MUSICED 2010 - Music Education 2A

North Terrace Campus - Semester 1 - 2015

This course seeks to investigate curriculum structures and areas of learning within music. The role of music in the Australian Curriculum will be explored along with other curriculum models. There will be discussion of the creative processes of improvisation and composition using relevant research literature on the learning and teaching of improvisation and composition in schools, along with the practical application of improvisation and composition as processes of music learning. Other areas of music learning to be addressed include singing, as well as percussion and rhythm section instruments. Students will undertake observations of singing in an educational setting. Students will participate in instrumental and choral ensembles where the repertoire is written and directed by other students.

  • General Course Information
    Course Details
    Course Code MUSICED 2010
    Course Music Education 2A
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites MUSICED 1000A/B
    Restrictions Available to Bachelor of Music students only
    Quota 20
    Course Description This course seeks to investigate curriculum structures and areas of learning within music. The role of music in the Australian Curriculum will be explored along with other curriculum models. There will be discussion of the creative processes of improvisation and composition using relevant research literature on the learning and teaching of improvisation and composition in schools, along with the practical application of improvisation and composition as processes of music learning. Other areas of music learning to be addressed include singing, as well as percussion and rhythm section instruments. Students will undertake observations of singing in an educational setting. Students will participate in instrumental and choral ensembles where the repertoire is written and directed by other students.
    Course Staff

    Course Coordinator: Dr Jennifer Rosevear

    Vicki McGregor
    Amanda Grigg
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes

    The objectives of this course are to develop:

    1. Knowledge of curriculum structures
    2. Understanding of improvisation and composition as learning processes in music
    3. Practical skills in improvisation and composition as applied to music learning
    4. Knowledge and skills in singing, percussion and rhythm section instruments
    5. Ensemble skills in vocal and instrumental settings
    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, 4
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 3, 5
    Skills of a high order in interpersonal understanding, teamwork and communication. 5
    A proficiency in the appropriate use of contemporary technologies. 3
  • Learning Resources
    Required Resources

    Students will be advised of specific readings from journals and books that may be required.

    Recommended Resources

    McPherson, G. & Welch, G. (Eds.). (2012). Oxford Handbook of Music Education, Volume 1. Oxford: OUP
    McPherson, G., Davidson, J.W., & Faulkner, R. (Eds.). (2012). Music in our Lives. Oxford: OUP
    Wiggins, J. (2009). Teaching for musical understanding. 2nd ed. Rochester, Michigan: CARMU.
    Philpott, C & Plummeridge, C. (2001). (Eds.). Issues in Music Teaching. London: Routledge Falmer.

    Online Learning

    This Course Profile, assignments and other various resources will be placed on MyUni. The file share facility on myuni will also be activated to enable course participants to readily share resources which they prepare.

  • Learning & Teaching Activities
    Learning & Teaching Modes

    The approach includes discussion of set readings, along with practical application of the areas of music learning being explored. Students will experiment with concepts involving improvisation and composition and discuss the educational application of these processes. Students will develop their ensemble skills within a supportive environment in which there will be opportunities for developing leadership skills.

    Workload

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

    4 hours per week contact
    3 hours per week practical preparation
    5 hours per week reading, assignment preparation

    Learning Activities Summary
    SEMINARS
    A range of topics will be explored, through discussion of assigned readings. Topics to include:

    • The role of music in the Australian Arts Curriculum
    • The concept of teaching for musical understanding
    • Creative processes of improvisation and composition – concepts and practical applications
    • Other areas of music learning, including singing
    • Observation of primary school choir/s

    WORKSHOPS
    Choral ensemble, instrumental ensemble
    Rhythm section and percussion instruments


    Specific Course Requirements

    All students are expected to actively and positively participate in 100% of required classes for this course. Students will need to seek approval from the lecturer concerned for any absences as per the Conservatorium Participation & Attendance Guidelines (see Handbook at http://music.adelaide.edu.au/current/handbook/ )

    Penalties: Any unapproved absences will incur a deduction of 5 marks per absence which will be applied to the final total mark for the course – ie. after all other assessments have been completed and calculated.

  • 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

    Rationale for assessment: A range of assessment tasks seeks to address the course objectives. In the essay component, students will be expected to draw upon class readings and other relevant music education literature. In the Resource Folio students will be expected to develop their knowledge of resources for the teaching of singing, percussion and rhythm section instruments. The Improvisation & Composition folios will each require students to document their own learning experiences in these areas as well as to prepare materials for educational contexts. Participation in ensembles seeks to develop ensemble skills as well as leadership skills.

    Assessment Related Requirements

    All assessment components must be passed in order to the pass the course as a whole.

    Refer to the attendance requirements as outlined in Specific Course Requirements above.

    Assessment Detail
    Summative Assessment components:
    Assessment tasksWeightingLearning Outcomes
    Improvisation folio 15% 3
    Composition folio 15% 3
    Music Learning Resource Portfolio:

    -Rhythm section and Percussion instruments

    - Singing and observation of Primary Schools Music Festival choir

    - Conducting
    30% 4
    Essay
    Approx 1200-1500 words.
    30% 1, 2
    Ensemble participation
    Ongoing participation in Choir & Instrumental ensembles
    10% 5

    Please note: All assessment components must be passed in order to the pass the course as a whole.

    Formative Assessment:
    Observation notes
    Literature Review exercises - short written exercises based on class readings.

    ASSESSMENT CRITERIA FOR ACADEMIC AND TEXT-BASED COURSES
    The following guidelines are used for the assessment of all undergraduate academic and text-based courses in the University of Adelaide Faculty of Humanities and Social Sciences:

    High Distinction
    >85%
    Distinction
    75-84%
    Credit
    65-74%
    Pass
    50-64%
    Fail
    0-44%
    Outstanding or exceptional work in terms of understanding, interpretation and presentation A very high standard of work which demonstrates originality and insight Demonstrates a high level of understanding and presentation and a degree of originality and insight Satisfies the minimum requirements Fails to satisfy the minimum requirements

    Assignment Cover Sheets
    Information outlining requirements for the various assessment components, along with assignment cover sheets, will be provided in due course. Cover sheets require a signed acknowledgement by the student of the University’s policy on plagiarism, thus giving a legal status to cover sheets. Your work may not be marked if the cover sheet is not completed and attached.

    All students must sign the declaration regarding plagiarism and collusion and work cannot be assessed without this. By submitting your assignment you are agreeing to the following:

    I declare that all material in this assessment is my own work except where there is clear acknowledgement and reference to the work of others. I have read the University Policy Statement on Plagiarism, Collusion and Related Forms of Cheating. I give permission for my assessment work to be reproduced and submitted to other academic staff for the purposes of assessment and to be copied, submitted and retained in a form suitable for electronic checking of plagiarism.

    Submission

    Assignments must be submitted by 12 noon on the due date, unless stipulated otherwise.

    Assignments should be placed in the Music Education Assignment Box adjacent to Schulz Room 909, and signed in on the class list there. Assignments are generally marked and returned within a 2-week period.

    Late assignment policy:
    Extensions are only granted when supporting documentation can be provided and then, and only then, by arrangement with the course lecturer prior to the due date and time. Extensions will not be granted under any other circumstance. Assessed work that is submitted late (after the due date and time) will not be examined for assessment or feedback. In the case of illness this will require a medical certificate, and in the case of personal (non-medical) circumstances you will need a letter of support from a University Student Counsellor. For further information please refer to the following website: http://www.adelaide.edu.au/counselling_centre/ 

    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.