EDUC 6514A - Classroom Music Curriculum & Methodology A

North Terrace Campus - Semester 1 - 2016

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:
    #

    Course Learning Outcomes

    APST

    GA Arts
    GA Uni
    Both Semesters
    1
    S1&S2
    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
    S1&S2
    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
    S1&S2
    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
    S1&S2
    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
    S1&S2
    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
    S1
    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
    S1
    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
    S1
    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
    S2
    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
    S2
    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
    S2
    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
    S2
    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):
    http://www.decd.sa.gov.au/hrdevelopment/pages/workforcedevelopment/Standards/?reFlag=1 

    Graduate Attributes: Faculty of Arts Graduate Attributes:
    https://arts.adelaide.edu.au/learning-teaching/

    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)
    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
  • Learning Resources
    Required Resources
    SACE Music – Subject Outlines and other resources can be downloaded from http://www.sace.sa.edu.au/
    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 Music Education Web Portal (The University of Melbourne & ASME) http://www.edfac.unimelb.edu.au/knowledgetransfer/ music_education_web_portal/ASME
    Australian Curriculum: The Arts http://www.acara.edu.au/arts.html  
    SACE Music - http://www.sace.sa.edu.au/  
    Musical Futures – see 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

    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
    Week 1 - Effective music teaching; music learning contexts, processes and activities
    APST 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
    APST Standards - 2.1, 2.2, 3.2, 3.3, 3.5

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

    Week 4 - Presentation and discussion of melodic-based music lesson ideas
    APST 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 
    APST 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
    APST Standards - 2.1, 2.2, 2.3, 3.1, 3.2, 3.5

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

    Week 8 -Making the most of practice teaching (guest speaker); school expectations
    Assignment 2 (60%) due
    APST 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; APST 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; APST 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
  • 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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