MUSEP 1102 - Foundations of Music Education 1B

North Terrace Campus - Semester 2 - 2019

This course further develops understanding of key skills and principles underlying 21st century music education. Students will explore the importance of creative processes, including improvisation and composition, in music education. Students will learn how sequentially structured creative learning activities can be introduced in both studio instrumental and classroom teaching, for students of all ages and abilities. Students will engage in practical, creative musical activities in order to develop their understanding of creative processes as well as develop their own confidence in creative music making. Relevant research literature will be analysed and discussed to deepen understanding of the benefits of including creativity in music education, and to understand the historical background of this area. Educational psychological principles, particularly in regard to motivation and practising, will be further explored. The key educational methodologies widely used in the profession will be analysed, including Kodaly, Orff, Dalcroze, Suzuki and Yamaha. Students will learn about the key philosophies and aims of each methodology, as well as exploring lesson activities and plans linked to each method. Through this course students will strengthen their own creative abilities, diversify their skill set and further develop their folio of teaching materials.

  • General Course Information
    Course Details
    Course Code MUSEP 1102
    Course Foundations of Music Education 1B
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 2
    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
    Assessment Improvisation and composition resource folio 30%, Teaching materials assignment and class presentation 30%, Seminar participation 10%, 1500 word essay 30%
    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. Demonstrate knowledge and understanding of the creative processes of improvisation and composition.
    2. Develop awareness of relevant research literature related to the role of improvisation and composition in music learning.
    3. Develop awareness of relevant instrumental/vocal teaching materials for various age groups.
    4. Participate in discussions about psychological principles and their application to music learning, particularly with regard to motivation and practising.
    5. Understand the possibilities for linking creativity in music with the other Arts subjects linked by the National Curriculum.
    6. Understand the historical background of the use of improvisation and composition in music education.
    7. Understand the key elements of the main music education methodologies.
    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, 6, 7
    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, 3, 4, 5
    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, 4, 5
    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, 6, 7
    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, 6
    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
    2, 3
  • Learning Resources
    Required Resources
    Further resources will be provided on MyUni, or will be available through the University of Adelaide Library system.
    Required Texts: Booth, E. 'The Music Teaching Artist's Bible: Becoming a Virtuoso Educator', Oxford: Oxford University Press, 2009, available online, 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 Resources
    Additional course materials will be posted on Canvas MyUni, including articles, digital readings and links to videos and websites.

    Online Learning
    Additional course materials will be posted on Canvas MyUni, including articles, digital readings and links to videos and websites.
    Online Discussion Boards 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 Modes
    The course develops a deep understanding of creative processes in music education, through a combination of participatory music making opportunities, readings, lectures and seminars.
    Workload

    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
    1 x 1-hour seminar per week (10 weeks per Semester)
    6 hours reading per week
    2 hours research per week
    26 hours assignment preparation

    TOTAL: 156 hours per Semester
    Learning Activities Summary
    Lecture Topics

    Week 1: Overview of creativity in music education
    Week 2: Understanding the historical context
    Week 3: Improvisation: learning activities for beginners to advanced
    Week 4: Improvisation: deepening understanding of theory and technique
    Week 5: Improvisation: links across genres
    Week 6: Group improvisations
    Week 7: Composition: demystifying the role of the composer
    Week 8: Composition: group class composition projects
    Week 9: Creative music workshops: historical background and benefits
    Week 10: Methodologies: Kodaly, Orff, Dalcroze
    Week 11: Methodologies: Yamaha, Suzuki, Gordon, 'Simultaneous Learning'
    Week 12: Motivation and practising
    Small Group Discovery Experience
    Seminars 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 monitored by the lecturer, and there will be opportunities for them to share their views with the other groups.
  • 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
    Improvisation and composition resource folio: 30%, Course learning outcomes 1, 2, 5
    Teaching materials assignment and class presentation: 30% Course learning outcomes 1, 2, 3, 7
    Seminar participation: 10% Course learning outcomes 1, 2, 3, 4, 5, 6, 7
    1500 word essay: 30% Course learning outcomes 1, 2, 5, 6
    Assessment Related Requirements
    Compulsory attendance of seminars.
    Assessment Detail
    Improvisation and Composition Resource Folio: Review of relevant literature and teaching resources including online resources, collation of learning activities: 30% weighting

    Teaching Materials Assignment and Class Presentation: Students prepare a lesson plan and present it to the class in an oral presentation: 30%

    Seminar Participation: Students engage in interaction in class activities and the cooperative sharing of materials and information: 10%

    1500 word essay: Students will be required to write a 1000 word essay on creative processes in music learning: 30%
    Submission

    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 (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.

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  • Policies & Guidelines
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