MUSEP 1001 - Music Education and Pedagogy 1

North Terrace Campus - Semester 2 - 2017

Key ideas in music teaching and learning are introduced, including: the theoretical principles of music learning, child development and adolescence, the brain and music learning, teaching roles in a range of educational settings, and principles of curriculum. Students will explore the role of music in people?s lives and develop an understanding of the learning processes involved. Attention will be given to the processes which can form the foundations of instrumental/vocal learning that enable the acquisition of skills, knowledge and understanding specific to particular age groups and modes of learning. Students will become familiar with resources designed for teaching and learning particular instrumental and vocal specialties in a variety of styles and genres.

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Course Details

Course Code	MUSEP 1001
Course	Music Education and Pedagogy 1
Coordinating Unit	Elder Conservatorium of Music
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Incompatible	MUSICED 1000A/B, MUSPFPED 1010
Assumed Knowledge	Ability to read music
Assessment	Article review & class presentation 20%, Short educational video 20%, Essay (1000 words) 30%, Teaching materials assignment 30%

Course Staff

Course Coordinator: Dr Emily Dollman

Course Timetable

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

Course Learning Outcomes

1. Demonstrate knowledge and understanding of the principles of music learning.
2. Develop awareness of current practices of music teaching and learning in a variety of educational settings, including the use of technology in music education.
3. Display knowledge and understanding of appropriate instrumental/vocal teaching materials for various age groups.
4. Participate in discussions about some of the key concepts in Australian music education.

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
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	2, 3
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	4
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

Learning Resources

Required Resources

Further resources will be provided on MyUni, or will be available through the University of Adelaide Library system.

Required Texts:

Booth, E. 'The Music Teaching Artist's Bible: Becoming a Virtuoso Educator', Oxford: Oxford University Press, 2009, available online, Elder Conservatorium of Music Library.

Hallam, S. 'The Power of Music', International Journal of Music Education, Vol. 23(2) pp. 145-148, Aug. 2005

Hallam, S. 'Instrumental Music Teaching: A Guide to Better Teaching and Learning', Heinemann Educational, 1998, available in closed reserve, Elder Conservatorium of Music Library.

McPherson, G. and Parncutt, R. 'The Science and Psychology of Music Performance: Creative Strategies for Teaching and Learning', Oxford: Oxford University Press, 2002. available online through the Elder Conservatorium of Music library.

Recommended Resources

Additional reading materials and online reading content will be posted online using Canvas MyUni.

Online Learning

Additional course materials will be posted on Canvas MyUni, including articles, digital readings and links to videos and websites.

Online Discussion Boards are available for posting questions related to Course Content.

Announcements will be made relating to Course Activities and Professional Development Opportunities via MyUni.

Written Assignments will be submitted via Turnitin.
Learning & Teaching Activities

Learning & Teaching Modes

The course will include an exploration of issues and concepts centrally relevant to music education in Australia today.

Students will develop a full understanding of these through a combination of regular participatory music making opportunities, readings, lectures and seminars.

Workload

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

1x 2 hour lecture per week
1x 1 hour seminar per week
6 hours reading per week
2 hours research per week
2 hours assignment preparation per week
Total: 156 hours per semester.

Learning Activities Summary

The following gives an indicative overview of weekly content covered in this Course.

Week 1: The musical experience: describing, thinking, feeling and sharing music. Developing a rationale for music in education.

Week 2: Musical development and education: the individual, musicality and the environment.

Week 3: Music in early childhood education

Week 4: Music and the brain

Week 5: Aspects of music performance learning

Week 6: Studio teaching- diagnosis, congruency and teaching styles

Week 7: Studio teaching- learning styles and language in teaching

Week 8: Studio teaching- planning and evaluation

Week 9: Current practices in music education; teaching roles in different educational settings

Week 10: Australian Curriculum: the Arts

Week 11: Uses of technology in music education

Week 12: Uses of technology in music education

Specific Course Requirements

Musical literacy and ability to engage in participatory music making (instrumental and vocal).

Small Group Discovery Experience

Students will regularly work in small groups to problem solve, engage in participatory music making in response to weekly modules of work and to discuss issues and concepts raised in the course.

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 Summary

1. Article Review and Class Presentation: 20%, Learning Outcome 4
2. Essay (1000 words): 30%, Learning Outcomes 1, 2, 3, 4,
3. Teaching Materials Assignment: 30%, Learning Outcomes 1, 3
4. Short educational video: 20%, Learning Outcomes 1, 2

Assessment Related Requirements

N/A

Assessment Detail

No information currently available.

Submission

All written assignments will be submitted online using Turnitin.

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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator