EDUC 6525A - Instrumental 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 6525A
    Course Instrumental 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 Level III Music course, plus recognised instrumental qualifications
    Corequisites Must enrol in EDUC 6514A
    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: 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.

  • 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
    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.
    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 Activities
    Learning & Teaching Modes
    The 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.
    Workload

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

    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
    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
    Advance Notice: A seminar entitled “Welcome to the music teaching profession” will be
    scheduled for October 29th.
    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.  AITSL Standards: 6.1, 6.2, 6.3, 6.4

    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 (30%)     Instrumental presentation.
    (Learning Objectives 2, 5, 6, 9. AITSL Standards 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 3.5, 6.1, 6.2)
    Due Date:  March 13th

    Assignment 2   (70%)    Direction and performance of your own composition.
    (Learning Objectives 1, 3, 5, 9. AITSL Standards 3.1, 3.5, 4.2)
    Due Date:  Thursday April 3rd 2014.

    Assessment Related Requirements
    Each assessment task must be completed satisfactorily in order to pass the overall course
    Assessment Detail
    Assignment No. 1 (30%)  Instrumental presentation
    Due date: March 13th
    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.
    Assessment criteria:
    * 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:  April 3rd
    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

    Submission
    PRESENTATION 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.

    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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