MUSEP 2102 - Music Education in Theory and Practice 2B

North Terrace Campus - Semester 2 - 2019

In this course students are introduced to the important role that technology plays in enhancing and supporting music education in the 21st Century. Students will develop an understanding of various learning activities that use technology to develop musical understanding and skills, both in individual instrumental tuition and in the classroom context. The question of how to integrate the use of technology with more traditional forms of music education will also be explored. The role of jazz, pop music and world music in music education will then be investigated, with students deepening their knowledge of each of these genres of music. Students develop an understanding of the traditions, ethical considerations, stylistic practice and historical context of Aboriginal and Torres Strait Islander Music. Students will develop their understanding of song writing in an educational context, both by studying examples of best practice and through engaging in practical song writing themselves. Through this subject students will broaden their skill sets as 21st Century music educators as well as develop a folio of professional level resource materials and learning activities.

  • General Course Information
    Course Details
    Course Code MUSEP 2102
    Course Music Education in Theory and Practice 2B
    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 In this course students are introduced to the important role that technology plays in enhancing and supporting music education in the 21st Century. Students will develop an understanding of various learning activities that use technology to develop musical understanding and skills, both in individual instrumental tuition and in the classroom context. The question of how to integrate the use of technology with more traditional forms of music education will also be explored. The role of jazz, pop music and world music in music education will then be investigated, with students deepening their knowledge of each of these genres of music. Students develop an understanding of the traditions, ethical considerations, stylistic practice and historical context of Aboriginal and Torres Strait Islander Music. Students will develop their understanding of song writing in an educational context, both by studying examples of best practice and through engaging in practical song writing themselves. Through this subject students will broaden their skill sets as 21st Century music educators as well as develop a folio of professional level resource materials and learning activities.
    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 role of technology in music education
    2. Demonstrate an awareness of relevant research literature and teaching resource material related to the use of technology in classroom and instrumental music education.
    3. Demonstrate an awareness of the role of jazz and pop music genres in 21st Century music education.
    4. Participate in discussions about the inclusion of music from diverse musical cultures in music learning.
    5. Establish a personal portfolio of teaching materials and learning plans related to music technology, jazz, pop and world 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, 3, 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
    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,
    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
    2, 4, 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
    1, 2, 4
  • Learning Resources
    Required Resources
    Resources will be provided in class, online on MyUni, or available through the University of Adelaide Library system.
    Recommended Resources
    Course materials will be posted on Canvas MyUni, including articles, digital readings and links to videos and websites.
    Online Learning
    Course materials will be posted online on MyUni. 
    Online discussion boards are available for posting questions related to Course Content.
    Announcements will be made relating to course activities and professional development opportuniities via MyUni.
    Written assignments will be submitted via Turnitin.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This 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.

    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 Summary
    Week 1: Role of popular music and jazz in music education
    Week 2: "
    Week 3: Key resources relating to pop and jazz in music education 
    Week 4: Music and technology
    Week 5: Key resources relating to the use of technology in music education
    Week 6: Learning activities using technology
    Week 7: "
    Week 8: World music in music education
    Week 9: Aboriginal and Torres Strait Islander Music
    Week 10: Song writing in an educational context
    Week 11: "
    Week 12: "
    Specific Course Requirements
    N/A
    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 lectures 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.
  • 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
    Teaching materials assignment 1: 20%, Course Learning Outcomes  1, 3, 5
    Teaching materials assignment 2: 20% Course Learning Outcomes 1, 2, 5
    Song writing assignment: 30% Course Learning Outcomes 1, 3, 4, 5
    Essay: 30% Course Learning Outcomes 1, 2, 3, 4, 5
    Assessment Related Requirements
    Compulsory attendance of seminars.
    Assessment Detail
    Teaching materials assignment 1: Teaching resources for jazz, pop and world music for middle and high school students. 20%.
    Teaching materials assignment 2: Teaching resources using technology to enhance musical learning, 20%
    Song writing: students will write a short song for upper primary students/ middle school sudents, together with associated learning activities. 30%
    1500 word essay: Discuss how to maintain motivation for music students through adolescence: 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.

  • Student Support
  • Policies & Guidelines
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