MUSEP 7005 - Pedagogy Research Seminar V
North Terrace Campus - Semester 2 - 2020
General Course Information
Course Code MUSEP 7005 Course Pedagogy Research Seminar V Coordinating Unit Elder Conservatorium of Music Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 6 Contact Up to 2 hours Available for Study Abroad and Exchange N Prerequisites MUSPED 6001 or MUSEP 5000 or MUSEP 7001 or equivalent Restrictions Available to MMus(PerfPed) students only Course Description This course seeks to ensure participants are cognisant of a select but representative variety of materials and approaches concerning child development and educational psychology as they relate to their instrumental or vocal teaching discipline. It also seeks to promote an awareness of the historical and social contexts within which they will operate as instrumental/vocal teachers. Participants will focus on these issues by undertaking a research project that will investigate questions relevant to the pedagogical approaches and contexts under discussion. The project will be written and presented according to normal scholarly conventions and standards and may involve fieldwork in teaching programs on and off campus.
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 child development and related principles of educational psychology as they inform approaches to instrumental or vocal music teaching
2. To acquaint students with the broad principles of established generic music methodologies such as those developed by Kodaly, Dalcroze and Orff and their application in instrumental or vocal teaching situations
3. To introduce students to established principles of Music Education and the processes whereby they are harnessed for effective instrumental or vocal music teaching.
4. To develop an awareness of the cultural and social contexts, business and professional issues, and career paths which bear upon the work of instrumental and vocal music teachers
5. To develop students’ skills in applying normal scholarly conventions and standards associated with constructing and writing a small research project.
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, 5 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
1, 2, 3 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, 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
4 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
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.
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.
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.
Proceedings of the Australasian Piano Pedagogy Conferences, 1993 – 2009.
Online LearningResources, announcements and course information will be placed on MyUni.
Learning & Teaching Activities
Learning & Teaching ModesRegular supervision is provided in small group mode to manage the language challenges faced by international students, especially in written work encompassing educational concepts. These supervisions allow for learning and discussion, problem solving and conceptualising and the development of skills in applying the normal protocols of research and writing research projects.
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.
1 x 2 hour seminar per week for 12 weeks 24 hours per Semester
10 hours reading per week 120 hours per Semester
10 hours research per week 120 hours per Semester
48 hours writing and editing of Research Paper 48 hours per Semester
TOTAL HOURS 312 HOURS PER SEMESTER
Learning Activities Summary1 Bibliographic Study: Development of the specialism
2 Educational principles
3 Educational principles; Develop Research Project topic proposals.
4 Child development and educational psychology; develelop Research Project Chapter Structure.
5 Child development and educational psychology
6 Child development and educational psychology
7 Child development and educational psychology
8 Approaches to Music Education – Kodaly, Dalcroze, Orff
9 Approaches to Music Education – Suzuki, Yamaha
10 Music Education and Social Outreach
11 Professional and business issues. A portfolio career. – Seminar Papers
12 Professional and business issues – Seminar Papers
Specific Course RequirementsA current Working with Children Check or DCSI clearance is needed to work with children.
Small Group Discovery ExperienceRegular supervision is provided in small group discovery mode. While delivering educational benefits this also assists in developing skills in creating written work encompassing educational concepts. These supervisions allow for learning and discussion, problem solving and conceptualising and the development of skills in applying the normal protocols of research and writing research projects.
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 Summary6000 word Research Project Formative and Summative 100% 1,2,3,4,5
Assessment Related RequirementsIn this course, penalties apply for any absences which are not formally approved, as outlined in the Conservatorium’s Student Participation and Attendance Leave Guidelines (see following). Leave Application forms are available from the Music Office and can be downloaded from the Music website – see http://music.adelaide.edu.au/study/current/leave.pdf.
Student Participation and Attendance Leave Guidelines
All students enrolled in courses taught by the Elder Conservatorium of Music are expected to actively and positively participate in 100% of required rehearsals, workshops, classes, lectures, tutorials and performances. In courses where Participation & Attendance penalties apply (as defined in the Course Outline), any student who misses more than 40% of required classes will be ineligible for assessment in that course, irrespective of the amount of leave that has been formally approved.
The Conservatorium recognises that extenuating circumstances may occasionally affect a student’s ability to participate in a rehearsal, workshop, class, lecture, tutorial or performance. In such cases Leave may, upon application using this Leave form, be approved by the relevant staff member (this could be the Head of Studies, teacher, conductor, lecturer or course coordinator as appropriate).
LIBRARY AND MUSIC
The Music Library located in the Hartley building is an excellent source for music, literature and recordings.
Mobile phones must be turned off before lessons or classes begin.
Course documents and periodic announcements are posted on MyUni. Please ensure that you log in regularly.
Assessment Detail6000 word Research Project
Rationale for assessment: It is expected the entire focus of the Research Project will be on the skills and understanding with which the student addresses key factors concerning child development, established teaching methodologies, principles of music education, cultural and social contexts in answer to relevant research questions.
Guides to the layout, content and categorisation of the Research Project will be distributed in seminars.
Criteria for the Research Project assessment will be discussed during seminar.
SubmissionResearch Paper will be delivered online, through MyUni.
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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