MUSEP 7003 - Performance and Pedagogy IV A
North Terrace Campus - Semester 2 - 2022
General Course Information
Course Code MUSEP 7003 Course Performance and Pedagogy IV A Coordinating Unit Elder Conservatorium of Music Term Semester 2 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 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, including a viva voce.
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 and participate in performance classes.
Clear and detailed documentation in a Teaching Log/Portfolio of activities including lesson observations, reflections, rehearsal and concert observations and attendance at Elder Conservatorium performance-based activities.
Course Coordinator: Dr Emily Dollman
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1.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)
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
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, 2, 3, 8
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.
5, 6, 7
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.
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.
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.
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.
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 LearningResources and announcements will be posted on MyUni.
Learning & Teaching Activities
Learning & Teaching ModesOne-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
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.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 Summary1:1 lessons throughout the Semester.
Specific Course RequirementsA DCSI clearance is required for work in schools.
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 Summary25-minute lecture-demonstration Summative and Formative 60% 1 - 8
Program Notes Summative 10% 2, 3, 4, 6
Reflective Log Journal Summative and Formative 30% 1-8
Assessment Related RequirementsLECTURE, 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 Detail25-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. 60%
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
Reflective Log Journal: Students are required to complete a log in which they reflect on their processes of learning and practising over the Semester. Full guidelines for the Log Journal are available on MyUni and discussed in class. 30%
SubmissionReflective 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.
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.
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