MUSEP 2002 - Music Education and Pedagogy 2B
North Terrace Campus - Semester 2 - 2017
General Course Information
Course Code MUSEP 2002 Course Music Education and Pedagogy 2B 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 2020, MUSPFPED 2020 Assumed Knowledge Ability to read music Course Description This course will examine various areas of musical activity which contribute to the development of deep musical understanding. These areas of musical activity include sight-reading, listening, singing, and playing. The development of musical literacy along with knowledge and understanding of theoretical concepts is enhanced and strengthened through these areas of musical activity which also incorporate creative processes in singing and playing. The role of jazz and popular music in music learning will be explored.
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 learning processes and activities which contribute to the development of musical literacy.
2. Develop awareness of relevant research literature about the development of musical literacy and the understanding of theoretical concepts.
3. Present an analysis and demonstration of significant teaching or listening repertoire.
4. Develop their knowledge of various styles of jazz and popular music, as well as methods and materials for teaching jazz and popular music.
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, 4 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, 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
3 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 ResourcesBooth, E. 'The Music Teaching Artist's Bible: Becoming a Virtuoso Educator', Oxford: Oxford University Press, 2009, available online, Elder Conservatorium of Music Library.
Colwell, R. and Hewitt, M. 'The Teaching of Instrumental Music' 4th Edition, NJ, Prentice Hall, 2011, available in closed reserve, Elder Conservatorium of Music Library.
Duke, R. 'Intelligent Music Teaching: Essays on the Core Principles of Effective Instruction.' Austin: Learning and Behaviour Resources, 2005, available in Elder Conservatorium of Music closed reserve.
Feldman and Contzius, 'Instrumental Music Education: Teaching with the Musical and Practical in Harmony', New York: Routledge, 2011, available in closed reserve, Elder Conservatorium of Music Library.
Hallam, S. 'Instrumental Teaching: A Guide to Better Teaching and Learning', Oxford: Heinemann Educational, 1998, available in Elder Conservatorium of Music closed reserve.
Harris, P. 'Improve your teaching! An Essential Handbook for instrumental and Singing Teachers', London: Faber 2006, available in closed reserve Elder Conservatorium of Music Library
McPherson, G. and Welch, G. 'Oxford Handbook of Music Education', New York and London: Oxford University Press, 2012.
Parncutt, R. and McPherson, G. 'The Science and Psychology of Music Performance: Creative Strategies for Teaching and Learning', Oxford: Oxford University Press, 2002, available online, Elder Conservatorium of Music Library.
Recommended ResourcesAdditional resources are posted online on Canvas MyUni and are supplied in class.
The following texts are recommended reading from the Elder Conservatorium of Music Library.
Bachmann, Marie-Laure, trans. David Parlett. 'Dalcroze Today: an education through and into music', London: Oxford University Press, 1993.
Crozier, R. Scaife N. 'All Together! Teaching music in groups' London: Associated Board of the Royal Schools of Music, 2004, available in closed reservce, Elder Conservatorium of Music Library.
Houlahan, M. and Tacka, P. 'Kodaly Today', Oxford: Oxford University Press, 2008.
Steen, A. 'Exploring Orff: A Teacher's Guide', Mainz: Schott, 1992.
Stringer et. al. 'The Music Teacher's Handbook: The complete resource for all instrumental and singing teachers' London: Faber, 2005, available closed reserve, Elder Conservatorium of Music Library.
Wiggins, J. 'Teaching for Musical Understanding', NewYork: McGraw-Hill, 2001.
Online LearningCourse readings, links to relevant online material and websites and further course information are provided online via Canvas/ MyUni.
Announcements regarding the Course and related topics are provided online.
Online Discussion Boards are provided using Canvas MyUni, for the purposes of discussing course related questions and posting material related to weekly modules.
Material (eg. lecture notes) will be added to weekly modules over the Semester.
Written assessment tasks are to be submitted online via Turnitin.
Learning & Teaching Activities
Learning & Teaching ModesThe teaching is delivered through lectures and seminars in which specific teaching methods and learning activities will be explored.
Students will engage in participatory music making to enhance theoretical understanding and explore how skills such as sight reading, memorisation, aural training and musical literacy are inter-related.
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 SummaryAll topics are explored via a combination of study of relevant materials and participatory instrumental and vocal music making.
Week 1: Developing sight reading and memory skills
Weeks 2-3 Musical Literacy and theoretical concepts
Week 4: Singing and playing in music learning
Week 5: Approaches to listening
Weeks 6-8: Jazz and Pop in music learning
Weeks 9-10: Case studies in jazz and pop in music learning
Weeks 11-12 Software and online music learning.
Specific Course RequirementsMusical literacy and ability to engage in participatory music making in class.
Small Group Discovery ExperienceStudents will regularly work together in small groups to explore concepts covered in weekly modules, and to engage in participatory instrumental and vocal music making.
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 SummaryTeaching Materials Assignment 1: 20%
Teaching Materials Assignment 2: 25%
Class Presentation: 25%
Essay (1500 words) 30%
All assessment tasks are formative and summative.
Assessment Related RequirementsN/A
Assessment Detail1. Teaching of theoretical concepts assignment: (20%) Learning Outcomes 1,2
2. Class presentation: Analysis and demonstration of significant teaching repertoire (Pedagogy) OR
Analysis and presentation of significant listening repertoire (Music Education): 25% Learning Outcomes 2, 3
3. Essay (1500 words) on ‘The development of musical literacy’: 30% Learning Outcomes 1,2,3, 4
4. Teaching resources for Jazz and Popular music: 25% Learning Outcome 4
SubmissionAll written assessments will be submitted via Turnitin.
Class presentations will be delivered during lectures and seminars, with a schedule provided via Canvas/ MyUni.
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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