MUSPFPED 7003 - Pedagogy Research Project
North Terrace Campus - Semester 1 - 2015
General Course Information
Course Code MUSPFPED 7003 Course Pedagogy Research Project Coordinating Unit Elder Conservatorium of Music Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 6 Contact Up to 2 hours per week Available for Study Abroad and Exchange N Prerequisites MUSPED 6001 or equivalent Assumed Knowledge Understanding of teaching methodology commensurate with completion outcomes of MUSPED 6001 Restrictions Approved Masters in Performance & Pedagogy students only Course Description This course seeks to ensure participants are cognisant of a select but representative variety of materials and approaches concerning child development and educational psychology as they relate to their instrumental or vocal teaching discipline. It also seeks to promote an awareness of the historical and social contexts within which they will operate as instrumental/vocal teachers. Participants will focus on these issues by undertaking a research project that will investigate questions relevant to the pedagogical approaches and contexts under discussion. The project will be written and presented according to normal scholarly conventions and standards and may involve fieldwork in teaching programs on and off campus.
Course Coordinator: Mr Rodney SmithHead, Postgraduate Programs Associate Professor Kimi Coaldrake
Course Coordinator Mr Rodney Smith (Head, Pedagogy Studies)
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1. To develop students’ understanding of child development and related principles of educational psychology as they inform approaches to instrumental or vocal music teaching.
2. To acquaint students with the broad principles of established generic music methodologies such as those developed by Dalcroze and Orff and their application in instrumental or vocal teaching situations.
3 To introduce students to established principles of Music Education and the processes whereby they are harnessed for effective instrumental or vocal music teaching.
4. To develop an awareness of the cultural and social contexts, business and professional issues, and career paths which bear upon the work of instrumental and vocal music teachers.
5. To develop students’ skills in applying normal scholarly conventions and standards associated with constructing and writing a small research project.
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, 3. The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1, 2, 3, 5. An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1, 2, 3, 5. Skills of a high order in interpersonal understanding, teamwork and communication. 1, 2, 3. A proficiency in the appropriate use of contemporary technologies. 1, 2, 3, 5. A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1, 2, 3. A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 4. An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 4.
Booklists and other sources of required information will be distributed throughout the Course.
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.
Parncutt, R., and McPherson, G. 2002. The Science and Psychology of Music Performance. Oxford and New York. Oxford University Press.
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
Jacobson, J. 2006. Professional Piano Teaching. Los Angelis. Alfred Publishing Inc.
Magrath, J. 1995. The Pianist’s Guide to Standard Teaching and Performance Literature. Van Nuys, CA. Alfred Publishing Inc.
Proceedings of the Australasian Piano Pedagogy Conferences, 1993 – 2009.
Appelman,D.Ralph, The Science of Vocal Pedagogy,Bloomington,Indiana University Press,1967
Brown, Oren, Discover your Voice, San Diego, London, Singular Publishing Group 1996
Bunch, Meribeth, Dynamics of the Singing Voice,4 Ed., Wien ,New York, Springer Verlag 1997
Chapman, Janice, Singing and Teaching Singing, San Diego, London, Brisbane, Plural Publishing 2006
Doscher, Barbara, The Functional Unity of the Singing Voice, Lanham, London, The Scarecrow Press 1994
Garcia, Manuel, Hints on Singing , Kessinger Publishing Rare Reprints, www.kessinger.net
Heirich, Jane Ruby Voice and the Alexander Technique, Berkeley, Mornum Time Press 2005
[Husson, Raoul, Physiologie de la Phonation, Paris, Masson et Cie 1962]
Husler, F and Rodd-Marling,Yvonne, Singing. The Physical Nature of the Vocal Organ, Melbourne, London, Hutchinson Publishing 1976
Kimball, Carol, A Guide to Art Song Style and Literature, Milwaukee, Hal Leonard, 2005
McKinney, James, Diagnosis and Correction of Vocal Faults, Nashville, Broadman Press 1982
Miller, Richard, Training Tenor Voices, New York, Schirmer Books,1993
Miller,Richard, Training Soprano Voices, Oxford University Press, USA 2000 ISBN-10: 0195130189 ISBN-13: 978-0195130188
Miller, Richard, Solutions for Singers, Oxford,OUP 2004
Power, Patrick, How the Voice Works, Handout ,University of Adelaide 2010
Phillips, Kenneth, Teaching Kids to Sing
Riggs, Seth Singing for the Stars, Van Nuys CA,Alfred Publishing 1998
Stone, R and J, Atlas of Skeletal Muscles, Boston, Sydney, McGraw Hill 2001
Vennard, William, Singing the Mechanism and the Technique, New York, Carl Fischer 1967
Wall, Joan et al, International Phonetic Alphabet for Singers, Dallas, Psst Inc.1989
Ward,Christine,Teaching to Learn, Accelerated Learning Institute [NZ]Ltd 2001 ISBN0-473-06314-X
[Warren, Ivor, The Grammar of Singing, London A. Hammond and Co]
Wilson FRCS, Thomas Wind and Voice, Dublin Minim Press 1984
Bracketed titles are possibly unavailable.
