MUSPFPED 3010 - Music Pedagogy 3A
North Terrace Campus - Semester 1 - 2015
General Course Information
Course Code MUSPFPED 3010 Course Music Pedagogy 3A Coordinating Unit Elder Conservatorium of Music Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 2 hours per week, plus 12 hours teaching practice Available for Study Abroad and Exchange N Prerequisites MUSPFPED 2010 and MUSPFPED 2020 Incompatible MUSPED 3001A Assumed Knowledge Well established instrumental/vocal performance skills and theoretical knowledge Restrictions Available to Bachelor of Music students only Course Description This course is designed to assist participants to undertake, confidently, weekly supervised teaching practice with a variety of pupils in various settings on and off campus. Participants are introduced to the broad principles of Educational Psychology that underpin successful instrumental/vocal learning and teaching. They also extend their skills and knowledge either though performing contemporary popular music on their main or a second instrument in regular ensemble workshop rehearsals, or by undertaking pedagogy studies in a second instrument.
Course Coordinator: Mr Rodney Smith
Mr Rodney Smith
Available to students: By appointment
Location: Schulz 1112
Phone number: 8303 5785
Contact email: email@example.com
Ms Ruth Saffir
Available to students: By appointmnet
Location: Schulz 919
Phone: 8303 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 give students knowledge and understanding of the broad principles of educational psychology and their application in music teaching practice
2. The course seeks to give students skills, knowledge and understanding in teaching their principal instrument through regular practice in a variety of teaching modes.
3. The course seeks to give students knowledge and understanding of teaching a second instrumental area at elementary level through practice in performance and guidance regarding suitable teaching materials.
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. An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1, 2, 3. Skills of a high order in interpersonal understanding, teamwork and communication. 2. A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 2. An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 2.
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
Flavell, J.H., Miller, P., Miller, S. 2001. Cognitive Development. 4th Edition., Prentice Hall, New Jersey.
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.
Ctrozier, 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.
Woolfolk, A.E. 2003. Educational Psychology. 9th Edition. Allyn & Bacon.
Proceedings of the Australasian Piano Pedagogy Conferences, 1993 – 2009.
Lazear, David G. 1999. Eight ways of knowing : teaching for multiple intelligences : a handbook of techniques for expanding intelligence. Hawker Brownlow Education,
Brophy, Jere E. c1998. Motivating students to learn / Boston: McGraw-Hill
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
Online LearningResources and announcements may be posted on MyUni under MUSPFPED 3010
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 ModesA short lecture/student-led small-group discussion series covers the principles of Educational Psychology. Teaching practice on and off campus is undertaken and assessed regularly, reinforced through a series of tutorials. Teaching practice may be video-recorded for assessment purposes. Regular workshops are undertaken either in second instrument performance or in the pedagogy of teaching a second instrument at elementary level.
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, workshops and tutorials and teaching practice, plus approximately 6 hours preparation per week, will result in approximately 9 hours workload per week.
Learning Activities Summary
24 hrs of teaching practice, divided according to individual circumstances, comprising observation, co-teaching or teaching pupils of various ages and attainments in individual, small and large group modes. Teaching practice may be video-recorded for assessment purposes.
4 hrs of tutorials co-ordinating and providing feedback for the teaching practice undertaken.
8 hrs of workshops comprising contemporary popular music ensemble performance rehearsal experience performing on principal or second instrumental/vocal specialty, or 4 hrs of tutorials comprising a study of the pedagogy of a second instrumental area.
4 x 1hr lectures/student-led small-grouip discussions on the Principles of Educational Psychology relating to instrumental/vocal teaching, including learning and development, behavioural and cognitive approaches to learning theory and practice, motivation, goal setting and planning , evaluation and diagnosis
TEACHING PRACTICE, LECTURE, TUTORIAL AND WORKSHOP SCHEDULE Week Dates Lecturer Activity 1 - 12 TBA TBA Teaching Practice 1 - 12 TBA Rodney Smith and Ruth Saffir Lectures, Tutorials & 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 Experience
A short lecture/student-led small-group discussion series covers the principles of Educational Psychology. Teaching practice on and off campus is undertaken and assessed regularly, reinforced through a series of tutorials
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 This assessment addresses Learning Objective 2 Assessment of Teaching Practice comprising at least four reports by supervisor. Final mark averages these. 50% During semester This assessment addresses Learning Objective 1 1500 word assignment on issues in Educational Psychology and Child Development bearing upon instrumental pedagogy. 25% TBA This assessment addresses Learning Objective 3 Assessment of Ensemble Playing
Folio of Teaching Techniques and Materials on second instrumental area
25% In exam period.
Assessment Related RequirementsLECTURE, 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.
Assessment DetailGuides to the layout, content and categorisation of the portfolio will be distributed in tutorials.
Sample examination questions will be provided and discussed during tutorials.
SubmissionThe 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.
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.