MUSEP 7001 - Pedagogy Research Seminar IV
North Terrace Campus - Semester 1 - 2021
General Course Information
Course Code MUSEP 7001 Course Pedagogy Research Seminar IV Coordinating Unit Elder Conservatorium of Music Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 6 Contact Up to 2 hours per week Available for Study Abroad and Exchange Y Incompatible MUSPED 6001 Assumed Knowledge Completed BMus in the specialisation to be pursued or equivalent as determined by the Elder Conservatorium Restrictions Available to GDipMus(PerfPed), MMus(PerfPed) students only Course Description An initial ungraded but required bibliographic study will be followed by seminars focusing on teaching techniques and materials for pupils of various ages and levels of musical development. Consideration will be given to the development of pupils' aural acuity, general musicianship, and learning in a variety of genres and modes (including group and laboratory situations, the technology environment, preparation for examinations, competitions and recitals). Technical, stylistic and interpretive matters covering a wide variety of styles will be considered. Development of a professional teaching Log/portfolio.
Course Coordinator: Dr Emily Dollman
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. To develop students' understanding of age-related learning issues in connection with appropriate choices of suitable materials for beginning to advancing level pupils.
2. To acquaint students with the principles and processes of instrumental/vocal teaching in both the one-to-one mode and the small group mode.
3. To introduce students to the essential elements of general musicianship for beginning to advancing level pupils and the ways in which pupils can experience general musicianship through their particular instrumental/vocal specialty.
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 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, 2, 3 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
2 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 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
Required ResourcesBooklists and other sources of information will be distributed throughout the course.
Recommended ResourcesTait, M and Haack, P. 1984. Principles and Processes of Music Education. New York and London. Teachers College Press. Columbia University.
Parncutt, R. and McPherson, G. 2002. The Science and Psychology of Music Performance. Oxford and New York, Oxford University Press.
Crozier, R. Scaife, N. and Marks, A. 2004. All Together! Teaching music in groups. London, Associated Board.
Booth, E. 2009. The Music Teaching Artist's Bible: Becoming a Virtuoso Educator', Oxford: Oxford University Press.
Hallam, S. 1998. Instrumental Music Teaching: A Guide to Better Teaching and Learning. Oxford, Heinemann Educational.
Harris, P. 2006. Improve your teaching! An essential handbook for instrumental and singing teachers. London. Faber.
Houlahan, M. and Tacka, P. 2008. Kodaly Today. Oxford. Oxford University Press.
Additional booklists and other sources of information will be distributed throughout the course.
Online LearningResources and announcements may be posted on MyUni.
Learning & Teaching Activities
Learning & Teaching ModesStudents will be required to participate in seminars, undertake observation in the field, network appropriately and conduct research in preparation for the completion of written assignments.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.1 hour of field work
21 hours preparation
1 x 2 hour seminar per week (12 weeks)
6 hours reading per week
2 hours research per week
2 hours assignment preparation per week
Learning Activities SummaryWeek 1: Bibliographic study
Week 2: Teaching in individual mode
Week 3: Teaching in group and class modes
Week 4: Transferable skills in teaching
Week 5: Teaching multiple styles and genres
Week 6: Teaching multiple specialities
Week 7: Teaching materials and techniques for primary age beginners
Week 8: Teaching materials and techniques secondary and adult beginners
Week 9: Teaching materials and techniques for primary age elementary pupils
Week 10: Teaching materials and techniques for secondary and adult intermediate level pupils
Week 11: Teaching materials and techniques for secondary and adult intermediate level pupils
Week 12: Teaching materials and techniques for secondary and adult advancing level pupils
Small Group Discovery ExperienceEach seminar comprises a small group discovery experience.
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 Summary1500 word assignment, 20%, Course Learning Outcome 1
1000 word assignment, 15%, Course Learning Oucomes 2
1000 word assignment 15% Course Learning Outcome 3
Folio 50% Course Learning Outcomes 1, 2, 3
Assessment Related RequirementsStudents are expected to attend all Seminars and should notify the relevant staff member of absence due to sickness.
Assessment Detail1. 1500 word written assignment on age-relatedness in beginning materials. 20%
2. 1000 word written assignment on the comparative teaching and learning styles in small group and individual lessons. 15%
3. 1000 word written assignment on general musicianship materials for elementary level pupils. 15%
4. Folio of teaching materials for beginning to advancing level pupils of various ages learning in individual and group modes. 50%
Advice on the three written assignments and the folio will be given in the seminars.
SubmissionThe assignments will be submitted online by the due date.
Late submission will incur a penalty deduction of 2% per weekday from the assessed mark of the completed submitted work.
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
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