MUSPED 6002 - Pedagogy Practicum IV

North Terrace Campus - Semester 2 - 2017

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 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 6
    Contact Up to 3.5 hours per week
    Available for Study Abroad and Exchange Y
    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: Dr Emily Dollman


    Head, Postgraduate Programs 
    Associate Professor Kimi Coaldrake
    Schulz 9.12
    8313 5823
    kimi.coaldrake@adelaide.edu.au


    Course Coordinator
    Mr Rodney Smith (Head, Pedagogy Studies)
    Schulz 11.12
    83135785
    rodney.smith@adelaide.edu.au
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes


    1.The course seeks to harness students theoretical understanding of teaching techniques and materials to the practice of beginning, elementary and intermediate level instrumental/vocal music teaching with pupils of various age groups.

    2. The course seeks to harness students theoretical understanding of teaching techniques and materials to the practice of beginning, elementary and intermediate level instrumental/vocal music teaching with pupils in individual, small group and class learning modes.

    3 The course seekst to harness students theoretical understanding of general musicianship to the practice of beginning, elementary and intermediate level instrumental/vocal music teaching.

    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2, 3.
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1, 2, 3.
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    2.
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    2.
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1.
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1, 2, 3.
  • Learning Resources
    Required Resources
    Booklists and other required sources of information will be distributed throughout the course.
    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.

    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 MUSPED 6002

    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

    Teaching observation, co-teaching and some solo teaching in individual, small group and class modes will be undertaken. Participation will be required in 4 workshops in which teaching experiences are monitored and discussed. A teaching project will be undertaken, and evaluated in a written log.

    Workload

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


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

    During the semester attendance at workshops and teaching practice, plus approximately 19.5 hours preparation per week, will result in approximately 24 hours workload per week.

    Learning Activities Summary

    48 hours of individually arranged placements in various school and studio instrumental programs off-campus in Adelaide. Placements will entail observation, co-teaching and solo teaching (some video-recorded), a portion of this activity to be in connection with the required project.

    6 hrs of workshops co-ordinating and providing feedback in relation to the teaching practice and project undertaken.

    Specific Course Requirements
    TEACHING PRACTICE AND WORKSHOP SCHEDULE

    Week: 1 - 12
    Dates: TBA
    Lecturer: TBA
    Activity: Teaching Practice
    Week: 1 - 12
    Dates: TBA
    Lecturer: Rodney Smith
    Activity: Workshops

    Specific Course Requirement:
    Current Child Related Employment Screening (CRES) (Criminal History Screening) processed through the Department for Communities and Social Inclusion (DCSI).
    Small Group Discovery Experience
    6 hrs of workshops co-ordinating and providing feedback in relation to the teaching practice and project undertaken. 50% are in Small Group Discovery mode.
  • 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
    Teaching undertaken in placements will be assessed according to given criteria on at least four occasions. 50% 30 October 1, 2 and 3
    1 X 1500-word log annotating the teaching and project undertaken
    1 x 1500-word evaluation of the project undertaken
    50% 30 October 1, 2 or 3
    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

    • 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.
    Assessment Detail

    Guides to the layout, content and categorisation of the log and evaluation will be distributed in tutorials.

    The criteria for Teaching Practice assessment will be discussed during tutorials.

    Submission
    The Project Log and Evaluation will be submitted to the Assignments section of the MUSPED 6002 My Uni website by the due date.. 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.
    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.