MUSED 4001B - Music Education 4 part 2

North Terrace Campus - Semester 2 - 2014

Classroom music curriculum studies for senior secondary level (Years 11 and 12), including SACE, IB and VET music studies. Current developments in arts education policies. Professional issues including ethics, copyright and policies.

  • General Course Information
    Course Details
    Course Code MUSED 4001B
    Course Music Education 4 part 2
    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
    Prerequisites MUSED 3002
    Restrictions Available to BMusEd students only
    Course Description Classroom music curriculum studies for senior secondary level (Years 11 and 12), including SACE, IB and VET music studies. Current developments in arts education policies. Professional issues including ethics, copyright and policies.
    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

    The objectives of this course are to develop:

    1. awareness of professional teaching standards
    2. advanced skills and knowledge relating to effective music learning and teaching
    3. knowledge of various music curriculum structures including SACE and IB
    4. knowledge of a broad range of teaching approaches in music
    5. awareness of resources for music education, including software and online resources
    6. short term and longer term planning skills
    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. 2
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2, 3, 4
    Skills of a high order in interpersonal understanding, teamwork and communication. 6
    A proficiency in the appropriate use of contemporary technologies. 5
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 2
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1
  • Learning Resources
    Required Resources
    Colin Marsh (2007). Becoming a Teacher: Knowledge, Skills and Issues. 5th ed. French’s Forest, NSW: Pearson Education Australia.

    Music Education 2 Reader
    Recommended Resources

    Barry, K. & King, L. (2003). Beginning teaching and beyond. 3rd ed. Tuggerah, NSW: Social Science Press.

    Evans, J. & Philpott, C. (2009). A practical guide to teaching music in the secondary school. London: Routledge.

    Musical Futures - http://www.musicalfutures.org/ 

    SACSA Framework - http://www.sacsa.sa.edu.au 

    Wiggins, J. (2009). Teaching for musical understanding. 2nd ed. Rochester, Michigan: CARMU.

    Online Learning

    This Course Profile, assignments and various other resources will be placed on MyUni. The file share facility here will also be activated to enable course participants to readily share resources which they prepare.

  • Learning & Teaching Activities
    Learning & Teaching Modes

    The workshops cover a range of topics, with an emphasis on class discussion of prepared readings, and presentations, both group and individual, during classes.

    Workload

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

    Required reading for workshops – approximately 3-4 hours per week

    Group tasks - approximately 1 hour per week

    Assignment preparation – as needed, approximately 4 hours per week

    Learning Activities Summary

    Weekly Outline for Workshop component

    Week 1 AITSL - Australian Professional Standards for Teachers
    How students develop and learn (Chapter 3)
    Constructivist learning and teaching
    DECD – Teaching for Effective Learning (TfEL)
    National Review of School Music Education - refer to “Guidelines for Effective Music Education” section, pp. 100 -101 (see Mus Ed 2 Reader)
    Week 2 Review of planning - series of lessons, units of work and longer term planning (Chapter 7, pp. 110-128).
    Group task – prepare Year 9 & 10 Music program outline
    Assessment Component #1 - Year 9 & 10 Music program outline
    Week 3 Continue with Group task – prepare Year 9 & 10 Music program outline
    Week 4 Class presentation of Year 9 & 10 Music Program Outlines.
    Week 5 Teaching and learning modes (Chapter 12)
    Assessment (Chapter 18); devising assessment tasks
    Assessment Component #1 Year 9/10 Program Outline
    Week 6 Group task – prepare a ‘unit of work’. (Refer to Dorricott and Allan “In tune with Music” series).
    MID-SEMESTER BREAK
    Week 7 Present group ‘unit of work’ – critical discussion of units
    Assessment Component #2 Unit of work (individual)
    Week 8 Review of classroom management skills (Chapter 13)
    Preparing for practicum
    SEMESTER 2
    Week 1 Introduction to SACE Music SACE Stage 1 & 2 music
    Week 2 Introduction to SACE Music SACE Stage 1 & 2 music (continued)
    Assignment 3: SACE Stage 2 Music
    Week 3 Copyright
    Organisation & administration
    Job interviews
    Careers in music
    Week 4 Ethics & values (Chapter 20)
    Professional and cultural dimensions of teaching (Chapter 19)
    Specific Course Requirements

    Attendance and Participation
    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 develop their skills in both long and short term planning, and in the preparation of teaching materials.

    Assessment Detail
    Assessment Components:
    Assessment Tasks Weighting Learning Outcomes
    1. Year 9/10 Program Outline 20% 1, 6
    2. Unit of Work (individual) 40% 2, 4, 5, 6
    3. SACE Year 12 Music 40% 2, 3, 4

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

    Information outlining requirements for the various assessment components, along with assignment cover sheets, will be provided in due course. All students must sign the declaration on the cover sheet regarding plagiarism and collusion and work cannot be assessed without this. By submitting your assignment you are agreeing to the following:

    I declare that all material in this assessment is my own work except where there is clear acknowledgement and reference to the work of others. I have read the University Policy Statement on Plagiarism, Collusion and Related Forms of Cheating. I give permission for my assessment work to be reproduced and submitted to other academic staff for the purposes of assessment and to be copied, submitted and retained in a form suitable for electronic checking of plagiarism.

    Assessment Criteria for Academic and Text-Based Courses
    The following guidelines are used for the assessment of all undergraduate academic and text-based courses in the University of Adelaide Faculty of Humanities and Social Sciences:

    High Distinction
    >85%
    Distinction
    75-84%
    Credit
    65-74%
    Pass
    50-64%
    Conceded Pass
    45-49%
    Fail
    0-44%
    Outstanding or exceptional work in terms of understanding, interpretation and presentation A very high standard of work which demonstrates originality and insight Demonstrates a high level of understanding and presentation and a degree of originality and insight Satisfies the minimum requirements Just fails to satisfy the minimum requirements Fails to satisfy the minimum requirements
    Submission

    Assignments must be submitted by 12 noon on the due date, unless stipulated otherwise. Assignments should be placed in the Music Education Assignment Box adjacent to Room 909, and signed in on the class list there.

    Assignments are generally marked and returned within a 2-week period.

    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.

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.