MUSEP 5000 - Pedagogy Research Seminar IV
North Terrace Campus - Semester 2 - 2018
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General Course Information
Course Details
Course Code MUSEP 5000 Course Pedagogy Research Seminar IV Coordinating Unit Elder Conservatorium of Music Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 6 Contact Up to 2 hours per week Available for Study Abroad and Exchange Y Incompatible MUSPED 6001 Assumed Knowledge Completed BMus in the specialisation to be pursued or equivalent as determined by the Elder Conservatorium Restrictions Available to GradDipMus(Perf), GradDipMus(Perf&Ped) & MMus(Perf&Ped) students only Assessment 1500 word assignment 20%, 1000 word assignment (1) 15%, 1000 word assignment (2) 15%, Folio 50% Course Staff
Course Coordinator: Dr Emily Dollman
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1. To develop students’ understanding of age-related learning issues in connection with appropriate choices of suitable materials for beginning to advancing level pupils.
2. To acquaint students with the principles and processes of instrumental/vocal teaching in both the one-to-one mode and the small group mode.
3. To introduce students to the essential elements of general musicianship for beginning to advancing level pupils and the ways in which pupils can experience general musicianship through their particular instrumental/vocal specialty.
4. To develop an understanding of conventions of academic research and data collection and analysis.
5. To develop academic writing skills and understanding of the expectations for the presentation of written work.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, 5 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, 4 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
2 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 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
1, 2, 3 -
Learning Resources
Required Resources
Booklists and other resources will be made available through the Course and online through MyUni.Recommended Resources
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.
Crozier, R., Scaife, N., and Marks, A. 2004. All Together! Teaching music in groups. London. Associated Board.
Parncutt, R., and McPherson, G. 2002. The Science and Psychology of Music Performance. Oxford and New York. Oxford University Press.
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.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 Elder Music Library -
Learning & Teaching Activities
Learning & Teaching Modes
Students will be required to participate in seminars, undertake observation in the field, network appropriately and conduct research in preparation for the compilation of three written assignments.Workload
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 (12 weeks per Semester)
14 hours of reading per week
7 hours of research per week
2 hours of assignment preparation per week
12 hours of lesson observation per Semester
TOTAL hours: 312 per Semester
Learning Activities Summary
Week 1: Bibliographic Study
Week 2: Teaching in individual mode
Week 3: Teaching in group and class modes
Week 4: Transferable skills in teaching
Week 5: Teaching multiple styles and genres
Week 6: Teaching multiple specialities
Week 7: Teaching techniques and materials for primary age beginners
Week 8: Teaching techniques and materials for secondary age beginners
Week 9: Teaching techniques and materials for primary age elementary students
Week 10: Teaching techniques and materials for secondary and adult intermediate level students
Week 11: "
Week 12: Teaching techniques and materials for secondary and adult advancing level pupils.Small Group Discovery Experience
24 hours of seminars cover age-related materials choices, teaching strategies in one-to-one and small group learning and general musicianship skills. -
Assessment
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 Summary
1. 1500 word written assignment:20% Summative, Course Learning Outcome 1,
2. 1000 word written assignment: 15% Summative, Course Learning Outcomes 2
3. 1000 word written assignment: 15% Summative, Course Learning Outcome 3
4. Folio: 15% Formative and Summative, Course Learning Outcomes 1, 2, 3Assessment Related Requirements
In 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 Student Participation and Attendance Leave Guidelines
EXPECTATION 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.
LEAVE 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.
OTHER EXPECTATIONS Mobile phones must be turned off before lessons or classes begin.Assessment Detail
1. 1500-word written assignment on age-relatedness in beginning materials. 20%
2. 1000-word written assignment on the contrasted dynamics of individual and small-group lessons 15%
3. 1000-word written assignment on general musicianship materials for elementary level pupils 15%
4. Folio of teaching materials for beginning to advancing level pupils of various ages learning in individual and group modes 50%
Advice on the layout, content and categorisation of the three written assignments will be delivered in the seminars.
Submission
The three assignments will be submitted to the Assignments section of the My Uni website by the due date.
The Folio will be submitted to the Faculty of Arts (Napier) by the due date with completed cover sheet and declaration.
Late submission will incur a penalty deduction as per the Faculty of Arts policy. See MyUni for details.
It is expected all assessments including presentations, listening tests, practical examinations, written examinations and assignments will be undertaken and submitted as required (see Teaching and Learning Activities). However, Assessment Task Extension, Replacement Examination, Additional Assessment and Deferred Modified Arrangements are available on medical, compassionate or extenuating grounds. Full information concerning these matters can be found on the University website under University Policies and Procedures, Modified Arrangements for University Coursework Assessment Policy, at http://www.adelaide.edu.au/policies/3303/ Where possible it is advisable to discuss the matter with the lecturer concerned in the first instance.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 .
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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鈥檚 disciplinary procedures.
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