty. They also allow for assessment of progress made since the previous lesson.

    Students are also encouraged to explore extended skills and knowledge through attendance at and participation in master classes, workshops and concerts as appropriate.

    Workload

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

    Attendance at lessons as outlined in 4.3, plus approximately 11 hours practice/preparation per week, will result in approximately 12 hours workload per week.

    NB This course is designed to complement PERF 6015 Minor Recital IV, and it is advised they should be studied concurrently.

    Learning Activities Summary

    6 hours of one-to-one lessons focus on increasing instrumental/vocal performance knowledge, understanding and stylistic interpretation. Preparation for a Lecture-Recital in Part 2 comprising pedagogically significant works of elementary to intermediate levels of difficulty is a feature. Intensive individual practice/preparation is required. Scheduling and duration of one-to-one lessons is by individual arrangement with the lecturer concerned.

  • 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
    AssessmentWeightingCompletion/Due DateOutcomes being assessed
    Assessment is continuous and the final mark is given at the completion of Part 2 with a 30-minute public lecture-demonstration.
    For this lecture/demonstration Piano Performance and Pedagogy candidates should present works which assist technical and musical growth in pupils from elementary to intermediate levels such as the Classical Sonatinas and Studies of Clementi, Kuhlau, Bergmuller and Diabelli, and educational works by Swinstead, Kabalevsky, Gillock and Vandall. Candidates’ performance and presentation will be regarded as complementary and assessed as a whole. Participants are required to support their performance through the agency of good quality program notes (ungraded requirement). Recital programs are subject to approval and details must be submitted to the discipline specific pedagogy lecturer by the end of Part 1.
    100% Part 2 1, 2, 3, 4 and 5
    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

    • Absence 5 (five) marks
      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 5 (five) mark 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

    All matters concerning the lecture-demonstration program and program notes will be discussed with the lecturer concerned during one-to-one lessons.

    Submission

    Lecture-demonstration programs are subject to approval and details must be submitted to the discipline specific pedagogy lecturer by the end of Part 1. Students should discuss an appropriate date, time and venue for their Lecture-Demonstration with the Postgraduate Student Administrator by the end of Part 1. They should also allow ample time for the compilation and printing of program notes.

    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:

    NOG (No Grade Associated)
    Grade Description
    CN Continuing

    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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.