MUSEP 7010 - Professional and Educational Issues
North Terrace Campus - Semester 1 - 2020
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General Course Information
Course Details
Course Code MUSEP 7010 Course Professional and Educational Issues Coordinating Unit Elder Conservatorium of Music Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 2 hours per week Available for Study Abroad and Exchange N Prerequisites Completed BMus or 7 years work experience in music, supported by a portfolio of evidence Restrictions Available to GCMusTeach students only Quota A quota of 50 applies 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 Students will strengthen their understanding of legal and ethical responsibilities of educators in a school environment.
2 The course seeks to ensure students gain comprehension and skills in maintaining professional standards of business practice when dealing with schools and pupils.
3 The course seeks to instil awareness and empathy in students towards the social and cultural contexts in which their pupils operate
4 The course seeks to promote students understanding of the philosophical principles and processes bearing upon pupils’ learning and musical development
5 Students will explore and discover aspects of educational psychology bearing upon pupils’ aptitude and progress in learning musical instruments.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)
2, 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, 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 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 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
1, 2, 3, 4, 5 -
Learning Resources
Required Resources
Legal and ethical responsibilities in a school environment
Professional standards in small business practice
Text/Website: Stringer, M., et al. The music teacher’s handbook.
Chapters/Sections: Section 6.
Text/Website: Crozier, R., Scaife, N., et al. All Together!
Chapters/Sections: Chapter 14.
Principles of Educational Psychology
Text/Website: Feldman, E., and Contzius , A. Instrumental Music Education
Chapters/Sections: Chapters 5, 6, 15.
Text/Website: Colwell, R., and Hewitt, M. The teaching of Instrumental Music
Chapters/Sections: Chapters 1, 2, 3.
Text/Website: Duke, R. Intelligent Music Teaching
Chapters/Sections: Chapter 6
Text/Website: Harris, P. Improve Your Teaching!
Chapters/Sections: Chapters 3, 4.
Text/Website: Stringer, M., et al. The music teacher’s handbook.
Chapters/Sections: Section 1. p.4.
Text/Website: Crozier, R., Scaife, N., et al. All Together!
Chapters/Sections: Chapter 9.
Parncutt, R., and McPherson, G. The Science and Psychology of Music Performance
Chapters/Sections: Chapter 3.
Social and cultural contexts in which pupils operate
Text/Website: Beetlestone, F. Creative Children, Imaginative Teaching Chapters/Sections: Chapter 2.
Text/Website: Colwell, R., and Hewitt, M. The teaching of Instrumental Music Chapters/Sections: Chapter 8.
Text/Website: Crozier, R., Scaife, N., et al. All Together!
Chapters/Sections: Chapter 13.
Parncutt, R., and McPherson, G. The Science and Psychology of Music Performance
Chapters/Sections: Chapter 2.
Principles and processes of Music Education
Text/Website: Feldman, E., and Contzius , A. Instrumental Music Education
Chapters/Sections: Chapters 5, 6, 15.
Text/Website: Colwell, R., and Hewitt, M. The teaching of Instrumental Music
Chapters/Sections: Chapters 1, 2, 3, 10.
Text/Website: Duke, R. Intelligent Music Teaching
Chapters/Sections: Chapters 1, 2, 3, 4, 5, 6.
Text/Website: Tait, M., and Haak, P. Principles and Processes of Music Education
Chapters/Sections: Chapters 1, 2, 3, 6, 7.Recommended Resources
Additional resources will be distributed throughout the course. -
Learning & Teaching Activities
Learning & Teaching Modes
Flexible online learning and research is undertaken.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.
WORKLOAD TOTAL HOURS
Flexible online work including learning, research and assessments 24 hours
6 hours reading per week - 12 weeks 72 hours
2 hours research per week - 12 weeks 24 hours
3 hour assignment preparation per week - 12 weeks 36 hours
TOTAL = 156 hoursLearning Activities Summary
Students will work within an online environment. They will investigate and report through written assignments on legal and ethical issues bearing upon teaching in schools, professional business standards relevant to music teaching as private providers and social and cultural aspects of pupils’ learning. They will also explore aspects of philosophy, principles and processes involved in learning and musical development together with areas of educational psychology that bear upon pupils’ development in music education.
TOPIC SEQUENCE:
Legal and ethical responsibilities in a school environment APST 6 & 7.
Professional standards in small business practice APST 6 & 7
Principles of Music Education Psychology APST 1
Social and cultural contexts in which pupils operate APST 1
Principles and Processes of Music Education APST 1, 2, 3. -
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
2 short critical reviews online, Summative and Formative 30% Monday 24 June Learning Objectives 1, 2.
2 short critical reviews online, Summative and Formative 30% Monday 24 June Learning Objectives 3, 5.
Written Assignment, Summative 40% Monday 24 June Learning Objective 4Assessment Detail
Working within an online environment students will investigate and comment on Legal and Ethical Responsibilities and Professional Standards, and Educational Psychology by means of two short critical milestone reviews totalling 1000 words. Commentary must be mapped to relevant sections of the Australian Curriculum, The Arts – Music and Australian Professional Standards for Teachers. 30%
Working within an online environment students will investigate and comment on Social and Cultural Contexts by means of two short critical milestone reviews totalling 1000 words. Commentary must be mapped to relevant sections of the Australian Curriculum, The Arts – Music and Australian Professional Standards for Teachers. 30%
Working within an online environment students will construct a 1500-word written reflection on Educational Principles and Processes. Reflection must be mapped to relevant sections of the Australian Curriculum, The Arts – Music and Australian Professional Standards for Teachers. 40%Submission
The Critical Reviews and Assignment will be submitted to the Content sections of the relevant My Uni MUSEP 7010 Website by the due date.
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.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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