MUSPFPED 3020 - Music Pedagogy 3B

North Terrace Campus - Semester 2 - 2015

This course is designed to assist participants to undertake, confidently and with an increased level of sophistication weekly supervised teaching practice with a variety of pupils in various settings on and off campus. Lectures on the significance of social outreach, legal and business issues to successful studio music teaching will lead to the development of individual student projects in that area. Participants 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.

  • General Course Information
    Course Details
    Course Code MUSPFPED 3020
    Course Music Pedagogy 3B
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 2
    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 3010
    Incompatible MUSPED 3001B
    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 and with an increased level of sophistication weekly supervised teaching practice with a variety of pupils in various settings on and off campus. Lectures on the significance of social outreach, legal and business issues to successful studio music teaching will lead to the development of individual student projects in that area. Participants 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 Staff

    Course Coordinator: Mr Rodney Smith

    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 appointmnet
    Location: Schulz 919
    Phone: 8303 3762
    Contact email: ruth.saffir@adelaide.edu.au

    Music office location: Schulz Level 2
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1. The course seeks to give students knowledge and understanding of the principal issues surrounding social outreach, legal and business matters as they apply to studio music teaching

    2. The course seeks to extend students skills, knowledge and understanding in teaching their principal instrument through regular practice in a variety of teaching modes.

    3. The course seeks to extend students knowledge and understanding of teaching a second instrumental area at elementary level through practice in performance or 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. 1, 2,.
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1, 2.
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1, 2.
  • Learning Resources
    Required Resources



    Booklists and other required sources of 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

    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 Learning
    Resources and announcements may be posted on MyUni under MUSPFPED 3020

    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
    A short lecture/student-led small-group discussion series explores social outreach, legal and business issues associated with studio music teaching, and pedagogy in the context of a portfolio music career. 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.
    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, 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 preparation for a demonstration-presentation of teaching techniques and materials of the second instrumental area.

    4 x 1hr lectures/student-led small-group discussions on social outreach, legal and business issues associated with studio music teaching, and pedagogy in the context of a portfolio music career. The lectures will include advice on the implementation of an appropriate Project connected with these matters. An example of such a project would be to plan, organise, implement and reflect on a live music presentation in a local community situation or organization, in real time, involving several participants.

    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 Requirements


    Current 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 explores social outreach, legal and business issues associated with studio music teaching, and pedagogy in the context of a portfolio music career.
  • 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
    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 Assessment of Social Outreach Project. 25% TBA
    This assessment addresses Learning Objective 3 Assessment of Ensemble Playing

    OR

    Assessment of Demonstration-Presentation of Teaching Techniques and Materials of second instrumental area
    25% In exam period.
    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.
    The form and structure of the Social Outreach Project assessment will be 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.