Resources and announcements may be posted on MyUni under MUSPFPED 7003
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 ModesRegular supervision is provided in small group mode to manage the language challenges faced by international students, especially in written work encompassing educational concepts. These supervisions allow for learning and discussion, problem solving and conceptualising and the development of skills in applying the normal protocols of research and writing research projects.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.During the semester attendance at supervisions, plus approximately 1 hour pw working in the field, plus 21 hours preparation per week (including 6 hours mandated reading, 7 hours writing work, 8 hours research), will result in approximately 24 hours workload per week. 24 hours workload is expected in Week 13, making a total workload of 312 hours.
Learning Activities Summary
Supervisions cover educational principles, educational psychology, generic methodologies, career, business and professional issues and social outreach. Work in the field will be spent in the field observing methodologies in practice and networking to help create a social outreach project. A considerable investment in time, both during supervisions and individually, will be given to preparation for a research project investigating a variety of materials and approaches concerning child development and educational psychology as they relate to their instrumental or vocal teaching discipline. This will also take account of the historical and social contexts within which teachers operate as instrumental/vocal teachers.
1 x 2-hour Seminar per week for 12 weeks.
Week 1: Bibliographic study. Development of the specialism
Week 2: Educational principles
Week 3: Educational principles
Week 4: Child development and educational psychology
Week 5: Child development and educational psychology
Week 6: Child development and educational psychology
Week 7: Child development and educational psychology
Week 8: Approaches to Music Education – Dalcroze, Orff
Week 9: Approaches to Music Education – Suzuki, Yamaha
Week 10: Music Education and Social Outreach.
Week 11: Professional and business issues. A portfolio career.
Week 12: Professional and business issues.
Specific Course RequirementsAll students are expected to actively and positively participate in 100% of required rehearsals, workshops, classes, lectures, tutorials and performances.
Small Group Discovery ExperienceRegular supervision is provided in small group discovery mode. While delivering educational benefits this also assists towards managing the language challenges faced by international students, especially in written work encompassing educational concepts. These supervisions allow for learning and discussion, problem solving and conceptualising and the development of skills in applying the normal protocols of research and writing research projects.
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.
Learning Outcomes 1, 2, 3, 4, 5.
6000 word Research Project
Rationale for assessment: It is expected the entire focus of the Research Project will be on the skills and understanding with which the student harnesses salient factors concerning child development, established teaching methodologies, principles of music education, cultural and social contexts in answer to relevant research questions.
Assessment Related Requirements
In this course, penalties apply for any absences which are not formally approved, as outlined in the Conservatorium’s Student Participation and Attendance Leave Guidelines (see following). Leave Application forms are available from the Music Office and can be downloaded from the Music website – see http://music.adelaide.edu.au/study/current/leave.pdf.
Student Participation and Attendance Leave Guidelines
All students enrolled in courses taught by the Elder Conservatorium of Music are expected to actively and positively participate in 100% of required rehearsals, workshops, classes, lectures, tutorials and performances. In courses where Participation & Attendance penalties apply (as defined in the Course Outline), any student who misses more than 40% of required classes will be ineligible for assessment in that course, irrespective of the amount of leave that has been formally approved.
