MUSEP 7002 - Pedagogy Practicum IV

North Terrace Campus - Semester 1 - 2019

Teaching observation, co-teaching and one teaching project with defined aims and duration will be undertaken within teaching programs approved by the Program Convenor. These activities will be monitored during seminars and through a written Teaching Log outlining the candidate's implementation and evaluation of the tasks undertaken. Students will develop an understanding of best practice in current pedagogy for their instrument, and will explore how to plan and deliver extended units of work as well as detailed lesson plans. Students will learn how to assess their skills as teachers and to analyse areas for personal development as musicians and teachers.

  • General Course Information
    Course Details
    Course Code MUSEP 7002
    Course Pedagogy Practicum IV
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 6
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Incompatible MUSPED 6002
    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 Teaching observation, co-teaching and one teaching project with defined aims and duration will be undertaken within teaching programs approved by the Program Convenor. These activities will be monitored during seminars and through a written Teaching Log outlining the candidate's implementation and evaluation of the tasks undertaken. Students will develop an understanding of best practice in current pedagogy for their instrument, and will explore how to plan and deliver extended units of work as well as detailed lesson plans. Students will learn how to assess their skills as teachers and to analyse areas for personal development as musicians and teachers.
    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. The course seeks to link theoretical understanding of teaching techniques and materials to the practice of beginning, elementary and intermediate level instrumental/vocal music teaching with pupils of various age groups.
    2.The course seeks to link theoretical understanding of teaching techniques and materials to the practice of beginning, elementary and intermediate level instrumental/vocal music teaching with pupils in individual, small group and class learning modes.
    3. The course seeks to link theoretical understanding of general musicianship to the practice of beginning, elementary and intermediate level instrumental/vocal music teaching
    4. Students will develop the capacity to engage in self directed analysis of their teaching style and practice.
    5. Students will gain an awareness of best practice in current teaching in their field.
    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, 3,5
    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, 2, 3,4
    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
    2, 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
    1
    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
  • Learning Resources
    Required Resources
    Booklists and other sources of information will be distributed throughout the Course.
    Recommended Resources
    Tait, 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 Learning
    Resources, announcements and further information will be posted online on the MyUni website.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    A teaching placement with teaching observation supported by a 2 hour seminar over 12 weeks per Semester. This is supplemented with analysis and reflection on teaching materials, sources, and observations of teaching practice.


    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    WORKLOAD- STRUCTURED LEARNING TOTAL HOURS
    Seminar: 2 hours weekly, over 12 weeks 24 hours per semester
    Teaching observation/ practical teaching sessions 24 hours per semester

    WORKLOAD- SELF DIRECTED LEARNING TOTAL HOURS
    Reflection and analysis of observations and teaching: 12 hours per week 144 hours per Semester
    Analysis of teaching materials and key sources: 7 hours per week 84 hours per Semester
    Assignment preparation: 36 hours per Semester
    36 hours per Semester
    TOTAL HOURS 312 HOURS PER SEMESTER
    Learning Activities Summary
    WEEK SEMINAR TOPIC
    1 Introduction
    2 Analysis of teaching materials as suited to their teaching project
    3 Planning of a unit of study
    4 Individual lesson plans
    5 Analysis and assessment of lesson outcomes
    6 Supervision of teaching projects
    7 “
    8 “
    9 “
    10 “
    11 “
    12 “
  • 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 Placement: 50%, Summative and Formative, Course Learning Oucomes 1, 2, 3
    1500 word log 25% Summative and Formative, Course Learning Outcomes 1, 2, 3
    1500 word evaluation, 25%, Summative and Formative, Course Learning Outcomes 4, 5


    Assessment Related Requirements
    LECTURE, TUTORIAL, WORKSHOP OR PRACTICALLY BASED COURSE PARTICIPATION AND ATTENDANCE EXPECTATIONS
    Active and positive participation in 100% of required lectures, tutorials, workshops or other practically based courses is expected.
    LEAVE
    Sick Leave, Compassionate Leave or Professional Development Leave may, upon application using the relevant Leave of Absence form, be approved by the course coordinator or relevant staff member. (See Leave descriptors in the Conservatorium’s Participation and Attendance Policy for details.)
    PENALTY
    Although active and positive participation in 100% of required lectures, tutorials, workshops and practically based classes is expected, any student who attends less than 100% of required classes without approved Leave will receive a 2% penalty for each unapproved absence. The penalties will be applied to the final total percentage mark for the year for the relevant component - i.e. after all other assessments have been completed and calculated.
    Arrival after the scheduled starting time or departure before the scheduled finishing time may, at the lecturer or Co-ordinator’s discretion, be regarded as an unapproved absence.
    Assessment Detail
    1. Teaching undertaken in placements will be assessed according to given criteria on at least four occasions 50%
    2. 1 x 1500-word log annotating the teaching and project undertaken: 25 %
    1 x 1500-word evaluation of the project undertaken 25%
    Guides to the layout, content and categorisation of the log and evaluation will be distributed in tutorials.
    The criteria for Teaching Practice assessment will be discussed during tutorials.
    Submission
    The Project Log and Evaluation will be submitted to the Assignments section of the My Uni website by the due date. Late submission will incur a penalty deduction of 2% per weekday from the assessed mark of the complete submitted work.

    It is expected all assessments including presentations, listening tests, practical examinations, written examinations and assignments will be undertaken and submitted as required (see Teaching and Learning Activities). However, Assessment Task Extension, Replacement Examination, Additional Assessment and Deferred Modified Arrangements are available on medical, compassionate or extenuating grounds. Full information concerning these matters can be found on the University website under University Policies and Procedures, Modified Arrangements for University Coursework Assessment Policy, at http://www.adelaide.edu.au/policies/3303/

    Where possible it is advisable to discuss the matter with the lecturer concerned in the first instance.
    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
  • Fraud Awareness

    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.