MUSPFPED 6015B - Pedagogy Recital IV Part 2
North Terrace Campus - Semester 1 - 2017
General Course Information
Course Code MUSPFPED 6015B Course Pedagogy Recital IV Part 2 Coordinating Unit Elder Conservatorium of Music Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 6 Contact Up to 1 hour per week Available for Study Abroad and Exchange N Prerequisites MUSPFPED 6015A Corequisites MUSPFPED 6016B Incompatible PERF 6015B Restrictions Available to Grad Dip Music (Perf & Ped) and MMus (Perf & Ped) students only Course Description This course seeks to give participants in-depth practical experience of pedagogically significant repertoire from intermediate to advanced levels through the preparation for and presentation of a public recital in Part 2. The course is designed to complement MUSPFPED 6016 Pedagogy Project IV, and it is advised they should be studied concurrently.
Course Coordinator: Dr Emily DollmanProgram Coordinator
Professor Aaron Corn
Heads of Study -
Ms Lucinda Collins (Head of Piano)
Elder Hall LG 06A :
Ms Elizabeth Layton (Head of Strings)
Elder Hall LG 28
Associate Professor Carl Crossin (Head of Voice)
Associate Professor Elizabeth koch (Head of Performance Studies)
Elder Hall LG 15
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will be able to:
1. Develop student's technical skill to an appropriate level for seamless, consistent and wide ranging tonal production and fluency for the performance of pedagogically significant works of intermediate to advanced levels of difficulty.
2. Develop their stylistic awareness to an appropriate level for historically informed and compositionally empathetic performance of pedagogically significant works of intermediate to advanced levels of difficulty.
3. Develop their interpretive ability to an appropriate level for insightful and creative performance of pedagogically significant works of intermediate to advanced levels of difficulty.
4. Increase the scope of their performance repertoire to encompass a variety of pedagogically significant works of intermediate to advanced levels of difficulty.
5. Develop their program building acuity to an appropriate level that will ensure balance, variety, thematic direction and cohesion in their choice of recital content.
6. Increase their knowledge and understanding to enable insightful commentary in written program notes concerning the purposes and contexts of repertoire being performed.
7. Further develop a fluent use of written language sufficient to support appropriate program notes for a pedagogy recital.
8. Further develop effective autonomous and well directed practice regimes that build towards a finessed and meaningful recital performance.
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 3, 8 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
5, 6, 7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
4, 8 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
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. 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.
Proceedings of the Australasian Piano Pedagogy Conferences, 1993 – 2007.
Additional booklists and other sources of information will be distributed throughout the course.
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 2000ïÂÂÂ· 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
Online LearningResources and announcements may be posted on MyUni under PERF 6015
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 ModesOne-to-one lessons prepare students for intensive and focused individual practice and preparation of instrumental/vocal repertoire and exercises. They also allow for assessment of progress made since the previous lesson.
Students are also encouraged to explore extended skills and knowledge through attendance at and participation in master classes, workshops and concerts as appropriate.
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.
WORKLOAD TOTAL HOURS
6 x 1 hour supervision per week 6 hours per semester
6 x 24 hours practice per week (minimum) 144 hours per semester
6 x 1 hour 1:1 lessons per week 6 hours per semester
Learning Activities Summary6 hours of one-to-one lessons focus on increasing instrumental/vocal performance knowledge, understanding and stylistic interpretation. Preparation for a Minor Recital comprising pedagogically significant works of intermediate to advanced levels of difficulty is a feature. Intensive individual practice is required. Scheduling and duration of one-to-one lessons is by individual arrangement with the lecturer concerned.
Specific Course RequirementsThis course is designed to complement MUSPFPED 6016 Pedagogy Project IV, and it is advised it should be studied together with MUSPFPED 6016.
Small Group Discovery ExperienceThe schedule of 1:1 individual lessons enables technical and musical issues to be explored, and short-term and long-term goals to be designed in order to target individual needs.
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 SummaryLearning Outcomes 1, 2 and 3.
35-minute recital. For this recital Performance and Pedagogy candidates should select works of pedagogical significance from a stylistic and/or historical perspective. It is expected these will comprise works which encourage developing technical and musical skills at intermediate to advanced levels such as, for piano, JS Bach’s Sinfonias and Preludes and Fugues, Sonatas of the Classical Period, shorter descriptive solos of the Romantic Period, Bartok’s Mikrokosmos, etc.
Participants are required to support their performance through the agency of good quality program notes (ungraded requirement).
Recital programs are subject to approval and details must be submitted to the discipline specific Head of Studies well in advance of the recital.
Completion/Due Date: End of Semester.
Assessment Related RequirementsPREPARATION, PRACTICE AND REPERTOIRE EXPECTATIONS
Students are expected to practise all repertoire, technical exercises and other material assigned by their teacher. Careful, consistent and regular practice is assumed. Students are expected to practice at least three+ hours per day.
Students will be assigned technical exercises, etudes/studies, orchestral excerpts (if applicable), unaccompanied pieces and solo repertoire. It is their responsibility to schedule daily practice sessions to accommodate all of the above areas.
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.
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 DetailAll matters concerning the recital program and program notes will be discussed with the lecturer concerned during one-to-one lessons.
SubmissionRecital programs are subject to approval and details must be submitted to the discipline specific Head of Studies by the fourth week of the Semester. Students should discuss an appropriate date, time and venue for their Pedagogy Recital with the Postgraduate Student Administrator by the fourth week of the Semester. They should also allow ample time for the compilation and printing of program notes.
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.