MUSPFPED 2010 - Music Pedagogy 2A

North Terrace Campus - Semester 1 - 2014

The educational significance of skills and understanding in general musicianship is explored in the context of pupil's overarching experience as learners. As part of this process, participants are also introduced to the principal established generic music teaching and learning methodologies including the Dalcroze, Orff, Suzike and Yamaha approaches. Tutorials allow for discussion concerning teaching and learning particular instrumental and vocal specialities in a variety of styles and genres and participants are required to research and catalogue available music materials that are appropriate for the acquisition of skills, knowledge and understanding specific to particular age groups and modes of learning at elementary to advancing levels of skill attainment.

  • General Course Information
    Course Details
    Course Code MUSPFPED 2010
    Course Music Pedagogy 2A
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 3 hours per week
    Prerequisites MUSPFPED 1010
    Incompatible MUSPED 2001
    Restrictions Available to Bachelor of Music students only
    Quota 20
    Course Description The educational significance of skills and understanding in general musicianship is explored in the context of pupil's overarching experience as learners. As part of this process, participants are also introduced to the principal established generic music teaching and learning methodologies including the Dalcroze, Orff, Suzike and Yamaha approaches. Tutorials allow for discussion concerning teaching and learning particular instrumental and vocal specialities in a variety of styles and genres and participants are required to research and catalogue available music materials that are appropriate for the acquisition of skills, knowledge and understanding specific to particular age groups and modes of learning at elementary to advancing levels of skill attainment.
    Course Staff

    Course Coordinator: Mr Rodney Smith

    Staff:

    Mr Rodney Smith
    Available to students: By appointment
    Location: Schulz 1112
    Phone number: 8303 5785
    Contact email: rodney.smith@adelaide.edu.au

    Ms Ruth Saffir 
    Available to students: By appointment
    Location: Schulz 919
    Phone number: 8303 3762
    Contact email: ruth.saffir@adelaide.edu.au
     
    Music office location:
    Level 2 Schulz
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    COURSE Learning Outcomes

    1. The course seeks to give students knowledge and understanding of the relatedness of skills in general musicianship to their application in the field of elementary to advancing level instrumental/vocal music instruction for pupils of various age groups.

    2. The course seeks to give students a knowledge and understanding of the relatedness of the broad principles of relevant established generic music methodologies (such as Orff and Dalcroze) to their application in the field of elementary to advancing level instrumental/vocal music instruction for pupils of various age groups.
    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.
  • Learning Resources
    Required Resources

    Booklists and other sources of required information will be distributed throughout the course.
    Recommended Resources

    Tait,M. and Haack,P. 1984. Principles and Processes of Music Education. New York and London. Teachers College Press. Columbia University.

    Beetlestone, F. 1998. Creative Children, Imaginative Teaching. Buckingham and Philadelphia. Open University Press.

    Craft, A., Jeffrey, R., Leibling, M. 2001. Creativity in Education. London and New York. Continuum

    Gumm, A. 2003. Music Teaching Style: Moving beyond tradition. Galesville. Meredith Music Publications.

    Crozier, R., Scaife, N., and Marks, A. 2004. All Together! Teaching music in groups. London. Associated Board.

    Baker-Jordan, M. 2003. Practical Piano Pedagogy. Miami. Warner Bros. Publications

    Proceedings of the Australasian Piano Pedagogy Conferences, 1993 – 2007.

    Lazear, David G. 1999. Eight ways of knowing : teaching for multiple intelligences : a handbook of techniques for expanding intelligence. Hawker Brownlow Education,

    Brice, Mary 2004 The Unfolding Human Potential: Dalcroze Eurhythmics. Editions Papillon, Geneva

    Landis, Beth and Carder, Polly The eclectic curriculum in American music education: contributions of Dalcroze, Kodaly, and Orff Washington : Music Educators National Conference, 1972

    Brophy, Jere E. c1998. Motivating students to learn / Boston: McGraw-Hill

     

    Online Learning

    Resources and announcements may be posted on MyUni under MUSPFPED 2010

    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

    Lectures cover the twin topics of general musicianship and relevant established music methodologies relating to their integration into individual and group instrumental lessons. They also allow for in-depth student-led small-group discussion concerning teaching incorporating these approaches. An outcome will be the composition of an assignment outlining the student’s investigations..

    While reinforcing lecture topics, tutorials also develop and broaden knowledge and skills related to technical, repertoire and general musicianship teaching materials as well as allowing for discussion in relation to the creation of Portfolios comprising information on all these matters.

    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

    During the semester attendance at lectures and tutorials, plus approximately 7 hours preparation per week, will result in approximately 9 hours workload per week.

    Learning Activities Summary

    12 x 1hr lectures/student-led small-group discussions on the development of musicianship skills. Lecturers will provide insight into the philosophy and application of selected music methodologies. Students will lead a discussion session following their in-depth investigation into a selected methodology or approach. Students will be assessed through a 2500 word written assignment..

    12 x 1hr tutorials focusing on suitable materials and teaching techniques which relate to the integration and application of the methodologies. Students will prepare a folio of teaching techniques and materials for assessment.

    LECTURE SEQUENCE:

    WeekDateLecturerTopic
    1 Ruth Saffir The Awakening of Musicianship
    2 Rodney Smith General Musicianship Skills
    3 Ruth Saffir The Dalcroze Approach
    4 Rodney Smith The Yamaha Approach
    5 Ruth Saffir The Kodaly Approach
    6 Rodney Smith The Suzuki Approach
    Break
    7 Ruth Saffir The Orff approach
    8 Rodney Smith The Music Teacher in the Community
    9 Ruth Saffir Student led discussion
    10 Rodney Smith Student led discussion
    11 Ruth Saffir Student led discussion
    12 Rodney Smith Student led discussion
    Specific Course Requirements
    Active and positive participation in 100% of required lectures, tutorials, workshops or other practically based courses is expected (see Assessment Related Requirements.
    Small Group Discovery Experience
    Four student-led discussion sessions (weeks 9 - 12) facilitate the discovery of new concepts in a small group setting.
  • 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
    AssessmentWeightingDue DateOutcomes being assessed
    Portfolio of annotated teaching techniques and materials 50% This assessment addresses Learning Objectives 1 and 2.
    2500 word assignment relating results of investigation to application of chosen methodology. 50% This assessment addresses Learning Objectives 1 and 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.

    LEAVE
    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.)

    PENALTY
    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.

    Assessment Detail

    Guides to the layout, content and categorisation of the portfolio will be distributed in tutorials.

    Sample examination questions will be provided and discussed during tutorials.

    Submission

    The portfolio 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.

    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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.