MUSPED 5006 - Individual and Group Teaching B

North Terrace Campus - Summer - 2017

This course supports the view that the acquisition of musicianship skills, including aural acuity and theory comprehension, underpins pupils? growth as proficient executants, appreciative listeners and motivated creative participants in musical activities. Students will investigate through a written assignment effective means whereby pupils? aural and theoretical perceptions and concepts can be developed as firm musical foundations for learning. Working in an online environment students will also familiarise themselves with the use of current technology in delivering meaningful musical instruction for pupils in Individual and Group settings.

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Course Details

Course Code	MUSPED 5006
Course	Individual and Group Teaching B
Coordinating Unit	Elder Conservatorium of Music
Term	Summer
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Up to 2 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	Completed Bachelor Degree in Music or 7 years work experience in music supported by a portfolio of evidence approved by the Faculty.
Quota	50

Course Staff

Course Coordinator: Mr Rodney Smith

Course Staff

Course Coordinators:
Dr Emily Dollamn
0458 851 670
emily.dollman@adelaide.edu.au
Mr Rodney Smith
0437 872 778
rodney.smith@adelaide.edu.au

Course Timetable

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

Course Learning Outcomes

On successful completion of this course students will be able to:

1. Deliver musicianship skills, including aural and theory comprehension, that support pupils’ growth as proficient executants, appreciative listeners and motivated creative participants in musical activities

2. Harness their understanding and skill base in the application and uses of technology during the learning process

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	1, 2
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	2

Learning Resources

Required Resources

Required Resources

General musicianship and transferable skills
Text/Website: Feldman, E., and Contzius , A. Instrumental Music Education
Chapters/Sections: Chapters 1, 2, 3.
Text/Website: Duke, R. Intelligent Music Teaching
Chapters/Sections: Chapters 3, 6
Text/Website: Harris, P. Improve Your Teaching!
Chapters/Sections: Chapter 2
Text/Website: Stringer, M., et al. The music teacher’s handbook
Chapters/Sections: Section 1. P.17
Text/Website: Crozier, R., Scaife, N., et al. All Together!
Chapters/Sections: Chapter 4.
Text/Website: Parncutt, R., and McPherson, G. The Science and Psychology of Music Performance
Chapters/Sections: Chapter 9
Aural acuity
Text/Website: Feldman, E., and Contzius , A. Instrumental Music Education
Chapters/Sections: Chapter 2
Text/Website: Harris, P. Improve Your Teaching!
Chapters/Sections: Chapter 2
Text/Website: Stringer, M., et al. The music teacher’s handbook.
Chapters/Sections: Section 3. P.56.
Theoretical understanding
Text/Website: Feldman, E., and Contzius , A. Instrumental Music Education
Chapters/Sections:
Text/Website: Harris, P. Improve Your Teaching!
Chapters/Sections: Chapter 2
Text/Website: Stringer, M., et al. The music teacher’s handbook.
Chapters/Sections: Section 3. P.56.
Musicianship Methodologies
Text/Website: Feldman, E., and Contzius , A. Instrumental Music Education
Chapters/Sections: Chapter 1
Creativity in the music lesson
Text/Website: Feldman, E., and Contzius , A. Instrumental Music Education
Chapters/Sections: Chapter 4
Text/Website: Harris, P. Teaching Beginners
Chapters/Sections: Chapters 7, 8.
Text/Website: Harris, P. Improve Your Teaching!
Chapters/Sections: Chapter 4
Text/Website: Crozier, R., Scaife, N., et al. All Together!
Chapters/Sections: Chapter 8.
Appropriate teaching materials
Text/Website: Chapters/Sections:
Legal and ethical responsibilities in a school environment
Professional standards in small business practice
Text/Website: Stringer, M., et al. The music teacher’s handbook.
Chapters/Sections: Section 6.
Text/Website: Crozier, R., Scaife, N., et al. All Together!
Chapters/Sections: Chapter 14.
Principles of Educational Psychology
Text/Website: Feldman, E., and Contzius , A. Instrumental Music Education
Chapters/Sections: Chapters 5, 6, 15.
Text/Website: Colwell, R., and Hewitt, M. The teaching of Instrumental Music
Chapters/Sections: Chapters 1, 2, 3.
Text/Website: Duke, R. Intelligent Music Teaching
Chapters/Sections: Chapter 6
Text/Website: Harris, P. Improve Your Teaching!
Chapters/Sections: Chapters 3, 4.
Text/Website: Stringer, M., et al. The music teacher’s handbook.
Chapters/Sections: Section 1. p.4.
Text/Website: Crozier, R., Scaife, N., et al. All Together!
Chapters/Sections: Chapter 9.
Parncutt, R., and McPherson, G. The Science and Psychology of Music Performance
Chapters/Sections: Chapter 3.
Social and cultural contexts in which pupils operate
Text/Website: Chapters/Sections:

