MUSPED 6002 - Pedagogy Practicum IV

North Terrace Campus - Semester 1 - 2016

The course information on this page is being finalised for 2016. Please check again before classes commence.

Teaching observation, co-teaching and one teaching project with defined aims and duration will be undertaken within teaching programs approved by the Program Convenor. These activities will be monitored during regular workshops and through a written Teaching Log outlining the candidate's implementation and evaluation of the tasks undertaken.

  • General Course Information
    Course Details
    Course Code MUSPED 6002
    Course Pedagogy Practicum IV
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 6
    Contact Up to 3.5 hours per week
    Available for Study Abroad and Exchange N
    Restrictions Available to GradDipMus(Perf), GradDipMus(Perf&Ped) & MMus(Perf&Ped) students only
    Course Description Teaching observation, co-teaching and one teaching project with defined aims and duration will be undertaken within teaching programs approved by the Program Convenor. These activities will be monitored during regular workshops and through a written Teaching Log outlining the candidate's implementation and evaluation of the tasks undertaken.
    Course Staff

    Course Coordinator: Mr Rodney Smith

    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

    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.

    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,

    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 MUSPED 6002

    The Elder Music Library Music Resources Guide at 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

    No information currently available.


    No information currently available.

    Learning Activities Summary

    No information currently available.

  • 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

    No information currently available.

    Assessment Detail

    No information currently available.


    No information currently available.

    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 ( 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.