MUSEP 3101 - Music Education in Theory and Practice 3

North Terrace Campus - Semester 1 - 2020

This course covers the key skills needed to foster participatory music making in group ensembles and classroom music lessons. Students will develop their skills in arranging music to suit varied instrumentation and levels of skill, as well as broaden their awareness of the essential characteristics of key genres of music. Students will discuss the motivational and psychological benefits of group music making and will develop the skills necessary to effectively direct rehearsals in a professional manner. Students will learn how to develop specific ensemble performance skills, such as intonation, balance, tone production and rhythmic security. Studies in class will be further supported by observing, and assisting where appropriate, ensemble and choral rehearsals in the Conservatorium and in the profession. Basic keyboard skills will also be covered to enable students to harmonise a given melody.

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Course Details

Course Code	MUSEP 3101
Course	Music Education in Theory and Practice 3
Coordinating Unit	Elder Conservatorium of Music
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Assumed Knowledge	Ability to read musical notation and participate in instrumental music making/singing
Assessment	Rehearsal observations 20%, Arrangement task and class direction 30%, Essay (1500 words) 30%, Annotated bibliography 20%

Course Staff

Course Coordinator: Dr Emily Dollman

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

1. Develop knowledge and skill in ensemble activity.
2. Develop skills in creating arrangements for various instrumentations, vocal ranges and ability levels.
3. Develop rehearsal direction and leadership skills.
4. Develop skills on the piano/keyboard, allowing students to harmonise simple melodies.
5. Develop awareness of the ethical, legal and business aspects of music teaching.
6. Develop links with the profession, and awareness of opportunities for further professional development.

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, 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, 3, 4, 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, 4, 5
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, 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	2, 4, 5,
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, 4, 5

Learning Resources

Required Resources

Booth, E. 'The Music Teaching Artist's Bible: Becoming a Virtuoso Educator'. Oxford: Oxford University Press, 2009, available online at the Elder Conservatorium of Music Library

Hallam, S. 'The Power of Music', International Journal of Music Education, Vol. 23 (2) pp. 145-148, August 2005

Hallam, S. 'Instrumental Music Teaching: A Guide to Better Teaching and Learning'. Heinemann Educational, 1998. Available in closed reserve, Elder Conservatorium of Music Library.

McPherson, G. and Parncutt, R. 'The Science and Psychology of Music Performance: Creative Strategies for Teaching and Learning'. Oxford: Oxford University Press, 2002. Available online through the Elder Conservatorium of Music Library.

Recommended Resources

Additional course materials will be posted on Canvas MyUni, including articles, digital readings and links to videos and websites.

Online Learning

Online Discussion Boards are available for posting questions related to Course Content.
Announcements will be made relating to Course Activities and Professional Development Opportunities via MyUni.
Written assignments will be submitted via Turnitin.
Learning & Teaching Activities

Learning & Teaching Modes

The course develops a deep understanding of creative processes in music education, through a combination of participatory music making opportunities, readings, lectures and seminars.

Workload

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

1 x 2 hour lecture per week
1 x 1 hour tutorial per week (10 weeks per Semester)
6 hours reading per week
2 hour research per week
2 hour assignment preparation each week

Learning Activities Summary

Week 1: Music in the Community
2. Benefits of group music making
3. Principles of ensemble direction in an educational context
4. Developing ensemble skills: beginner level ensembles
5. Developing ensemble skills: intermediate to advanced ensembles
6. Arrangement skills: Developing stylistic awareness of varied musical genres
7. Arrangement skills: creating layered arrangements
8. "
9. Keyboard skills
10. "
11. Ethical, legal and business aspects of music teaching
12. Links with the profession: networks and professional development

Specific Course Requirements

Possible field trips linked to Professional Development.

Small Group Discovery Experience

Seminars will regularly include SGDE. Students will be placed into small groups of 5-8 to problem solve questions raised in the lecture and discuss set readings. Their discussions will be monitored by the lecturer, and there will be opportunities for them to share their views with the other groups.

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

Rehearsal Observations:20% Course Learning Outcomes 1, 3, 6
Arrangement task and class direction: 30% Course Learning Outcomes 1, 2
1500 word essay: 30% Course Learning Outcomes 1, 2, 3, 4, 5
Annotated bibliography: 20% Course Learning Outcomes 5, 6

Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.

The Rehearsal Observation task has been removed due to the lack of live rehearsals taking place through this time.

This grade will be split across the other three assessment tasks: the Annotated Bibliography, Essay and Arrangement tasks. The word count for the Annotated Bibliography and the Essay has been revised slightly higher to reflect the extra percentage loading, with the due dates also extended to allow more time.

The oral presentation as part of the Arrangement assignment will now be delivered online, ideally in an interactive Zoom session, however if there are technological issues then other ways of submitting an oral presentation will also be acceptable, including uploading a video file to MyUni, delivering a presentation during a video link with the Lecturer, or sending a file in an email to the Lecturer.

Assessment Related Requirements

Compulsory attendance of seminars

Assessment Detail

Rehearsal observations: students will observe and write a detailed analysis of a minimum of two rehearsals: 20%.
Annotated Bibliography: on the subject of 'Music in the Community'. 20%
Arrangement task and class direction: students will create a short arrangement and direct the class ensemble in performance of the arrangement. 30%
1500 word essay: students will be required to write a 1500 word essay on the benefits of group music making and ensembles in music education. 30%

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 .

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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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