MUSEP 7006 - Pedagogy Practicum V

North Terrace Campus - Semester 1 - 2019

Teaching observation, co-teaching and two major teaching projects with defined aims and duration will be undertaken within teaching programs approved by the Program Convenor. Each project will comprise a written curriculum, teaching implementation, written diagnosis and evaluation. Assessment tools for teaching practice will include video recordings as well as live scenarios. These activities will be monitored during seminar sessions. This course provides more formal opportunities for supervised practical application of techniques and skills investigated earlier in the degree.

  • General Course Information
    Course Details
    Course Code MUSEP 7006
    Course Pedagogy Practicum V
    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
    Restrictions Available to GDipMus(PerfPed), MMus(PerfPed) students only
    Course Description Teaching observation, co-teaching and two major teaching projects with defined aims and duration will be undertaken within teaching programs approved by the Program Convenor. Each project will comprise a written curriculum, teaching implementation, written diagnosis and evaluation. Assessment tools for teaching practice will include video recordings as well as live scenarios. These activities will be monitored during seminar sessions. This course provides more formal opportunities for supervised practical application of techniques and skills investigated earlier in the degree.
    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 general educational principles to the practice of beginning, elementary and intermediate level instrumental/vocal music teaching
    2. The course seeks to link theoretical understanding of child development and educational psychology to the practice of beginning, elementary and intermediate level instrumental/vocal music teaching.
    3. The course seeks to link theoretical understanding of basic Dalcroze, Kodaly and Orff principles to the practice of beginning, elementary and intermediate level instrumental/vocal music teaching.
    4. Students will develop an awareness of professional standards in lesson planning and setting a Curriculum.
    5. Students will develop their ability to self evaluate their teaching methods and to assess possible areas of improvement in their teaching practice.
    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, 4
    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
    2
    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
    4, 5
  • 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.
    Online Learning
    Resources and announcements will be posted on MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Teaching observation, co-teaching and solo teaching in individual, small group and class modes will be undertaken. In Seminars these teaching observations and practical teaching sessions will be planned, discussed and analysed. Two distinct teaching projects will be undertaken and will be planned, logged and evaluated in written assignments.
    Workload

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

    1x 2 hour Seminar per week 24 hours per Semester
    Teaching placements and observations 48 hours per Semester
    Planning and preparation for teaching placements 7.5 hours per week 90 hours per Semester
    Analysis and assessment of teaching placements and observations 7.5 hours per week 90 hours per Semester
    Preparation of and editing of written assessment tasks 5 hours per week 60 hours per Semester
    TOTAL HOURS 312 per Semester

    Learning Activities Summary
    1 Introduction to the Course
    2 Planning an extended Unit of Work
    3 Creating Lesson Plans
    4 Selection of key repertoire and related exercises/ supporting materials
    5 Analysis of teaching placement/ observations
    6 “
    7 “
    8 “
    9 “
    10 “
    11 “
    12 “
    Specific Course Requirements
    A current DCSI clearance will be needed for any placements in schools or involving under age students.
    Small Group Discovery Experience
    Students receive intensive individual feedback and supervision in relation to the teaching practice and project undertaken in their weekly Seminar sessions.
  • 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 Summative and Formative 50% 1,2,3
    2 x 500-word teaching projects Summative 15% 1,2,3, 4
    2 x 1000-word logs Summative 15% 1, 2, 3, 4
    1500-word evaluation of projects Summative 20% 1, 2, 3, 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 - 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
    1. Teaching undertaken in placements will be assessed according to given criteria on a minimum of 4 occasions. 50%
    2. 2 x 500-word curricula outlining 2 teaching projects 15%
    2 x 1000-word logs annotating the teaching and projects undertaken 15%
    1 x 1500-word evaluation of the projects undertaken 20%

    Guides to the layout, content and categorisation of the written assignments will be distributed in tutorials.
    The criteria for Teaching Practice assessment will be discussed during tutorials.
    Submission
    Written assessment tasks will be submitted online at the MyUni website.
    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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