MUSEP 1102 - Foundations of Music Education 1B
North Terrace Campus - Semester 2 - 2020
General Course Information
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 Course Description 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.
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 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
Required ResourcesFurther 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 ResourcesAdditional course materials will be posted on Canvas MyUni, including articles, digital readings and links to videos and websites.
Online LearningAdditional 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 ModesThe course develops a deep understanding of creative processes in music education, through a combination of 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
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 SummaryLecture 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 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 monitored 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 SummaryImprovisation 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
Modified arrangements have been made to assessments and the details provided here reflect recent updates.
1. Seminar participation replaced by Resource Analysis Task - still 10%
Assessment Related RequirementsCompulsory attendance of seminars.
Assessment DetailImprovisation 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%
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.
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