EDUC 4525B - Instrumental Music Curriculum & Method B (UG)

North Terrace Campus - Semester 2 - 2015

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.

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Course Details

Course Code	EDUC 4525B
Course	Instrumental Music Curriculum & Method B (UG)
Coordinating Unit	School of Education
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	2 hours per week, in addition to a 2 hour common lecture focussing on Assessment and Reporting
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 4514B
Restrictions	Available to B Teaching students only

Course Staff

Course Coordinator: Janelle Fletcher

Brenton Tregloan Mob: 0408 896 021 brtregloan@adam.com.au

Course Timetable

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

Course Learning Outcomes

#	On Successful completion of this course student will be able:	APST Standard	AQF7/8	GA
Semester Two
1	Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning.	2.6 & 3.4	Application	2, 4, 5, 8
2	Develope a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.	3.3 & 3.2	Skills	2,3,5
3	Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.	3.6 & 5.4	Knowledge	1, 2, 6
4	Identify and interpret student learning needs and design learning strategies so as to respond to student diversity.	5.1 & 5.2	Skill & Application	1, 2, 3, 4, 8
5	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	Knowledge, Skill & Application	1, 4, 5
6	Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning.	5.3, 5.4 & 5.5	Knowledge	1,2
7	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	Knowledge, Skills & Application	3,4,8
8	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	Knowledge, Skills & Application	2,4
Note: Australian Professional Standards for Teachers (APST): http://www.decd.sa.gov.au/hrdevelopment/pages/workforcedevelopment/Standards/?reFlag=1 Australian Qualifications Framework (AQF): http://www.aqf.edu.au/aqf/in-detail/aqf-levels/ Graduate Attributes: University of Adelaide Graduate Attributes: http://www.adelaide.edu.au/learning/strategy/gradattributes/

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.	3,4,5,6
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	1,2,3,4,6,7
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	2,4,7
Skills of a high order in interpersonal understanding, teamwork and communication.	1,4,5,7,8
A proficiency in the appropriate use of contemporary technologies.	1,2,5
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	3
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	1,4,7

Learning Resources

Required Resources

No text is required. Notes and resource material will be given out, when appropriate, at the lectures

Recommended Resources

Please 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 Learning

Assessment items and readings are provided via MyUni

Learning & Teaching Modes

Most of the content in the course this semester is of a workshop nature. Attendance at the lecture is important both for the benefit of the individual and for the support of their peers within the group.

Workload

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

In addition to the attendance expectations, a conservative estimate of extra time needed to fulfil the course requirement is in the order of 8 hours.

Learning Activities Summary

Schedule
Week 1	Arranging for a class ensemble. Examination of instrumental ranges and attributes, effective arrangement techniques and practical use of small ensemble arrangements in the classroom. Students will write an arrangement for an ensemble from within the group	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 2	Performance assessment Students will be exposed to a range of musical performances by secondary school students of varying ability. Students will be given the opportunity to assess and discuss the performances in the context of a year 12 performance final exam.	5.1, 5.2, 5.3, 5.5
Week 3	Performance of student arrangements. Assignment 1 assessment 70% Student arrangements will be performed, using ensembles from within the lecture group. Opportunity will be available to share resources from these performances. Students will need their instruments for this session	3.5, 4.2
Week 4	Choral conducting Workshop of choral conducting techniques, with the vocal participation of the group members.	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 5	Technology in the classroom Visit to the Woodville High School Special Interest Music Centre where we will have a practical, hands-on session to experience some of the current computer-based teaching programmes being used in schools	1.2, 1.2,1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 3.1,3.2, 3.3, 3.4
Week 6	Composition In this session we explore a variety of contemporary compositional techniques. The session will involve the practical performance of some works by established composers. Students will need their instruments for this session. Assignment 2 will be to write a composition based on the techniques and discussions during this session.	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 7	Composition In this session we will explore aspects of the creative process with a visit to the Art Gallery of South Australia. We will explore the relationship of visual art and musical composition from a range of historical periods and contemporary cultural settings	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 8	Composition performanceStudents will perform each other’s compositions, with the pportunity to share resources for classroom teaching and professional development. This performance will be the assessment forassignment 2 (40%)	3.5, 4.2

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 Summary

Assessment Task	Due	Weighting
Arrangement for a class ensemble	14 Aug 2014	70%
Composition for a class ensemble	6 November 2014	30%

Assessment Related Requirements

Assignment 1 must be completed satisfactorily in order to pass the overall course

Assessment Detail

Assignment 1 …. 70% Due August 14th at 4.00 p.m.

Arrange a published song or piece o music for an ensemble from within our group. It should no less than 32 bars in length and suitable in style, genre and complexity for performance by a year 9 or 10 music class.

A concert pitch score and transposed parts should be presented for assessment.

Assessment criteria will include presentation of the score, use of melody and counter melody, harmony parts, bass line and percussion, use of contrasting sections, articulation on the score and parts, correct transposition, suitability to year level, musicality and originality.

(Attributes 1,2,3,4,5,6.)

Assignment 2 ….. 30% Due November 6th at 4.00 p.m.

Compose a piece of music for a small ensemble from within our group. It should display the use of a compositional technique discussed in the workshop and should have a duration of between two to five minutes.

A concert pitch score and transposed parts (where appropriate) should be presented for assessment.

Assessment criteria; Use of compositional guidelines and tools, use of a contemporary compositional technique, creativity, originality and artistic/aural awareness.

(Attributes 1,2,3,4,5,6.)

Submission

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 (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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator