MUSEP 3101 - Music Education in Theory and Practice 3

North Terrace Campus - Semester 1 - 2018

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.

  • General Course Information
    Course Details
    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 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. 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)
    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, 6
    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,
    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, 3, 4, 5
  • Learning Resources
    Required Resources
    Booth, 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 Resources
    Additional course materials will be posted on Canvas MyUni, including articles, digital readings and links to videos and websites.
    Online Learning
    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 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 Summary
    Week 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
    8. "
    9. Keyboard skills
    10. "
    11. Ethical, legal and business aspects of music teaching
    12. Links with the profession: networks and professional development
    Specific Course Requirements
    Possible field trips linked to Professional Development.
    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
    Rehearsal 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
    Assessment Related Requirements
    Compulsory attendance of seminars
    Assessment Detail
    Rehearsal 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%
    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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