MUSEP 2101 - Music Education in Theory and Practice 2A
North Terrace Campus - Semester 1 - 2023
General Course Information
Course Code MUSEP 2101 Course Music Education in Theory and Practice 2A 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 builds upon the essential skills and understanding established through the Foundations of Music Education courses. In this course, students are introduced to a range of learning activities that will enable them to teach musical literacy, including aural and theory skills, in an engaging and structured manner. The students will develop their understanding of the fundamental links between various musical skills, such as sight reading, memorisation, aural acuity and theoretical understanding. They will explore integrated learning plans and teaching methods that maximise the development of general musicianship. The course includes a focus on the skills essential for expressive musical performance, including: concentrated listening, critical appraisal, stylistic awareness, tone production, and sense of phrasing. The course also explores various approaches that can be undertaken to help to maximise engagement with classical and symphonic music with students of all ages.
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 learning processes that contribute to the development of musical literacy.
2. Develop awareness of relevant research literature related to the development of musical literacy and the understanding of theoretical concepts.
3. Present an analysis and demonstration of significant teaching or listening repertoire.
4. Participate in discussions about integrated learning processes.
5. Develop knowledge of the diversity of the Classical Music genre, as well as teaching methods to engage students of a range of ages with Classical 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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 2, 3, 4, 5
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1, 3, 4, 5
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
1, 4, 5
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1, 2, 3, 4, 5
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
2, 4, 5
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
1, 2, 4
Required ResourcesBooth, E. 'The Music Teaching Artist's Bible: Becoming a Virtuoso Educator', Oxford: Oxford University Press, 2009, available inline, 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.
Recommended ResourcesAdditional course materials will be posted on Canvas MyUni, including articles, digital readings and links to videos and websites.
Online LearningOnline 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.1x 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: Overview of Musical Literacy
Week 2: Understanding of the historical context
Week 3: Sight reading, theory and memorisation
Week 4: Singing and playing in developing musical understanding
Week 5: Developing integrated learning plans
Week 6: Theoretical concepts
Week 7: Approaches to listening with different age groups
Week 8: The role of Classical Music in 21st Century Music Education
Week 9: Increasing engagement with Classical Music
Week 10: Development of key performance skills
Week 11: "
Week 12: Development of listening skills
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 Assignment 1: 20%, Course Learning Outcomes 1, 5
Teaching Materials Assignment 2: 25%, Course Learning Outcomes 4
Class presentation: 25%, Course Learning Outcomes 1, 3, 4, 5
1500 word essay, 30%, Course Learning Outcomes 1, 2, 3, 4, 5
Assessment Related RequirementsCompulsory attendance of seminars.
Assessment DetailTeaching Materials Assignment 1: Teaching of theoretical concepts, 20%
Teaching Materials Assignment 2: Teaching resources for engagement with Classical Music, 25%
Class Presentation: Analysis and demonstration of significant instrumental teaching repertoire or listening repertoire: 25%
1500 word essay: students will be required to write a 1500 word essay on the development of musical literacy: 30%
Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.
Oral presentations will now be delivered online. There are different options for the oral submission: ideally all will be delivered during online group Zoom sessions, however if this is not possible due to technical difficulties they can be delivered in a video link with the Lecturer, or uploaded as a file, or emailed as a video file to the Lecturer.
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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This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
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- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
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- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
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- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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