最新糖心Vlog

EDUC 4514B - Classroom Music Curriculum & Methodology B (UG)

North Terrace Campus - Semester 2 - 2016

The course aims to present information on a range of methodologies and develop a variety of pedagogical skills to help students to be better prepared for the start of their teaching career.

  • General Course Information
    Course Details
    Course Code EDUC 4514B
    Course Classroom Music Curriculum & Methodology B (UG)
    Coordinating Unit School of Education
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 2 hours per week, in addition to a 2 hour common lecture focussing on Assessment and Reporting
    Available for Study Abroad and Exchange N
    Prerequisites Degree in Music or a pass in 6 courses of Music
    Restrictions Available to B Teaching students only
    Course Staff

    Course Coordinator: Antony Hubmayer

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On Successful completion of this course student will be able:
    #

    Course Learning Outcomes

    APST

    GA Arts
    GA Uni
    Both Semesters
    1
    S1&S2
    Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning. 2.6 & 3.4 1, 2 1, 2
    2
    S1&S2
    Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.2 & 3.3 2 2
    3
    S1&S2
    Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers. 6.2, 6.3, 7.1, 7.2, 7.3 & 7.4 6 6
    4
    S1&S2
    Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students. 3.5, 4.2 & 5.5 3, 5 3, 5
    5
    S1&S2
    Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 2.1, 2.6, 3.2 & 3.3 2, 3 2, 3
    Semester One
    6
    S1
    Demonstrate thorough knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area. 2.1, 3.2 & 3.3 1, 2 1, 2
    7
    S1
    Design and sequence unit and lesson plans based on essential content of the subject area, curriculum and assessment principles. 2.2, 2.3 & 3.2 1, 2 1, 2
    8
    S1
    Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations. 6.2, 6.3 & 7.4 4, 6 4, 6
    Semester 2
    9
    S2
    Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.6 & 5.4 3, 4, 6 3, 4, 6
    10
    S2
    Identify and interpret student learning needs and design learning strategies so as to respond to student diversity. 5.1 & 5.2 2, 3, 5 2, 3, 5
    11
    S2
    Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in the subject area and for various curricula eg SACSA, SACE, ACARA, IB. 5.1, 5.2, 5.5 & 7.2 2, 3, 5 2, 3, 5
    12
    S2
    Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4 & 5.5 2, 3, 5 2, 3, 5
    Note:

    最新糖心Vlogn Professional Standards for Teachers (APST):
     

    Graduate Attributes: Faculty of Arts Graduate Attributes:


    Graduate Attributes: 最新糖心Vlog of Adelaide Graduate Attributes:
    最新糖心Vlog Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    最新糖心Vlog 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, 6, 7
    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, 5, 6, 7, 10, 11, 12
    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
    4, 5, 9, 10, 11, 12
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    8, 9
    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, 10, 11, 12
    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
    3, 8, 9
  • Learning Resources
    Required Resources
    SACE Subject Outline for Music along with a range of other support materials can be downloaded from http://www.sace.sa.edu.au/
    Recommended Resources
    Please note that GDE Music students can borrow from the Elder Music Library.

    Swipe Card Access is also available for the Music computers with Sibelius software on Schulz Level 7.

    The following books are available in the Elder Music Library:
    Dorricott, I and Allan, B.C. “In Tune with Music” Books 1, 2, and 3. Pub. McGraw-Hill. Teacher editions.
    Evans, J. & Philpott, C. (2009). A practical guide to teaching music in the secondary school. Oxon: Routledge.
    Marsh, C. (2010). Becoming a teacher. 5th ed. Frenchs Forest, NSW: Pearson Education – available in Barr Smith Library and Education Library.

    Websites – there are many useful websites for music education.
    A good starting point is the Music Education Web Portal (The 最新糖心Vlog of Melbourne & ASME)
    最新糖心Vlogn Curriculum: The Arts  
    SACE Music -  
    Musical Futures – see
    Online Learning
    Various materials including lecture notes, readings and resources, will be available in the ‘Course Material’ section of myuni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The weekly 2-hour lecture aims to explore the designated topics by providing opportunities for active participation through group discussion and a range of class activities.
    Workload

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

    The 最新糖心Vlog expects full-time students (i.e. those taking 12 units per semester) to devote a total of 48 hours per week to their studies. Students in this course are expected to attend all workshops throughout the semester.
    Learning Activities Summary
    Workshops will be held in Weeks 1-4, & 10-13 in semester 2.
    Schedule
    Week Topic APST Standards
    Week 1  最新糖心Vlogn Curriculum: The Arts 2.2, 2.3
    Week 2  Assessment – designing assessment tasks for various music learning contexts 5.1, 5.2, 5.3, 5.5
    Week 3 SACE Music – structure and content of units 2.1, 2.2, 2.3, 7.1, 7.2
    Week 4
    Assignment 1 (50%) due
    SACE Music – assessment of units 5.1, 5.2, 5.3
    Teaching practice Weeks 5-9
    Mid-Semester Break
    Week 10 Indigenous music resources and teaching 1.4, 2.4
    Week 11 Catering for students with special needs; catering for gifted students in music 1.5, 1.6, 4.1, 5.3
    Week 12 Welcome to the music teaching profession - resources and support for music teachers, professional networks. Guest speakers from music education professional associations, including the 最新糖心Vlogn Society for Music Education (ASME). Copyright. 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.4
    Week 13
    Assignment 2 (50%) due
    Music ICT
    Musical Futures project
    2.1, 2.6, 3.4, 4.5
  • Assessment

    The 最新糖心Vlog'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
    The assessment is based on the following two summative tasks:

    Assignment 1 50% Assessment Strategies in Music
    Due Week 4
    (Learning Objectives 1, 3, 4; APST Standards 1.5, 5.1, 5.2, 5.3, 5.5)

    Assignment 2 50% SACE Music
    Due Week 13
    (Learning Objectives 2, 5, 6, 7; APST Standards 2.3, 7.2)
    Assessment Related Requirements
    Each assessment task must be completed satisfactorily in order to pass the overall course.
    Assessment Detail
    Assignment 1 50% Assessment Strategies in Music
    Due Week 4
    Select a musical genre or form and select 1 or 2 pieces that clearly illustrate that form/genre. Develop a set of assessment tasks that relate to the piece/s and form/genre

    Assignment 2 50% SACE Musicianship Examination Practice Questions
    Due Week 13
    Compose musical examples for a specified number of Musicianship Examination types of questions
    Submission
    PRESENTATION AND SUBMISSION OF ASSIGNMENTS
    A separate cover sheet will be provided for each assignment. It is expected that assignments are submitted in class on the due date. Any requests for extensions, based on medical or compassionate grounds, should be made prior to the due date. Students can redeem failed or unsatisfactory work by negotiating with the lecturer to submit additional work.

    RETURN OF ASSIGNMENTS AND FEEDBACK
    Assignments will be returned to students within 2 weeks of the due date with written feedback. Assignments will be returned via the Professions Hub.
    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 最新糖心Vlog 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 最新糖心Vlog 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鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.