MUSEP 7007 - Performance and Pedagogy V
North Terrace Campus - Semester 2 - 2020
General Course Information
Course Code MUSEP 7007 Course Performance and Pedagogy V Coordinating Unit Elder Conservatorium of Music Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 12 Contact Up to 6 hours per week Available for Study Abroad and Exchange N Prerequisites MUSEP 5003 or MUSEP 7004 Restrictions Available to MMus(PerfPed) students only Course Description The primary purpose of this course is to provide students with the opportunity to further develop both their performance skills and their level of pedagogical understanding. Students will prepare and deliver a lecture recital of 65 minutes duration. In the lecture recital students will demonstrate their understanding of key repertoire and technical skills associated with their instrument, alongside their individual level of performance and musical interpretation. Preparatory work will be supervised individually or in small groups as approved by the Conservatorium and will involve the student in considerable time spent developing specialist knowledge, skills and insights bearing upon the program of works to be presented.
Course Coordinator: Dr Emily Dollman
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes1. Demonstrate a comprehensive knowledge and understanding of all the elements comprising the musical specialisation concerned.
2. Exhibit a high level of musical self-awareness and critical judgement.
3. Show well-developed understanding of the professional musical world, its musical standards and the context in which the specialisation concerned operates.
4. Display reliability and flexibility in responding to a wide variety of musical challenges.
5. Demonstrate an ability to create program notes of a professional standard that provide insightful commentary into the purposes and content of the repertoire performed.
6. Demonstrate performance and communication skills commensurate with professional expectations.
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, 5, 6 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 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
3, 5, 6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
3, 4, 5, 6 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
3 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.
Proceedings of the Australasian Piano Pedagogy Conferences, 1993 – 2009.
Additional booklists and other sources of information will be distributed throughout the Course.
Online LearningRelevant resources may be posted online throughot the course; announcements and information are posted on the MyUni course webpage.
Learning & Teaching Activities
Learning & Teaching ModesIndividual supervisions form the central teaching and learning mode. Students pursue their performance project using instrumental practice and independent research to advance and finesse their goals. Individual/small group discussion encourages testing and sharing of musical theory and practice as students move towards a summative assessment in the form of a lecture recital. Staff concerned have expert skills and knowledge in the specialist area being developed and are able to assist in the location and use of appropriate materials and scholarly and/or performance conventions and standards.
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.
24 x 1 hour 1:1 lessons 24 hours per semester
10 hours per week rehearsals, forums, concert observation, lesson observation. 120 hours per semester
10 hours per week research/study/writing 120 hours per semester
2 hours per week listening to recordings/analysing scores 24 hours per semester
28 hours per week practice 336 hours per semester
TOTAL = 624 hours per semester
Learning Activities SummaryWeeks 1-12 per Semester: 1:1 supervisions.
Learning activities centre around weekly individual/small group supervisions. These accommodate the learning styles of participants while encouraging a developmental curve in skills acquisition and knowledge based understandings. Ensemble rehearsals and performance forums underpin gains in stage presentation and musical projection. Students also observe other lessons in order to broaden their understanding of the learning process on their instrument, and reflect upon their overall experiences in a weekly Journal.
Small Group Discovery ExperienceAll individual/small group supervisions (maximum 4) adhere to SGDE principles with students actively engaged in content building and discovery.
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 Summary50 minute lecture recital Formative and summative 60% 1,2,3,4, 6
Program notes Formative and Summative 10% 5, 6
Participation and Attendance Formative and Summative 10% 1-6
Reflective Log Journal
Formative and Summative 20% 1-6
Assessment Related RequirementsThe 50 minute lecture recital must be successfully completed in order to complete the course. Attendance is compulsory for all supervisions, forums and ensembles.
Assessment DetailThe Lecture Recital is the core component, providing a focus for their studies in integrating professional performance skills and pedagogical understanding. Students will perform key works for their instrument, and will also deliver a clear and informative discussion on the pedagogical importance of these works in the overall body of work for their instrument. This can include a discussion of the technical, stylistic or interpretative challenges of the works, and of how students can best be guided to address these challenges. 60%
Program notes are required for the Lecture Recital. Notes should be prepared for each work performed and should demonstrate careful research and independent thought, with consideration given to each work’s musical content, stylistic context and pedagogical significance. Plagiarism must be avoided and quoted sources should be acknowledged. 10%
Participation and Attendance: Students are expected to be fully engaged in their studies and committed to all learning activities throughout the Semester. Teacher Reports will be provided at weeks 5 and 10. 10%
Reflective Journal: Students are required to provide a reflective log journal in which they record and analyse their learning experiences throughout the Semester. Details will be provided on MyUni website: 20%
SubmissionReflective Journal and Program Notes are to be submitted online through the MyUni website. 2 copies of the Program Notes are to be submitted to the examiners at the date of the Lecture 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
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- Student Life Counselling Support - Personal counselling for issues affecting study
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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
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