EDUC 4525A - Instrumental Music Curriculum & Method A (UG)
North Terrace Campus - Semester 1 - 2016
General Course Information
Course Code EDUC 4525A Course Instrumental Music Curriculum & Method A (UG) Coordinating Unit School of Education Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 2 hours per week, in addition to a 2 hour common lecture focussing on Planning and Teaching Available for Study Abroad and Exchange N Prerequisites Degree in Music, or a pass in Level III Music course, recognised instrumental qualifications Corequisites Must enrol in EDUC 4514A Restrictions Available to B Teaching students only Course Description The course aims to present information on a range of methodologies and develop a variety of pedagogical skills to help students to be better prepared for the start of their teaching career.
Course Coordinator: Janelle Fletcher
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn Successful completion of this course student will be able:
Course Learning Outcomes
GA Arts GA Uni Both Semesters 1
Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning. 2.6 & 3.4 1, 2 1, 2 2
Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.2 & 3.3 2 2 3
Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers. 6.2, 6.3, 7.1, 7.2, 7.3 & 7.4 6 6 4
Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students. 3.5, 4.2 & 5.5 3, 5 3, 5 5
Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 2.1, 2.6, 3.2 & 3.3 2, 3 2, 3 Semester One 6
Demonstrate thorough knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area. 2.1, 3.2 & 3.3 1, 2 1, 2 7
Design and sequence unit and lesson plans based on essential content of the subject area, curriculum and assessment principles. 2.2, 2.3 & 3.2 1, 2 1, 2 8
Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations. 6.2, 6.3 & 7.4 4, 6 4, 6 Semester 2 9
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.6 & 5.4 3, 4, 6 3, 4, 6 10
Identify and interpret student learning needs and design learning strategies so as to respond to student diversity. 5.1 & 5.2 2, 3, 5 2, 3, 5 11
Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in the subject area and for various curricula eg SACSA, SACE, ACARA, IB. 5.1, 5.2, 5.5 & 7.2 2, 3, 5 2, 3, 5 12
Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4 & 5.5 2, 3, 5 2, 3, 5 Note:
Australian Professional Standards for Teachers (APST):
Graduate Attributes: Faculty of Arts Graduate Attributes:
Graduate Attributes: University of Adelaide Graduate Attributes:
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, 6, 7 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, 5, 6, 7, 10, 11, 12 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
4, 5, 9, 10, 11, 12 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
8, 9 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
4, 10, 11, 12 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
3, 8, 9
Required ResourcesSACE Music – Subject Outlines and other resources can be downloaded from http://www.sace.sa.edu.au/
Recommended ResourcesPlease note that GDE Music students can borrow from the Elder Music Library.
Swipe Card Access is also available for the Music computers with Sibelius software on Schulz Level 7.
The following books are available in the Elder Music Library:
Dorricott, I and Allan, B.C. “In Tune with Music” Books 1, 2, and 3. Pub. McGraw-Hill. Teacher editions.
Department of Education, Science and Training. (2005). National review of school music education. Augmenting the diminished. Perth: Australian Government & Centre for Learning, Change and Development, Murdoch University.
Evans, J. & Philpott, C. (2009). A practical guide to teaching music in the secondary school. Oxon: Routledge.
Marsh, C. (2010). Becoming a teacher. 5th ed. Frenchs Forest, NSW: Pearson Education – available in Barr Smith Library and Education Library.
Websites – there are many useful websites for music education. A good starting point is the ASME
Music Education Web Portal – access via http://www.asme.edu.au/whatsnew.html
Australian Curriculum: The Arts http://www.acara.edu.au/arts.html
SACSA Framework - www.sacsa.sa.edu.au
Musical Futures – see http://www.musicalfutures.org.uk/
Online LearningAssessment items and readings are provided via MyUni
Learning & Teaching Activities
Learning & Teaching ModesThe focus of this course is the development of practical skills that students will find useful in the classroom. As such, many of the lectures are hands-on practice of methodologies outlined in the more formal lecture sessions. Students will be expected to direct, conduct and perform in ensembles formed from within the class. Compositions and arrangements will be played in the lecture time with opportunities to direct, conduct and perform.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The University expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. Students in this course are expected to attend all workshops throughout the semester.
