MUSEP 7007 - Performance and Pedagogy V

North Terrace Campus - Semester 2 - 2022

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 50 minutes duration, which may include a `viva voce?. 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. A performance class will support the students? learning experience. Clear and detailed documentation in a reflective journal of activities including lesson observations, reflections, rehearsal and concert observations and attendance at Elder Conservatorium based activities

  • General Course Information
    Course Details
    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 50 minutes duration, which may include a `viva voce?. 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. A performance class will support the students? learning experience.

    Clear and detailed documentation in a reflective journal of activities including lesson observations, reflections, rehearsal and concert observations and attendance at Elder Conservatorium based activities
    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. 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)

    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, 5, 6

    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

    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.

    3, 5, 6

    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.

    3, 4, 5, 6

    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.

    3

    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.

    2, 4
  • 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 – 2009.

    Additional booklists and other sources of information will be distributed throughout the Course.
    Online Learning
    Relevant resources may be posted online throughot the course; announcements and information are posted on the MyUni course webpage.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Individual 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.
    Workload

    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 Summary
    Weeks 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.
  • 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
    50 minute lecture recital Formative and summative 60% 1,2,3,4, 6
    Program notes Formative and Summative 10% 5, 6


    Reflective Log Journal
    Formative and Summative 30% 1-6
    Assessment Related Requirements
    The 50 minute lecture recital must be successfully completed in order to complete the course. Attendance is compulsory for all supervisions, forums and ensembles.
    Assessment Detail
    The 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%


    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: 30%
    Submission
    Reflective 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.
    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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