The Conservatorium recognises that extenuating circumstances may occasionally affect a student’s ability to participate in a rehearsal, workshop, class, lecture, tutorial or performance. In such cases Leave may, upon application using this Leave form, be approved by the relevant staff member (this could be the Head of Studies, teacher, conductor, lecturer or course coordinator as appropriate).
The following types of Leave are applicable:
1 Sick Leave
§ In cases of sickness, the Leave form must be submitted within 7 days of your return to classes.
§ Students must make every effort to notify the relevant staff member of an impending absence for reasons of sickness. Where a rehearsal or performance is involved, Leave will only be approved if the relevant staff member is notified before the event.
§ Normally, an original medical certificate must be supplied with the Leave form to verify the circumstances. The relevant staff member or Head of Studies in cases of absences involving multiple activities or days may waive the requirement to produce a medical certificate if they have clear evidence of illness and believe that a medical certificate is unnecessary or impossible to obtain.. The Leave form will need to be initialled as part of the notification or approval process in this case.
2 Compassionate Leave
§ Compassionate Leave may be granted at the discretion of the relevant staff member where extenuating circumstances have prevented a student participating in a rehearsal, workshop, class, lecture, tutorial or performance. Usually this means circumstances which were unforeseen and legitimately beyond anyone’s control however this will not always be the case.
§ Where the circumstance is known in advance, approval for the Leave must also be obtained prior to the event.
§ In cases such as bereavement or where care of a close family member is required, notification as soon as possible is expected and the form must be submitted within 7 days of your return to classes.
§ Verification of the circumstances will usually be required.
3 Professional Development Leave
§ Professional Development (PD) Leave may be granted in cases where the student has made a case to the relevant Head of Studies for an activity which they believe will be of considerable professional and educational benefit. This activity should:
o be directly related to Coursework within your Conservatorium program or
o involve Coursework or study at a major tertiary national or international music institution or
o involve Performance, Workshops or other relationships and activities with a high profile, national or international artist(s)
§ When determining PD leave, the duration of the project also affects approval, particularly for absences greater than one week.
§ PD leave will not be granted if the proposed activity conflicts with any commitments a student has to a Conservatorium performance where their attendance at rehearsals and the performance itself are a required part of their studies.
§ PD Leave is only granted in advance of the activity (normally at least 7 days prior). It will NOT be granted retrospectively.
§ Final arrangements for any professional development commitments must wait until formal approval has been granted by the Head of Studies and then all signatures of relevant staff members are obtained. Approval is not necessarily guaranteed.
§ Verification will be required as part of the approval process and must be supplied with this form.
Leave applications must be completed, documentation attached (if required), signatures obtained, then submitted following the steps below.
Step 1: NOTIFYING STAFF
Notify the relevant staff member(s) and where appropriate, Head of Studies, of your absence as soon as possible..
Step 2: VERIFYING ABSENCE
Check with the relevant staff member or Head of Studies to see whether verification or proof will be required. (Please note that this is usually essential however it will not always be necessary.)
Step 3: COMPLETING FORM
Complete the form then sign and date it.
Step 4: OBTAINING APPROVAL
Obtain the necessary signatures for formal notification and if necessary, approval from the relevant staff member(s) concerned. Please note individual instructions listed in various leave types above, particularly for Professional Development Leave where prior approval is needed.
Step 5: COPYING FORM
Copy the form for your records.
Step 6: ATTACHING & SUBMITTING FORM
Attach any certification you have been asked to provide then submit the form to the relevant staff member or Head of Studies.
Penalties apply for any unapproved absences as follows:
Any unapproved absences from a lecture, Tutorial or Observation will result in a 2% penalty for each unapproved absence. Any penalties will be applied to the mark for the year – i.e. after all other assessments have been completed and calculated. Unapproved arrival after the scheduled starting time or departure before the scheduled finishing time may, at the Co-ordinator’s discretion, be regarded as an unapproved absence.
LIBRARY AND MUSIC
The Music Library located in the Hartley building is an excellent source for music, literature and recordings.
Mobile phones must be turned off before lessons or classes begin.
Course documents and periodic announcements are posted on MyUni. Please ensure that you log in regularly.
Guides to the layout, content and categorisation of the Research Project will be distributed in seminars.
Criteria for the Research Project assessment will be discussed during seminar.
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. The Seminar Paper will be on the due date, as determined by the lecturer.
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.
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.