Recommended Resources

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.

Online Learning

Online resources, announcements, milestone formative and summative assessments, external web-links and reading lists will be posted on My Uni. Some materials will remain available throughout the semester and others will be released over the semester.
Learning & Teaching Activities

Learning & Teaching Modes

Lectures support student learning by creating broad parameters and concepts for further consideration and research. Tutorials allow students to discuss diverse issues concerned with the practical application of concepts and ideas in their individual specialisations. Further support and assessment is provided through online learning involving some materials remaining available throughout the course while others will be released over the duration of the course.

Workload

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

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
WORKLOAD Part I
TOTAL HOURS
6 x 1 hour lectures
6 hours
6 x 1 hour tutorials
6 hours
Flexible online learning, research and assessments
12 hours
7 hours reading per week
84 hours
2 hours research per week
24 hours
2 hours assignment preparation per week
24 hours

TOTAL = 156 hours

Learning Activities Summary

Learning Activities Summary

Students will investigate through a written assignment effective means whereby pupils’ aural and theoretical perceptions and concepts can be developed as firm musical foundations for learning. Working in an online environment students will also familiarise themselves with the use of current technology in delivering meaningful musical instruction for pupils in Individual and Group settings

Specific Course Requirements

Specific Course Requirements

LECTURE TOPIC
General musicianship and transferable skills. APST 1 & 2.
Aural acuity. APST 1 & 2.
Theoretical understanding. APST 1 & 2.
Musicianship Methodologies – Dalcroze, Kodaly, Orff. APST 3 & 4.
Creativity in the music lesson. APST 1, 2, 3 & 4.
Appropriate Teaching materials APST 2.

Working within an online environment students will investigate and comment on the application of information technology in school and studio instrumental music teaching by means of short critical milestone reviews totalling 1000 words. APST 2 & 3.

Small Group Discovery Experience

Two tutorials will encourage individual research focused on contextualising the lecture topic for each researcher. Tutorials will be student led and centred, with the academic present in a mentoring role.

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

Assessment Summary

Assessment Task: Written assignment
Assessment Type: Summative
Weighting: 70%
Learning Outcome: 1
Due: Monday 3 April 2017

Assessment Task: Short critical reviews online
Assessment Type: Formative and Summative
Weighting: 30%
Learning Outcome: 2
Due: Monday 3 April 2017

Assessment Related Requirements

N/A

Assessment Detail

Assessment Detail

A 2500-word written assignment will require reflection and commentary on available methodologies for the development of pupils’ aural and theoretical acuity 70% Working within an online environment students will investigate and comment on the application of technology in school and studio instrumental music teaching by means of short critical milestone reviews totalling 1500 words. 30%

Submission

Submission

The Assignment and Critical Reviews will be submitted respectively through the My Uni MUSPED 5006 Website by the due date. Late submission will incur a penalty deduction of 2% per weekday from the assessed mark of the complete submitted work.

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
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