MUSPFPED 2020 - Music Pedagogy 2B
North Terrace Campus - Semester 2 - 2015
General Course Information
Course Code MUSPFPED 2020 Course Music Pedagogy 2B Coordinating Unit Elder Conservatorium of Music Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 3 hours per week Available for Study Abroad and Exchange N Prerequisites MUSPFPED 1010 Restrictions Available to Bachelor of Music students only Quota 20 Course Description This course is designed to assist pupils to commence the practical application of effective teaching skills through initial observation and subsequent co-teaching within a variety of lesson situations in various settings on and off campus with pupils at elementary and advancing levels. In addition, through a series of workshops, students will concentrate on selecting the essential performing and educational elements of significant repertoire while learning how to assist pupils to harness these elements to support good performance practice at elementary and advancing levels. Students understanding of these processes will be assessed through a practical demonstration examination involving performance and commentary.
Course Coordinator: Mr Rodney SmithMr Rodney Smith
Available to students: By appointment
Location: Schulz 1112
Phone number: 8313 5785
Contact email: email@example.com
Ms Ruth Saffir
Available to students: By appointment
Location: Schulz 919
Phone number: 8313 3762
Contact email: firstname.lastname@example.org
Music office location: Schulz Level 2
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. The course seeks to introduce students to the application of a broad range of effective practical skills in instrumental teaching.
2. The course seeks to develop students’ understanding of performance technique as it relates to teaching and learning at elementary and advancing levels.
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 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1, 2
Booklists and other sources of required information will be distributed throughout the course
Beetlestone, F. 1998. Creative Children, Imaginative Teaching. Buckingham and Philadelphia. Open University Press.
Ctrozier, R., Scaife, N., and Marks, A. 2004. All Together! Teaching music in groups. London. Associated Board.
Gumm, A. 2003. Music Teaching Style: Moving beyond tradition. Galesville. Meredith Music Publications.
Tait,M. and Haack,P. 1984. Principles and Processes of Music Education. New York and London. Teachers College Press. Columbia University.
Resources and announcements may be posted on MyUni under MUSPFPED 2010B
The Elder Music Library Music Resources Guide at http://libguides.adelaide.edu.au/music contains quick links to key music databases for scholarly research and online listening. It also contains links to websites of publicly available online scores, collected editions, and professional associations. Here too you can find a regularly updated list of new books, scores, CDs and DVDs available in the Elder Music Library.
Learning & Teaching Activities
Learning & Teaching Modes
Teaching Observation will be logged. Teaching logs and three sessions of co-teaching will be assessed, allowing students to reflect on and evaluate their observation acuity and teaching success progressively through the semester. Teaching practice may be video-recorded for assessment purposes.
Workshops will assist students to prepare a practical presentation of repertoire suitable for pupils working at elementary and advancing levels. Students will be expected to perform the repertoire concerned and comment on the essential performance and educational elements of each work and how pupils can be assisted to harness these elements effectively to achieve musical outcomes that reflect their potential.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
During the semester attendance at workshops and teaching practice, plus approximately 6 hours preparation per week, will result in approximately 9 hours workload per week.
Learning Activities Summary
12 hrs of teaching practice, arranged according to individual circumstances, comprising observation and co-teaching of pupils of various ages and attainments in individual, small or large group modes. Teaching practice may be video-recorded for assessment purposes.
12 x 2hr workshops with a focus on analysis of the essential performing and educational elements of significant teaching repertoire and the preparation of a practical demonstration examination that includes explanation of these priorities.
TEACHING PRACTICE AND WORKSHOP SCHEDULE
Week Dates Lecturer Activity 1 - 12 TBA TBA Teaching Practice 1 - 12 Weekly Rodney Smith and Ruth Saffir Workshops
Specific Course RequirementsCurrent Child Related Employment Screening (CRES) (Criminal History Screening) processed through the Department for Communities and Social Inclusion (DCSI).
Small Group Discovery ExperienceSmall-group workshops will assist students to prepare a practical presentation of repertoire suitable for pupils working at elementary and advancing levels. Students will be expected to perform the repertoire concerned and comment on the essential performance and educational elements of each work and how pupils can be assisted to harness these elements effectively to achieve musical outcomes that reflect their potential.
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 Due Date Weighting Learning Outcomes Assessment of Teaching Log and three sessions of Co-Teaching. Final mark averages these. 50% This assessment addresses Learning Objective 1. Assessment of Demonstration Examination. In exam period 50% This assessment addresses Learning Objective 2.
Assessment Related Requirements
LECTURE, TUTORIAL, WORKSHOP OR PRACTICALLY BASED COURSE PARTICIPATION AND ATTENDANCE EXPECTATIONS
Active and positive participation in 100% of required lectures, tutorials, workshops or other practically based courses is expected.
Sick Leave, Compassionate Leave or Professional Development Leave may, upon application using the relevant Leave of Absence form, be approved by the course coordinator or relevant staff member. (See Leave descriptors in the Conservatorium’s Participation and Attendance Policy for details.)
Although active and positive participation in 100% of required lectures, tutorials, workshops and practically based classes is expected, any student who attends less than 100% of required classes without approved Leave will receive a 2% penalty for each unapproved absence. The penalties will be applied to the final total percentage mark for the year for the relevant component - ie after all other assessments have been completed and calculated.
Arrival after the scheduled starting time or departure before the scheduled finishing time may, at the lecturer or Co-ordinator’s discretion, be regarded as an unapproved absence.
Discussion concerning the assessment of the Demonstration Examination, Teaching Log and Co-teaching will be undertaken in depth during the semester.
The Log will be submitted to the Music Office by the due date, with the appropriate cover sheet and declaration. Late submission will incur a penalty deduction of 2% per weekday from the assessed mark of the complete submitted work.
It is expected all assessments including presentations, listening tests, practical examinations, written examinations and assignments will be undertaken and submitted as required (see Teaching and Learning Activities). However, Assessment Task Extension, Replacement Examination, Additional Assessment and Deferred Modified Arrangements are available on medical, compassionate or extenuating grounds. Full information concerning these matters can be found on the University website under University Policies and Procedures, Modified Arrangements for University Coursework Assessment Policy, at http://www.adelaide.edu.au/policies/3303/
Where possible it is advisable to discuss the matter with the lecturer concerned in the first instance.
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.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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