MUSEP 7003 - Performance and Pedagogy IV A

North Terrace Campus - Semester 1 - 2019

This course seeks to give participants in-depth practical experience of pedagogically significant repertoire from elementary and intermediate levels through the preparation and presentation of a public lecture/demonstration. It is expected participants will perform illustrative extracts of a substantial nature to a high standard with a well-balanced, lucid commentary covering points of pedagogical significance. Participants are required to underpin their lecture/demonstration through the agency of good quality program notes. This course allows students to reflect on their own areas for personal development, alongside developing their awareness of sequential learning on their instrument. Students will explore how to create effective practice routines to meet the demands of various skills and challenges, and will deepen their ability to analyse and interpret repertoire. Students will also develop their skills as communicators, both verbally and through musical performances.

  • General Course Information
    Course Details
    Course Code MUSEP 7003
    Course Performance and Pedagogy IV A
    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
    Prerequisites Successful completion of B Mus or equivalent undergraduate degree
    Incompatible PERF 6016A, PERF 6016B
    Assumed Knowledge Completed B Mus 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 This course seeks to give participants in-depth practical experience of pedagogically significant repertoire from elementary and intermediate levels through the preparation and presentation of a public lecture/demonstration. It is expected participants will perform illustrative extracts of a substantial nature to a high standard with a well-balanced, lucid commentary covering points of pedagogical significance. Participants are required to underpin their lecture/demonstration through the agency of good quality program notes. This course allows students to reflect on their own areas for personal development, alongside developing their awareness of sequential learning on their instrument. Students will explore how to create effective practice routines to meet the demands of various skills and challenges, and will deepen their ability to analyse and interpret repertoire. Students will also develop their skills as communicators, both verbally and through musical performances.
    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 student’s technical skill to an appropriate level for seamless, consistent and wide ranging tonal production and fluency in the performance of pedagogically significant works of elementary to intermediate levels of difficulty
    2. Develop their stylistic awareness to an appropriate level for historically informed and compositionally empathetic performance of pedagogically significant works of elementary to intermediate levels of difficulty
    3. Develop their interpretive ability to an appropriate level for insightful and creative performance of pedagogically significant works of elementary to intermediate levels of difficulty.
    4. Increase the scope of their performance repertoire to encompass a variety of pedagogically significant works of elementary to intermediate levels of difficulty
    5.Develop sound pedagogical principles that enable insightful verbal commentary to be made concerning the purposes and contexts of repertoire being performed
    6.Further develop a fluent use of spoken language that adequately underpins and communicates ideas and concepts being outlined during a lecture/recital
    7. Increase their perception of and focus on the constituent elements of pedagogy and performance to ensure congruency between verbal commentary and performance practice undertaken during a lecture/demonstration
    8. Develop effective autonomous and well directed practice regimes that build towards a finessed and meaningful lecture/demonstration performance
    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, 8
    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
    5, 6, 7
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    4, 8
    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
    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
    4, 8
  • 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.

    Beetlestone, F. 1998. Creative Children, Imaginative Teaching. Buckingham and Philadelphia. Open University Press.

    Craft, A., Jeffrey, R., Leibling, M. 2001. Creativity in Education. London and New York. Continuum

    Gumm, A. 2003. Music Teaching Style: Moving beyond tradition. Galesville. Meredith Music Publications.

    Parncutt, R., and McPherson, G. 2002. The Science and Psychology of Music Performance. Oxford and New York. Oxford University Press. Ctrozier, R., Scaife, N., and Marks, A. 2004. All Together! Teaching music in groups. London. Associated Board.

    Baker-Jordan, M. 2003. Practical Piano Pedagogy. Miami. Warner Bros. Publications

    Jacobson, J. 2006. Professional Piano Teaching. Los Angelis. Alfred Publishing Inc.

    Magrath, J. 1995. The Pianist’s Guide to Standard Teaching and Performance Literature. Van Nuys, CA. Alfred Publishing Inc.

    Proceedings of the Australasian Piano Pedagogy Conferences, 1993 – 2007.

    Booth, Eric. 'The Music Teaching Artist's Bible: Becoming a Virtuoso Educator', Oxford: Oxford University Press, 2009, online access through Elder Conservatorium of Music Library.
    Hallam, S. 'Instrumental Music Teaching: A Guide to Better Teaching and Learning', Oxford: Heinemann Educational, 1998, on closed reserve Elder Conservatorium of Music Library
    Harris, P. 'Improve your Teaching! An essential handbook for instrumental and singing teachers' Faber: London, 2006, on Closed Reserve Elder Conservatorium of Music Library.
    Houlahan, M and Tacka, P. 'Kodaly Today', Oxford: Oxford University Press, 2008, online access through Elder Conservatorium of Music Library.
    Additional booklists and other sources of information will be distributed throughout the course.
    Online Learning
    Resources and announcements will be posted on MyUni. 
  • Learning & Teaching Activities
    Learning & Teaching Modes
    One-to-one lessons prepare students for intensive and focused individual practice and preparation of general instrumental/vocal repertoire and exercises, plus pedagogically significant works of elementary to intermediate levels of difficulty. They also allow for assessment of progress made since the previous lesson.

    Students are also encouraged to explore extended skills and knowledge through attendance at and participation in master classes, workshops and concerts as appropriate
    Workload

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

    WORKLOAD- STRUCTURED LEARNING
    1:1 lessons (1 hour per week, over 12 weeks) 12 hours per Semester
    Attendance at Performance Forum, Masterclasses, Observation of lessons, Concerts and Rehearsals 48 hours per Semester

    WORKLOAD- SELF-DIRECTED LEARNING TOTAL HOURS
    Practice: 19 hours per week (minimum) 228 hours per Semester
    Research, Reflection and Writing: 2 hours per week 24 hours per Semester

    TOTAL HOURS 312 hours per Semester
    Learning Activities Summary
    1:1 lessons throughout the Semester.
    Specific Course Requirements
    A DCSI clearance is required for work in schools.
    Small Group Discovery Experience
    The schedule of 1:1 individual lessons enables technical and musical issues to be explored, and short-term and long-term goals to be designed in order to target individual needs.
  • 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
    25-minute lecture-demonstration Summative and Formative 60% 1 - 8
    Program Notes Summative 10% 2, 3, 4, 6
    Attendance and Participation Summative and Formative 10% 1-8
    Reflective Log Journal Summative and Formative 20% 1-8
    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 - ie 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
    25-minute lecture-demonstration. For this lecture/demonstration Performance and Pedagogy candidates should present works which assist technical and musical growth in pupils from elementary to intermediate levels. Candidates’ performance and presentation will be regarded as complementary and assessed as a whole. 50%,

    Program Notes: Participants are required to support their performance through the agency of good quality program notes. Recital programs are subject to approval and details must be submitted to the discipline specific pedagogy lecturer well in advance of the lecture-recital (details provided on MyUni). 10%,
    Completion/Due Date: End of Semester

    Attendance and Participation: Students are required to actively engage with all learning activities. Their progress throughout the Semester will be monitered by their teachers, with written Progress Reports provided at weeks 6 and 10. 10%

    Reflective Log Journal: Students are required to complete a log in which they reflect on their processes of learning and practising over the Semester. They should include reflection on their own practice routines and preparation for their Lecture Recital, as well as reflecting on how their teacher guided them in lessons. 20%
    Submission
    Reflective Log Journal: to be submitted online at MyUni website.

    Program Notes: to be submitted online at MyUni website, and two copies provided to examiners at the recital.
    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.

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