MUSEP 3001 - Music Education and Pedagogy 3
North Terrace Campus - Semester 1 - 2017
General Course Information
Course Code MUSEP 3001 Course Music Education and Pedagogy 3 Coordinating Unit Elder Conservatorium of Music Term Semester 1 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 3010, MUSPFPED 3010 Assumed Knowledge Ability to read music Course Description This course explores the wide range of aspects associated with the development of skills and expertise in both performance and musicianship across various ages and differing levels of skill attainment, from beginners to elementary and advancing levels. The course includes a focus on Music in the Community, and provides students with strong links to the profession. The course also explores ideas about cultural diversity and non-western music as applied to repertoire for music learning. There will be a focus on ensemble methodology which will embrace arranging, conducting and relevant teaching materials.
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 skill and expertise in performance and musicianship.
2. Gain in knowledge of current professional practice in music education, with links to the profession being made available to students.
3. Develop their awareness of cultural diversity and non-western music as applied to repertoire for music learning.
4. Develop their knowledge and skills in ensemble methodology, including arranging and conducting.
5. Develop their awareness of the ethical, legal and business aspects of music teaching.
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, 3, 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
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
5 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
3 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
Required ResourcesBooth, Eric. 'The Music Teaching Artist's Bible: Becoming a Virtuoso Educator', Oxford: Oxford University Press, 2009, online access through Elder Conservatorium of Music Library.
Hallam, S. 'Instrumental Music Teaching: A Guide to Better Teaching and Learning', Oxford: Heinemann Educational, 1998, on closed reserve Elder Conservatorium of Music Library
Harris, P. 'Improve your Teaching! An essential handbook for instrumental and singing teachers' Faber: London, 2006, on Closed Reserve Elder Conservatorium of Music Library.
Houlahan, M and Tacka, P. 'Kodaly Today', Oxford: Oxford University Press, 2008, online access through Elder Conservatorium of Music Library.
McPherson, G. and Parncutt, R. eds. 'The Science and Psychology of Music Performance: Creative Strategies for Teaching and Learning', Oxford: Oxford Unviersity Press, 2002, online access through Elder Conservatorium of Music Library.
Recommended ResourcesReading Lists are posted online using MyUni Canvas.
Web links are provided to relevant websites, videos and online content.
The following texts are also recommended reading:
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.
McPherson, G. and Welch, G. 'Oxford Handbook of Music Education', New York and London: Oxford University Press, 2012.
Online LearningTeaching materials and files are placed online using Canvas MyUni.
Please look Online for Reading Lists, assessment task information, and announcements.
Written assessments will be submitted online using Turnitin.
Discussion Boards can be accessed using the Canvas MyUni site, where discussions relevant to course content and queries can be posted.
Learning & Teaching Activities
Learning & Teaching Modes
Participatory music making is included to support students in their understanding of modes of teaching and to help them learn how to develop and deliver music learning activities. There is a particular focus on ensemble direction, with a large unit of work involving students forming ensembles and directing group music making. This course also explores how to arrange music to suit students of a range of ability levels, and looks at the various challenges and qualities of different instrument groups from an educational perspective.
Students will be guided through the skills needed to develop academic literacies and research skills.
Links with the profession are provided to students, and they are given opportunities to support instrumental and vocal music making in the community through performing with and assisting at rehearsals for the Primary Schools Festival of Music, Australian Retired Persons Orchestra and Choir and other community music making activities.
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
3 hours reading per week
2 hours research per week
3 hours study and practical involvement relating to 'Music and the Community'
2 hours assignment preparation per week
Total: 156 hours per semester.
Learning Activities Summary
Week 1: Music in the Community
Weeks 2 and 3: Developing skills and expertise in both performance and musicianship across various ages and differing levels of skill attainment, from beginners to elementary and advancing levels.
Week 4: Cultural Diversity and non western music as applied to repertoire for music learning
Weeks 5-11: Ensemble methodology, including class ensemble, arranging and conducting.
Week 12: Ethical, legal and business aspects of music teaching.
Students will engage in participatory instrumental and vocal music making to support their studies throughout the Course.
Specific Course RequirementsAttendance at Seminars, willingness to participate in class ensemble, music making, arranging and ensemble direction.
Small Group Discovery ExperienceStudents will engage in small group discovery experiences in weekly seminars, forming small groups to engage in practical instrumental and vocal music making in order to develop their teaching and ensemble direction skills. They will also problem solve questions and issues arising from the weekly content.
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. 'Music in the Community' Folio assignment: (40%) Learning Outcomes 1, 2
2. Research essay (2000 words) on 'Development of skills and expertise in both performance and musicianship': (30%) Learning Outcomes 1, 2, 3, 4, 5
3. Teaching materials assignment: Preparation of teaching resources for ensemble methodology, and ensemble direction in class: (30%) Learning Outcomes 3, 4, 5
Assessment Related RequirementsN/A
Assessment DetailFull details for assessment tasks are provided on MyUni Canvas site. These include files with assessment task details, due dates, advice on preparation, submission information and marking criteria.
SubmissionAll written material will be submitted through Turnitin. Class ensemble direction assessment will take place during lectures and seminars, with a schedule posted on MyUni Canvas.
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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