MUSEP 5002 - Performance & Pedagogy IV A
North Terrace Campus - Semester 1 - 2018
General Course Information
Course Code MUSEP 5002 Course Performance & Pedagogy IV A Coordinating Unit Elder Conservatorium of Music Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 6 Contact Up to 3 hours 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 B Mus in the specialisation to be pursued or equivalent as determined by the Elder Conservatorium. Restrictions Available to GradDipMus (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. This course allows students to reflect on their own areas for personal development, alongside developing their awareness of sequential learning on their instrument. Students will explore how to create effective practice routines to meet the demands of various skills and challenges, and will deepen their ability to analyse and interpret repertoire. Students will also develop their skills as communicators, both verbally and through musical performances.
Course Coordinator: Dr Emily Dollman
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. 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
Required ResourcesResources will be distributed and discussed throughout the course.
Recommended ResourcesTait,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.
Crozier, 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 Angeles. 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.
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.
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.
Additional booklists and other sources of information will be distributed throughout the course.
Learning & Teaching Activities
Learning & Teaching ModesOne-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.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.1:1 lessons: 1 hour per week, over 12 weeks: 12 hours per Semester
Attendance at Performance Forum, Masterclasses, Observation of Lessons, Concerts and Rehearsals: 48 hours per Semester
Practice: 19 hours per week (minimum): 228 hours per Semester
Research, reflection and writing: 2 hours per week, 24 hours per Semester
Total Hours: 312 hours per Semester
Learning Activities Summary1:1 lessons provide guidance in the preparation and presentation of lecture recital repertoire, as well as specialised supervision in exploring the pedagogical aspects, both technical and stylistic, of their chosen repertoire.
Small Group Discovery ExperienceThe 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.
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 Summary30-minute lecture-demonstration: Summative and Formative 60% Course Learning Outcomes 1 - 8
Program Notes: Summative 10% Course Learning Outcomes 2, 3, 4, 6
Attendance and Participation: Summative and Formative 10% Course Learning Outcomes1-8
Reflective Log Journal: Summative and Formative 20% Course Learning Outcomes 1-8
No information currently available.
No information currently available.
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
- LinkedIn Learning
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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