MUSPED 5007 - Professional and Educational Issues

North Terrace Campus - Semester 2 - 2017

This course aims to assist students towards the development of a personal teaching philosophy that accords with Australian professional and legal standards currently in place and to instil awareness and empathy towards the social and cultural contexts in which the pupils operate. Students will work within an online environment. They will investigate and report through written assignments on legal and ethical issues bearing upon teaching in schools, professional business standards relevant to music teaching and social and cultural aspects of pupils? learning. They will also explore aspects of the philosophy, principles and processes involved in learning and musical development together with areas of educational psychology that bear upon pupils? development in music education.

  • General Course Information
    Course Details
    Course Code MUSPED 5007
    Course Professional and Educational Issues
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 2
    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.
    Restrictions Available to Graduate Certificate in Music Teaching students only
    Quota 50
    Course Description This course aims to assist students towards the development of a personal teaching philosophy that accords with Australian professional and legal standards currently in place and to instil awareness and empathy towards the social and cultural contexts in which the pupils operate. Students will work within an online environment. They will investigate and report through written assignments on legal and ethical issues bearing upon teaching in schools, professional business standards relevant to music teaching and social and cultural aspects of pupils? learning. They will also explore aspects of the philosophy, principles and processes involved in learning and musical development together with areas of educational psychology that bear upon pupils? development in music education.
    Course Staff

    Course Coordinator: Mr Rodney Smith

    Course Staff

    Course Coordinators:
    Dr Emily Dollman
    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.

  • Learning Outcomes
    Course Learning Outcomes
    Course Learning Outcomes

    1. Students will strengthen their understanding of legal and ethical responsibilities of educators in a school environment

    2. The course seeks to ensure students gain comprehension and skills in maintaining professional standards of business practice when dealing with schools and pupils

    3. The course seeks to instil awareness and empathy in students towards the social and cultural contexts in which their pupils operate

    4. The course seeks to promote students understanding of the philosophical principles and processes bearing upon pupils’ learning and musical development

    5. Students will explore and discover aspects of educational psychology bearing upon pupils’ aptitude and progress in learning musical instruments
    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)
    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, 4, 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
    1, 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
    3, 5
  • Learning Resources
    Required Resources
    Required Resources

    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:
    Principles and processes of Music Education
    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, 10.
    Text/Website: Duke, R. Intelligent Music Teaching
    Chapters/Sections: Chapters 1, 2, 3, 4, 5, 6.
    Text/Website: Tait, M., and Haak, P. Principles and Processes of Music Education
    Chapters/Sections: Chapters 1, 2, 3, 6, 7.
    Recommended Resources
    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 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
    Learning & Teaching Modes

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

    Flexible online learning, research and assessments
    24 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

    WEEK ONLINE TOPIC
    1 Legal and ethical responsibilities in a school environment (Introduction)
    2 Legal and ethical responsibilities in a school environment (conclusion)
    3 Professional standards in small business practice (Introduction)
    4 Professional standards in small bysiness practice (conclusion)
    5 Principles of Educational Psychology (1)
    6 Principles of Education Psychology (2)
    7 Social and cultural contexts in which pupils operate (1)
    8 Social and cultural contexts in which pupils operate (2)
    9 Principles and processes of music education (1)
    10 Principles and processes of Music Education (2)
    11 Principles and processes of music Education (3)
    12 Principles and processes of music education (4)
    Specific Course Requirements
    N/A
    Small Group Discovery Experience
    N/A
  • 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
    Assessment Summary

    Assessment Task: Short critical reviews online
    Assessment Type: Summative and Formative
    Weighting: 30%
    Learning Outcomes: 1, 2.
    Due: Monday 30 October 2017

    Assessment Task: Short critical reviews online
    Assessment Type: Summative and Formative
    Weighting: 30%
    Learning Outcomes: 3, 5.
    Due: Monday 30 October 2017

    Assessment Task: Written Assignment
    Assessment Type: Summative
    Weighting: 40%
    Learning Outcome: 4
    Due: Monday 30 October 2017
    Assessment Related Requirements
    N/A
    Assessment Detail
    Assessment Detail

    Working within an online environment students will investigate and comment on Legal and Ethical Responsibilities and Professional Standards by means of two 500-word critical reviews . 30%. Working within an online environment students will investigate and comment on Social and Cultural Contexts and Educational Psychology by means of two 500-word critical reviews. 30% Working within an online environment strudents will construct a 1500-word written reflection on relevant Educational Principles and Processes.
    Submission
    Submission

    The Critical Reviews and Assignment will be submitted through My Uni MUSPED 5007 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
  • 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.