Learning Activities Summary
Advance Notice: A seminar entitled “Welcome to the music teaching profession” will be scheduled for Week 12.
Schedule Week 1 Expectations of the course; teaching the language of music to boys and girls. 1.2,1.2,1.3, 1.4, 1.5, 1.6,2.1, 2.2, 3.1,3.2, 3.3, 4.1, 4.2 Week 2 Instrumental workshop – presentations (assignment 1, 30%). 3.1, 3.2, 3.3, 3.4, 3.5 Week 3 Teaching composition in the classroom and developing creativity. 1.2, 1.2,1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 5.1, 5.2 Week 4 Exploring compositional techniques and styles. (All students need to bring their instrument.) 2.1, 2.2 Week 5 Presentation of student compositions (assignment 2, 70%) . (Some students will need to bring their instrument.) 3.5, 4.2, Week 6 Conducting and rehearsing ensembles. (All students need to bring their instrument.) 1.2, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.2 Week 7 Conducting and rehearsing ensembles. (All students need to bring their instrument.) 1.2, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.2 Week 8 Teaching improvisation. (All students need to bring their instrument.) 1.2, 1.2, 1.3, 1.4, 1.5, 1.62.1, 2.2, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.2
The seminar will be held in conjunction with the SA chapter of the Australian Society for Music Education (ASME) and will provide information about various resources and support for music teachers as well as an opportunity to develop professional networks. APST Standards: 6.1, 6.2, 6.3, 6.4
Specific Course RequirementsThere are no additional course-specific requirements.
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 SummaryThe assessment is based on the following two summative tasks:
Assignment 1 (30%) Instrumental presentation.
(Learning Objectives 2, 5, 6, 9. APST Standards 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 6.1, 6.2)
Due Date: Week 2
Assignment 2 (70%) Direction and performance of your own composition.
(Learning Objectives 1, 3, 5, 9. APST Standards 3.1, 3.5, 4.2)
Due Date: Thursday, Week 5.
Assessment Related RequirementsEach assessment task must be completed satisfactorily in order to pass the overall course
Assessment DetailAssignment No. 1 (30%) Instrumental presentation
Due date: Week 2
On your musical instrument, give a demonstration performance to the group (similar to what you might present to a year 8 class who are choosing an instrument to learn) and follow this with a short talk and hand-out about the practical aspects of your instrument that your colleagues should know as ensemble directors.
Total time should be less than 10 minutes.
* Usefulness of the presentation in showing the instrument’s range and tonal capabilities. Useful information might include how the instrument works, what are the best reeds/strings/skins etc. to use, how do you fix a broken bit, who are the best professionals to consult, recommended tutors, etc.
Assignment 2: (70%) Composition performance
Due Date: Week 5
Compose a piece of music for a small ensemble from within our group. It should display a thematic development. It can be in any style and should have a duration of between two to five minutes.
A concert pitch score and transposed parts should be presented for assessment.
Assessment criteria; Use of compositional guidelines and tools, use of thematic development, creativity, originality and artistic/aural awareness
SubmissionPRESENTATION AND SUBMISSION OF ASSIGNMENTS
A separate cover sheet will be provided for each assignment. It is expected that assignments are submitted in class on the due date. Any requests for extensions, based on medical or compassionate grounds, should be made prior to the due date. Students can redeem failed or unsatisfactory work by negotiating with the lecturer to submit additional work.
RETURN OF ASSIGNMENTS AND FEEDBACK
Assignments will be returned to students within 2 weeks of the due date with written feedback.
Assignments will generally be returned during lectures.
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.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
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- Assessment for Coursework Programs
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- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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