EDUC 6514A - Classroom Music Curriculum & Methodology A

North Terrace Campus - Semester 1 - 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 6514A
    Course Classroom Music Curriculum & Methodology A
    Coordinating Unit School of Education
    Term Semester 1
    Level Postgraduate Coursework
    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 6 courses of Music
    Restrictions Available to GradDipEd 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: Antony Hubmayer

    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 One
    1

    Demonstrate deep knowledge and understanding of the complexity of the discipline and theteaching strategies of the learning area. 2.1 Knowledge 1,2,3,5,6,7

    2

    Design and sequence unit and lesson plans based on essential content of the subjectarea, curriculum, including effective assessment principles. 2.2 & 2.3 & 3.2 Application 1,2,3
    3

    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
    4

    Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.3 7 3.2 Skills 2,3,5
    5

    Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations. 6.2, 6.3 & 7.4 Knowledge
    & Skills
    4, 5, 6, 7, 8
    6

    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
    7

    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. 1,2
    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, 7
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1,2,4,6
    Skills of a high order in interpersonal understanding, teamwork and communication. 3,5,6,7
    A proficiency in the appropriate use of contemporary technologies. 1,3,4,5
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1,5
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1,5
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 3,5,6
  • Learning Resources
    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. 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 Music Education Web Portal (The University of Melbourne & ASME) http://www.edfac.unimelb.edu.au/knowledgetransfer/ music_education_web_portal/

    Australian Curriculum: The Arts http://www.acara.edu.au/arts.html
    SACE Music - http://www.sace.sa.edu.au/
    Musical Futures – http://www.musicalfutures.org.uk/
    Online Learning
    Various materials including lecture notes, readings and resources, will be available in the ‘Course Material’ section of myuni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The weekly 2-hour lecture aims to explore the designated topics by providing opportunities for active participation through group discussion and a range of class activities.
    Workload

    No information currently available.

    Learning Activities Summary
    Week 1 - Effective music teaching; music learning contexts, processes and activities
    AITSL Standards - 2.1, 2.2, 3.1, 3.3

    Week 2 - Teaching strategies for promoting success and a positive classroom environment; planning lessons using melodic-based music learning
    AITSL Standards - 2.1, 2.2, 3.2, 3.3, 3.5

    Week 3 - Presentation and discussion of melodic-based music lesson ideas
    AITSL Standards - 2.1, 2.2, 3.2, 3.3, 3.5, 4.1

    Week 4 - Presentation and discussion of melodic-based music lesson ideas
    AITSL Standards - 2.1, 2.2, 3.2, 3.3, 3.5, 4.1

    Week 5 - Organising music content - sequencing concepts; designing music learning experiences and developing concept or topic-based unit plans (in small groups)
    Assignment 1 (40%) due 
    AITSL Standards - 2.1, 2.2, 2.3, 3.1, 3.2

    Week 6 - Designing music learning experiences and developing concept or topic-based unit plans - presentation of group task
    AITSL Standards - 2.1, 2.2, 2.3, 3.1, 3.2, 3.5

    Week 7 - Introduction to SACE Music; Classroom management in music classes;
    AITSL Standards - 7.2, 4.3

    Week 8 -Making the most of practice teaching (guest speaker); school expectations
    Assignment 2 (60%) due
    AITSL Standards - 4.1, 4.2, 4.3, 4.4, 4.5
    Specific Course Requirements
    There are no additional course-specific requirements.
  • 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
    The assessment is based on the following two summative tasks:

    Assignment 1 40% Melodic-based music lesson planning.
    (Learning Objectives 1, 3, 4, 5, 6, 7; AITSL Standards 3.2, 3.3, 3.5, 3.6)
    Melody for Part A due in class in Week 3. Completed assignment is due in Week 5.

    Assignment 2 60% Topic-based unit of work
    (Learning Objectives 1, 2, 4, 5, 8; AITSL Standards 3.2, 3.3, 3.4, 4.1, 5.1)
    Due in Week 8.
    Assessment Related Requirements
    Each assessment task must be completed satisfactorily in order to pass the overall course.
    Assessment Detail
    Assignment No. 1 (40%) Melodic-based music lesson planning.
    Melody for Part A is due in Week 3, completed assignment due in Week 5.
    This assignment comprises three parts which are equally weighted:
    Part A –1-page handout
    Part B – related learning activities
    Part C – review of handouts presented

    ASSESSMENT CRITERIA
    Completion of all components as outlined above in a clear fashion.

    Assignment 2: Topic-based unit of work (60%)
    Prepare a unit of work which is aimed towards a year 9 or Year 10 elective Music class. It is expected that the topic would span 3-4 weeks, with approximately 4 lessons per week. The unit should be appropriate for the Year level indicated, and contain a suitable range of interesting and imaginative learning activities which will be likely to engage pupils in their learning. It is intended that the assignment may be helpful as a potential teaching resource in your practice teaching. A list of topics will be provided.
    The Unit of Work to comprise:
    · Unit Summary
    · Lesson Outline over 3-4 weeks
    · Worksheet or test
    · Relevant musical piece/extract for use during the unit

    Submission
    A specific assignment cover sheet for each assignment will be provided on MyUni. Assignments should be submitted in class during the week in which the assignment is due.
    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
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