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.

  • General Course Information
    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 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 Staff

    Course Coordinator: Janelle Fletcher

    Brenton Tregloan Mob: 0408 896 021
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes

    On Successful completion of this course student will be able:

    APST     Standard

    AQF7/8 GA
    Semester Two

    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

    Develope a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.3 & 3.2 Skills 2,3,5

    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

    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

    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

    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

    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

    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

    Australian Professional Standards for Teachers (APST): 

    Australian Qualifications Framework (AQF): 

    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)
    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
    Australian Curriculum: The Arts  
    SACSA Framework -
    Musical Futures – see

    Online Learning
    Assessment items and readings are provided via MyUni
  • Learning & Teaching Activities
    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.

    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
    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,
    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
  • 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
    Assessment Task Due Weighting
    Arrangement for a class ensemble

    14 Aug 2014

    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.)


    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.

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