MUSPFPED 6016 - Pedagogy Project IV

North Terrace Campus - Semester 2 - 2017

This course seeks to give participants in-depth practical experience of pedagogically significant repertoire from elementary and intermediate levels through the preparation and presentation of a public lecture/demonstration. It is expected participants will perform illustrative extracts of a substantial nature to a high standard with a well-balanced, lucid commentary covering points of pedagogical significance. Participants are required to underpin their lecture/demonstration through the agency of good quality program notes. The course is designed to complement MUSPFPED 6015 Pedagogy Recital IV, and it is advised it should be completed prior to commencing MUSPFPED 6015.

  • General Course Information
    Course Details
    Course Code MUSPFPED 6016
    Course Pedagogy Project IV
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 6
    Contact Up to 1 hour per week
    Available for Study Abroad and Exchange Y
    Prerequisites Successful completion of B Mus or equivalent undergraduate degree
    Incompatible PERF 6016A, PERF 6016B
    Assumed Knowledge Completed Bachelor of Music in the specialisation to be pursued or equivalent as determined by the Elder Conservatorium.
    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 elementary and intermediate levels through the preparation and presentation of a public lecture/demonstration. It is expected participants will perform illustrative extracts of a substantial nature to a high standard with a well-balanced, lucid commentary covering points of pedagogical significance. Participants are required to underpin their lecture/demonstration through the agency of good quality program notes. The course is designed to complement MUSPFPED 6015 Pedagogy Recital IV, and it is advised it should be completed prior to commencing MUSPFPED 6015.
    Course Staff

    Course Coordinator: Dr Emily Dollman

    Program Coordinator
    Professor Aaron Corn
    Schulz 6.05
    8313 3652
    aaron.corn@adelaide.edu.au

    Heads of Study
    Ms Lucinda Collins (Head of Piano)
    Elder Hall LG 06A :
    8313 5966
    lucinda.collins@adelaide.edu.au

    Ms Elizabeth Layton (Head of Strings)
    Elder Hall LG 28
    8313 3600
    elizabeth.layton@adelaide.edu.au

    Associate Professor Carl Crossin (Head of Voice)
    Schulz 9.18
    8313 5924
    carl.crossin@adelaide.edu.au

    A
    ssociate Professor Elizabeth Koch (Head of Performance Studies)
    Elder Hall LG 15
    8313 5343
    elizabeth.koch@adelaide.edu.au

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes


    On 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 in the performance of pedagogically significant works of elementary to intermediate levels of difficulty. 

    2. Develop their stylistic awareness to an appropriate level for historically informed and compositionally empathetic performance of pedagogically significant works of elementary to intermediate levels of difficulty.

    3. Develop their interpretive ability to an appropriate level for insightful and creative performance of pedagogically significant works of elementary to intermediate levels of difficulty. 

    4. Increase the scope of their performance repertoire to encompass a variety of pedagogically significant works of elementary to intermediate levels of difficulty.
     
    5. Develop sound pedagogical principles that enable insightful verbal commentary to be made concerning the purposes and contexts of repertoire being performed.

    6. Further develop a fluent use of spoken language that adequately underpins and communicates ideas and concepts being outlined during a lecture/recital.

    7. Increase their perception of and focus on the constituent elements of pedagogy and performance to ensure congruency between verbal commentary and performance practice undertaken during a lecture/demonstration.

    8. Develop effective autonomous and well directed practice regimes that build towards a finessed and meaningful lecture/demonstration 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
    5
    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
    4, 8
  • Learning Resources
    Recommended Resources
    Keyboard
    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.

    Voice
    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 [1894], 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 2000ï‚· 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 Learning
    Resources and announcements may be posted on MyUni under MUSPFPERF 6016

    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 Modes
    One-to-one lessons prepare students for intensive and focused individual practice and preparation of general instrumental/vocal repertoire and exercises, plus pedagogically significant works of elementary to intermediate levels of difficulty. 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.
    Workload

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

      
    WORKLOAD                                                                     TOTAL HOURS
     
    Research seminar
    Seminar/workshop/concerts                                           12 hours per semester

    Research and Practice 24 hours per week (minimum)     288 hours per semester

     1:1 lessons 1 hour per week                                         12 hours per semester

    Attendance at lessons, plus approximately 24 hours practice/preparation per week, will result in approximately 26 hours workload per week.
    Learning Activities Summary
    12 hours of one-to-one lessons focus on increasing instrumental/vocal performance knowledge, understanding and stylistic interpretation. Preparation for a Lecture-Recital comprising pedagogically significant works of elementary to intermediate levels of difficulty is a feature. Intensive individual practice/preparation is required. Scheduling and duration of one-to-one lessons is by individual arrangement with the lecturer concerned.
    Specific Course Requirements
     
    A Department of Community and Social Inclusion clearance is required for placements in schools.

    Small Group Discovery Experience
     
    The 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.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary


    30-minute lecture-demonstration. For this lecture/demonstration Piano Performance and Pedagogy candidates should present works which assist technical and musical growth in pupils from elementary to intermediate levels such as the Classical Sonatinas and Studies of Clementi, Kuhlau, Bergmuller and Diabelli, and educational works by Swinstead, Kabalevsky, Gillock and Vandall. Candidates’ performance and presentation will be regarded as complementary and assessed as a whole.

    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 pedagogy lecturer well in advance of the lecture-recital.

    Weighting: 100%

    Learning Outcomes 1 - 8

    Completion/Due Date: End of Semester

    Assessment Related Requirements
    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.

    LEAVE 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 Detail
    All matters concerning the lecture-demonstration program and program notes will be discussed with the lecturer concerned during one-to-one lessons.
    Submission
    Lecture-demonstration programs are subject to approval and details must be submitted to the discipline specific pedagogy lecturer by the fourth week of the Semester. Students should discuss an appropriate date, time and venue for their Lecture-Demonstration 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
    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
  • 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.

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