MUSEP 7004 - Performance and Pedagogy IV B

North Terrace Campus - Semester 2 - 2019

This course seeks to give participants in-depth practical experience of pedagogically significant repertoire from intermediate to advanced levels through the preparation for and presentation of a public recital. Students will develop their individual musicianship, interpretative skills, knowledge of stylistic conventions and technical skills. They will also further their understanding of how such skills can best be developed through methods of teaching and learning. They will explore the fundamental skills related to their specific instrument, and how such skills can be sequentially developed through technical exercises and selection of repertoire. Students will develop an understanding of the chief considerations that must be met to achieve a professional standard of performance and communication.

  • General Course Information
    Course Details
    Course Code MUSEP 7004
    Course Performance and Pedagogy IV B
    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 BMus or equivalent undergraduate degree
    Incompatible PERF 6015A, PERF 6015B
    Assumed Knowledge Completed BMus in the specialisation to be pursued or equivalent as determined by the Elder Conservatorium of Music
    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 intermediate to advanced levels through the preparation for and presentation of a public recital. Students will develop their individual musicianship, interpretative skills, knowledge of stylistic conventions and technical skills. They will also further their understanding of how such skills can best be developed through methods of teaching and learning. They will explore the fundamental skills related to their specific instrument, and how such skills can be sequentially developed through technical exercises and selection of repertoire. Students will develop an understanding of the chief considerations that must be met to achieve a professional standard of performance and communication.
    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 for the performance of pedagogically significant works of intermediate to advanced levels of difficulty.
    2. Develop their stylistic awareness to an appropriate level for historically informed and compositionally empathetic performance of pedagogically significant works of intermediate to advanced levels of difficulty.
    3. Develop their interpretive ability to an appropriate level for insightful and creative performance of pedagogically significant works of intermediate to advanced levels of difficulty.
    4. Increase the scope of their performance repertoire to encompass a variety of pedagogically significant works of intermediate to advanced levels of difficulty.
    5. Develop their program building acuity to an appropriate level that will ensure balance, variety, thematic direction and cohesion in their choice of recital content
    6. Increase their knowledge and understanding to enable insightful commentary in written program notes concerning the purposes and contexts of repertoire being performed
    7. Further develop a fluent use of written language sufficient to support appropriate program notes for a pedagogy recital.
    8. Further develop effective autonomous and well directed practice regimes that build towards a finessed and meaningful recital 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
    6
    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.
    Crozier, 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.

    Voice
    Appelman,D.Ralph, The Science of Vocal Pedagogy,Bloomington,Indiana University Press,1967
    Brown, Oren, Discover your Voice, San Diego, London, Singular Publishing Group 1996
    Bunch, Meribeth, Dynamics of the Singing Voice,4 Ed., Wien ,New York, Springer Verlag 1997
    Chapman, Janice, Singing and Teaching Singing, San Diego, London, Brisbane, Plural Publishing 2006
    Doscher, Barbara, The Functional Unity of the Singing Voice, Lanham, London, The Scarecrow Press 1994
    Garcia, Manuel, Hints on Singing [1894], Kessinger Publishing Rare Reprints, www.kessinger.net
    Heirich, Jane Ruby Voice and the Alexander Technique, Berkeley, Mornum Time Press 2005 [Husson,
    Raoul, Physiologie de la Phonation, Paris, Masson et Cie 1962]
    Husler, F and Rodd-Marling,Yvonne, Singing. The Physical Nature of the Vocal Organ, Melbourne, London, Hutchinson Publishing 1976 Kimball, Carol, A Guide to Art Song Style and Literature, Milwaukee, Hal Leonard, 2005
    McKinney, James, Diagnosis and Correction of Vocal Faults, Nashville, Broadman Press 1982
    Miller, Richard, Training Tenor Voices, New York, Schirmer Books,1993
    Miller,Richard, Training Soprano Voices, Oxford University Press, USA 2000ï‚· ISBN-10: 0195130189 ISBN-13: 978-0195130188
    Miller, Richard, Solutions for Singers, Oxford,OUP 2004
    Power, Patrick, How the Voice Works, Handout ,University of Adelaide 2010
    Phillips, Kenneth, Teaching Kids to Sing Riggs, Seth Singing for the Stars, Van Nuys CA,Alfred Publishing 1998
    Stone, R and J, Atlas of Skeletal Muscles, Boston, Sydney, McGraw Hill 2001
    Vennard, William, Singing the Mechanism and the Technique, New York, Carl Fischer 1967
    Wall, Joan et al, International Phonetic Alphabet for Singers, Dallas, Psst Inc.1989
    Ward,Christine,Teaching to Learn, Accelerated Learning Institute [NZ]Ltd 2001 ISBN0-473-06314-X [
    Warren, Ivor, The Grammar of Singing, London A. Hammond and Co] Wilson FRCS,
    Thomas Wind and Voice, Dublin Minim Press 1984
    Online Learning
    Resources and announcements will be posted on MyUni

    The Elder Music Library Music Resources Guide at http://libguides.adelaide.edu.au/music contains quick links to key music databases for scholarly research and online listening. It also contains links to websites of publicly available online scores, collected editions, and professional associations. Here too you can find a regularly updated list of new books, scores, CDs and DVDs available in the Music Selection in the Barr Smith Library.
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • 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

    No information currently available.

    Assessment Detail

    No information currently available.

    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
  • 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.