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MUSEP 7005 - Pedagogy Research Seminar V

North Terrace Campus - Semester 1 - 2022

This course seeks to ensure participants are cognisant of a select but representative variety of materials and approaches concerning child development and educational psychology as they relate to their instrumental or vocal teaching discipline. It also seeks to promote an awareness of the historical and social contexts within which they will operate as instrumental/vocal teachers. Participants will focus on these issues by undertaking a research project that will investigate questions relevant to the pedagogical approaches and contexts under discussion. The project will be written and presented according to normal scholarly conventions and standards and may involve fieldwork in teaching programs on and off campus.

  • General Course Information
    Course Details
    Course Code MUSEP 7005
    Course Pedagogy Research Seminar V
    Coordinating Unit Elder Conservatorium of Music
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 6
    Contact Up to 2 hours
    Available for Study Abroad and Exchange N
    Prerequisites MUSPED 6001 or MUSEP 5000 or MUSEP 7001 or equivalent
    Restrictions Available to MMus(PerfPed) students only
    Assessment Research Proposal and article review, Research Project
    Course Staff

    Course Coordinator: Dr Oliver Fartach-Naini

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1. To develop students’ understanding of child development and related principles of educational psychology as they inform approaches to instrumental or vocal music teaching
    2. To acquaint students with the broad principles of established generic music methodologies such as those developed by Kodaly, Dalcroze and Orff and their application in instrumental or vocal teaching situations
    3. To introduce students to established principles of Music Education and the processes whereby they are harnessed for effective instrumental or vocal music teaching.
    4. To develop an awareness of the cultural and social contexts, business and professional issues, and career paths which bear upon the work of instrumental and vocal music teachers
    5. To develop students’ skills in applying normal scholarly conventions and standards associated with constructing and writing a small research project.
    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)

    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, 3

    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, 5

    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.

    1, 2, 3

    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.

    1, 2, 3, 5

    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.

    4

    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.

    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 最新糖心Vlog.

    Beetlestone, F. 1998. Creative Children, Imaginative Teaching. Buckingham and Philadelphia. Open 最新糖心Vlog 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 最新糖心Vlog 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.

    Booth, Eric. 'The Music Teaching Artist's Bible: Becoming a Virtuoso Educator', Oxford: Oxford 最新糖心Vlog Press, 2009, online access through Elder Conservatorium of Music Library.

    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 最新糖心Vlog Press, 2008, online access through Elder Conservatorium of Music Library.

    Proceedings of the Australasian Piano Pedagogy Conferences, 1993 – 2009.
    Online Learning
    Resources, announcements and course information will be placed on MyUni. 
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Regular supervision is provided in small group mode to manage the language challenges faced by international students, especially in written work encompassing educational concepts. These supervisions allow for learning and discussion, problem solving and conceptualising and the development of skills in applying the normal protocols of research and writing research projects.
    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 for 12 weeks 24 hours per Semester
    10 hours reading per week 120 hours per Semester
    10 hours research per week 120 hours per Semester
    48 hours writing and editing of Research Paper 48 hours per Semester
    TOTAL HOURS 312 HOURS PER SEMESTER
    Learning Activities Summary
    1 Bibliographic Study: Development of the specialism
    2 Educational principles
    3 Educational principles; Develop Research Project topic proposals.
    4 Child development and educational psychology; develelop Research Project Chapter Structure.
    5 Child development and educational psychology
    6 Child development and educational psychology
    7 Child development and educational psychology
    8 Approaches to Music Education – Kodaly, Dalcroze, Orff
    9 Approaches to Music Education – Suzuki, Yamaha
    10 Music Education and Social Outreach
    11 Professional and business issues. A portfolio career. – Seminar Papers
    12 Professional and business issues – Seminar Papers
    Specific Course Requirements
    A current Working with Children or DCSI clearance is needed to work with children.
  • 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
    6000 word Research Project Formative and Summative 100% 1,2,3,4,5

    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.
    1. Research Project will be submitted online.
    Assessment 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 http://music.adelaide.edu.au/study/current/leave.pdf.


    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.


    MYUNI
    Course documents and periodic announcements are posted on MyUni. Please ensure that you log in regularly.
    Assessment Detail
    6000 word Research Project

    100%

    Rationale for assessment: It is expected the entire focus of the Research Project will be on the skills and understanding with which the student addresses key factors concerning child development, established teaching methodologies, principles of music education, cultural and social contexts in answer to relevant research questions.

    Guides to the layout, content and categorisation of the Research Project will be distributed in seminars.
    Criteria for the Research Project assessment will be discussed during seminar.
    Submission
    Research Project will be submitted online using MyUni.
    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.