MUSEP 5000 - Pedagogy Research Seminar IV

North Terrace Campus - Semester 2 - 2018

An initial ungraded but required bibliographic study will be followed by seminars focusing on teaching techniques and materials for pupils of various ages and levels of musical development. Consideration will be given to the development of pupils' aural acuity, general musicianship, and learning in a variety of genres and modes (including group and laboratory situations, the technology environment, preparation for examinations, competitions and recitals). Technical, stylistic and interpretive matters covering a wide variety of styles will be considered.

  • General Course Information
    Course Details
    Course Code MUSEP 5000
    Course Pedagogy Research Seminar IV
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 2
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 6
    Contact Up to 2 hours per week
    Available for Study Abroad and Exchange Y
    Incompatible MUSPED 6001
    Assumed Knowledge Completed BMus in the specialisation to be pursued or equivalent as determined by the Elder Conservatorium
    Restrictions Available to GradDipMus(Perf), GradDipMus(Perf&Ped) & MMus(Perf&Ped) students only
    Course Description An initial ungraded but required bibliographic study will be followed by seminars focusing on teaching techniques and materials for pupils of various ages and levels of musical development. Consideration will be given to the development of pupils' aural acuity, general musicianship, and learning in a variety of genres and modes (including group and laboratory situations, the technology environment, preparation for examinations, competitions and recitals). Technical, stylistic and interpretive matters covering a wide variety of styles will be considered.
    Course Staff

    Course Coordinator: Dr Emily Dollman

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1. To develop students’ understanding of age-related learning issues in connection with appropriate choices of suitable materials for beginning to advancing level pupils.
    2. To acquaint students with the principles and processes of instrumental/vocal teaching in both the one-to-one mode and the small group mode.
    3. To introduce students to the essential elements of general musicianship for beginning to advancing level pupils and the ways in which pupils can experience general musicianship through their particular instrumental/vocal specialty.
    4. To develop an understanding of conventions of academic research and data collection and analysis.
    5. To develop academic writing skills and understanding of the expectations for the presentation of written work.
    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, 4, 5
    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, 4
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1, 2, 3
    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
    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
    1, 2, 3
  • Learning Resources
    Required Resources
    Booklists and other resources will be made available through the Course and online through MyUni.
    Recommended Resources
    Booth, Eric. 'The Music Teaching Artist's Bible: Becoming a Virtuoso Educator', Oxford: Oxford University Press, 2009, online access through Elder Conservatorium of Music Library.

    Crozier, R., Scaife, N., and Marks, A. 2004. All Together! Teaching music in groups. London. Associated Board.

    Parncutt, R., and McPherson, G. 2002. The Science and Psychology of Music Performance. Oxford and New York. Oxford University Press.

    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.
    Online Learning
    Resources and announcements will be posted on MyUni.

    The Elder Music Library Music Resources Guide at 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
    Students will be required to participate in seminars, undertake observation in the field, network appropriately and conduct research in preparation for the compilation of three written assignments.

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

    1 x 2-hour seminar per week (12 weeks per Semester)

    14 hours of reading per week
    7 hours of research per week
    2 hours of assignment preparation per week
    12 hours of lesson observation per Semester

    TOTAL hours: 312 per Semester

    Learning Activities Summary
    Week 1: Bibliographic Study
    Week 2: Teaching in individual mode
    Week 3: Teaching in group and class modes
    Week 4: Transferable skills in teaching
    Week 5: Teaching multiple styles and genres
    Week 6: Teaching multiple specialities
    Week 7: Teaching techniques and materials for primary age beginners
    Week 8: Teaching techniques and materials for secondary age beginners
    Week 9: Teaching techniques and materials for primary age elementary students
    Week 10: Teaching techniques and materials for secondary and adult intermediate level students
    Week 11: "
    Week 12: Teaching techniques and materials for secondary and adult advancing level pupils.
    Small Group Discovery Experience
    24 hours of seminars cover age-related materials choices, teaching strategies in one-to-one and small group learning and general musicianship skills.
  • 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
    1. 1500 word written assignment:20%  Summative, Course Learning Outcome 1, 
    2. 1000 word written assignment: 15% Summative, Course Learning Outcomes 2
    3. 1000 word written assignment: 15% Summative, Course Learning Outcome 3
    4. Folio: 15% Formative and Summative, Course Learning Outcomes 1, 2, 3
    Assessment Related Requirements
    In this course, penalties apply for any absences which are not formally approved, as outlined in the Conservatorium’s Student Participation and Attendance Leave Guidelines (see following). Leave Application forms are available from the Music Office and can be downloaded from the Music website – see
    Student Participation and Attendance Leave Guidelines

    EXPECTATION All students enrolled in courses taught by the Elder Conservatorium of Music are expected to actively and positively participate in 100% of required rehearsals, workshops, classes, lectures, tutorials and performances. In courses where Participation & Attendance penalties apply (as defined in the Course Outline), any student who misses more than 40% of required classes will be ineligible for assessment in that course, irrespective of the amount of leave that has been formally approved.

    LEAVE The Conservatorium recognises that extenuating circumstances may occasionally affect a student’s ability to participate in a rehearsal, workshop, class, lecture, tutorial or performance. In such cases Leave may, upon application using this Leave form, be approved by the relevant staff member (this could be the Head of Studies, teacher, conductor, lecturer or course coordinator as appropriate).

    LIBRARY AND MUSIC The Music Library located in the Hartley building is an excellent source for music, literature and recordings.

    OTHER EXPECTATIONS Mobile phones must be turned off before lessons or classes begin.
    Assessment Detail
    1. 1500-word written assignment on age-relatedness in beginning materials. 20%

    2. 1000-word written assignment on the contrasted dynamics of individual and small-group lessons 15%

    3. 1000-word written assignment on general musicianship materials for elementary level pupils 15%

    4. Folio of teaching materials for beginning to advancing level pupils of various ages learning in individual and group modes 50%

    Advice on the layout, content and categorisation of the three written assignments will be delivered in the seminars.


    The three assignments will be submitted to the Assignments section of the My Uni website by the due date.
    The Folio will be submitted to the Faculty of Arts (Napier) by the due date with completed cover sheet and declaration.

    Late submission will incur a penalty deduction as per the Faculty of Arts policy. See MyUni for details. 

    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 Where possible it is advisable to discuss the matter with the lecturer concerned in the first instance.

    No information currently available.

    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 ( 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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