MUSEP 3101 - Music Education in Theory and Practice 3
North Terrace Campus - Semester 1 - 2023
General Course Information
Course Code MUSEP 3101 Course Music Education in Theory and Practice 3 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 covers the key skills needed to foster participatory music making in group ensembles and classroom music lessons. Students will develop their skills in arranging music to suit varied instrumentation and levels of skill, as well as broaden their awareness of the essential characteristics of key genres of music. Students will discuss the motivational and psychological benefits of group music making and will develop the skills necessary to effectively direct rehearsals in a professional manner. Students will learn how to develop specific ensemble performance skills, such as intonation, balance, tone production and rhythmic security. Studies in class will be further supported by observing, and assisting where appropriate, ensemble and choral rehearsals in the Conservatorium and in the profession. Basic keyboard skills will also be covered to enable students to harmonise a given melody.
Course Coordinator: Dr Emily Dollman
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. Develop knowledge and skill in ensemble activity.
2. Develop skills in creating arrangements for various instrumentations, vocal ranges and ability levels.
3. Develop rehearsal direction and leadership skills.
4. Develop skills on the piano/keyboard, allowing students to harmonise simple melodies.
5. Develop awareness of the ethical, legal and business aspects of music teaching.
6. Develop links with the profession, and awareness of opportunities for further professional development.
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, 6
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, 6,
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, 3, 4, 5
Required ResourcesBooth, 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, August 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 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.1 x 2 hour lecture per week
1 x 1 hour tutorial per week (10 weeks per Semester)
6 hours reading per week
2 hour research per week
2 hour assignment preparation each week
Learning Activities SummaryWeek 1: Music in the Community
2. Benefits of group music making
3. Principles of ensemble direction in an educational context
4. Developing ensemble skills: beginner level ensembles
5. Developing ensemble skills: intermediate to advanced ensembles
6. Arrangement skills: Developing stylistic awareness of varied musical genres
7. Arrangement skills: creating layered arrangements
9. Keyboard skills
11. Ethical, legal and business aspects of music teaching
12. Links with the profession: networks and professional development
Specific Course RequirementsPossible field trips linked to Professional Development.
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 SummaryRehearsal Observations:20% Course Learning Outcomes 1, 3, 6
Arrangement task and class direction: 30% Course Learning Outcomes 1, 2
1500 word essay: 30% Course Learning Outcomes 1, 2, 3, 4, 5
Annotated bibliography: 20% Course Learning Outcomes 5, 6
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.
The Rehearsal Observation task has been removed due to the lack of live rehearsals taking place through this time.
This grade will be split across the other three assessment tasks: the Annotated Bibliography, Essay and Arrangement tasks. The word count for the Annotated Bibliography and the Essay has been revised slightly higher to reflect the extra percentage loading, with the due dates also extended to allow more time.
The oral presentation as part of the Arrangement assignment will now be delivered online, ideally in an interactive Zoom session, however if there are technological issues then other ways of submitting an oral presentation will also be acceptable, including uploading a video file to MyUni, delivering a presentation during a video link with the Lecturer, or sending a file in an email to the Lecturer.
Assessment Related RequirementsCompulsory attendance of seminars
Assessment DetailRehearsal observations: students will observe and write a detailed analysis of a minimum of two rehearsals: 20%.
Annotated Bibliography: on the subject of 'Music in the Community'. 20%
Arrangement task and class direction: students will create a short arrangement and direct the class ensemble in performance of the arrangement. 30%
1500 word essay: students will be required to write a 1500 word essay on the benefits of group music making and ensembles in 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
- LinkedIn Learning
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.