MUSEP 1101 - Foundations of Music Education 1A
North Terrace Campus - Semester 1 - 2019
General Course Information
Course Code MUSEP 1101 Course Foundations of Music Education 1A Coordinating Unit Elder Conservatorium of Music Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Assumed Knowledge Ability to read musical notation and participate in instrumental music making/singing Course Description This course introduces students to the essential principles and founding skills underlying music education in the 21st century. Students learn how to advocate for the importance of music education and explore the benefits that music education can offer to the community. Students develop their core music teaching skills through study of key educational resource materials, and begin to build their own folio of sequential learning plans. Theoretical principles of music learning are introduced, and the role of music education in child development and adolescence is discussed. The impact of music education upon child development is examined, along with the relationship between music and the brain. The value of singing in all forms of music education is explored and the concepts of general musicianship are established.
Course Coordinator: Dr Emily Dollman
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. Demonstrate knowledge and understanding of the principles of music learning.
2. Develop awareness of current practices of music teaching and learning in a variety of educational settings.
3. Develop an ability to advocate for the role of music education in society.
4. Understand the importance of singing in music education and display knowledge of how to engage students of a range of ages in vocal activities.
5. Develop awareness of teaching and learning styles best suited to engage young chidlren and adolescents in music.
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, 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
2, 3 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
1, 2, 3, 4 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, 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
3, 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 ResourcesFurther resources will be provided on MyUni, or will be available through the University of Adelaide Library system.
Booth, E. 'The Music Teaching Artist's Bible: Becoming a Virtuoso Educator'. Oxford: Oxford University Press, 2009, available online at the Elder Conservatorium of Music Library.
Hallam, S. 'The Power of Music', International Journal of Music Education, Vol. 23 (2), pp. 145-148, Aug. 2005
Hallam, S. 'Instrumental Music Teaching: A Guide to Better Teaching and Learning'. Heinemann Educational, 1998, available in closed reserve, Elder Conservatorium of Music Library.
McPherson, G. and Parncutt, R. 'The Science and Psychology of Music Performance: Creative Strategies for Teaching and Learning'. Oxford: Oxford University Press, 2002, available online through the Elder Conservatorium of Music Library.
Recommended ResourcesAdditional course materials will be posted on Canvas MyUni, including articles, digital readings and links to videos and websites.
Online LearningDiscussion Bpards are available for posting questions related to Course Content.
Announcements will be made relating to Course Activities and Professional Development Opportunities via MyUni.
Written assignments will be submitted via Turnitin.
Learning & Teaching Activities
Learning & Teaching ModesThe course will include an exploration of issues and concepts centrally relevant to music education in Australia today. Students will develop a full understanding of these through a combination of regular participatory music making opportunities, readings, lectures and seminars.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.1 x 2 hour lecture per week
1x 1 hour seminar per week (10 weeks per Semester)
6 hours reading per week
2 hours research per week
26 hours assignment preparation per Semester
Learning Activities SummaryWeek 1: Introduction to the foundations of music education in the 21st Century
Week 2: Music in Society
Week 3: "
Week 4: Developing effective learning plans
Week 5: Music and childhood development: early childhood
Week 6: Music and childhood development: adolescence
Week 7: Music and the brain
Week 8: Key principles of music education
Week 9: The role of singing in music education
Week 10: "
Week 11: Components of general musicianship
Week 12: Sequential training of general musicianship
Small Group Discovery ExperienceSeminars will regularly include SGDE. Students will be placed into small groups of 5-8 to problem solve questions raised in the lecture and discuss set readings. Their discussions will be monitered by the lecturer, and there will be opportunities for them to share their views with the other groups.
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 SummaryTeaching materials task: 30% Course Learning Outcomes 1, 4, 5
Article review and class presentation: 30% Course Learning Outcomes 1, 3
Seminar participation: 10% Course Learning Outcomes 1, 2, 3, 4, 5
1000 word essay: 30% Course Learning Outcomes 1, 3, 5
Assessment Related RequirementsCompulsory attendance of seminars
Assessment DetailTeaching materials task: prepare and present a learning activities plan for beginner level students. 30%
Article Review and Class Presentation: Students review an article on a relevant topic and present it to the class in a 10 minute oral presentation. 30%
Seminar Participation: Students engage interactively with class activities and the cooperative sharing of materials and information. 10%
1000 word essay: Students will be required to write a 1000 word essay on the importance of music education. 30%
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
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.
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.