MUSEP 1001 - Music Education and Pedagogy 1
North Terrace Campus - Semester 2 - 2017
General Course Information
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 Course Description 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.
Course Coordinator: Dr Emily Dollman
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. 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
Required ResourcesFurther resources will be provided on MyUni, or will be available through the University of Adelaide Library system.
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 ResourcesAdditional reading materials and online reading content will be posted online using Canvas MyUni.
Online LearningAdditional 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 ModesThe 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.
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 SummaryThe 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 RequirementsMusical literacy and ability to engage in participatory music making (instrumental and vocal).
Small Group Discovery ExperienceStudents 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 Summary1. 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 RequirementsN/A
No information currently available.
SubmissionAll written assignments will be submitted online using Turnitin.
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.
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