Bachelor of Music - Music Education Year 1 Unit Outline

Unit of Study - Music Education

The following applies to Year One Bachelor of Music students.

Unit Outlines

Unit Name

MUSIC EDUCATION

Unit Code

MUSED 101

Unit Duration

Year long unit over 4 terms

Year Level

One

Module

Education Teaching Principles and AGME Lesson Planning

Module Code

MUSEDU1001

Year Coordinator

Dr Matthew Fields

Unit Coordinator

Dr Ern Knoop

Teaching Staff

Lecturer:    Dr Ern Knoop 
Sessionals: Leonie Wobking, Bernadette Norton, Mary Ann Mangion-Needham, Alan Ironside, Melinda Huang

Core/Elective

Core

Pre/Co-requisites

Nil

Credit Points

2 per term; 8 per year
Course total = 24

Mode of Delivery

x Face to face
x Online
x Distance/independent learning (un-timetabled)
x Full-time
x Part-time
x External

Delivery/ Contact Hours

Lecture 1 hour
Tutorial n/a
Personal Study recommended - 2 hours

Award(s)

Bachelor of Music

Resource Requirements

  • Software
  • Computing resource requirements
  • Technical Help

             

Unit Aims

This unit aims to develop strong teaching practices and practical experience in teaching instrumental methods used in the music industry and education of music. Students will undertake work placement and develop structured and flexible teaching and learning methods and ability to apply knowledge and techniques to contribute to lifelong learning. 

Learning Outcomes

On successful completion of this unit, students are expected to be able to:

  1. Display knowledge of various music examination syllabi and assessment.
  2. Research and synthesize current teaching principles and methodologies and ability to apply strategies appropriate to age group and learning abilities.
  3. Create a safe and supportive learning environment to teach in a private studio for individual or group situations or classroom.
  4. Develop professional lesson plans that include appropriate technical work, goal setting, motivational techniques and take account of resourcing.
  5. Communicate effectively and demonstrate inquiry based learning, concept learning and cooperative learning, teaching skills together with appropriate critique and feedback techniques.
 

Teaching Outline

Year 1

TEACHING PRINCIPLES

Term One – An Introduction to Music Education by Charles Hoffer

  • So You are Going To Teach Music
  • The Music Teacher
  • The reasons for music in the school
  • The Music Curriculum
  • The Music Program in the Public Schools
  • Contemporary American Curriculum Developments
  • International Curriculum Development
  • School music performances
  • Psychology and music teaching
  • Music teaching an student discipline
  • Planning and assessing music teaching
  • The profession and progress

Term Three – Effective Teaching Methods by Gary Borich

  • The Effective Teacher
  • Understanding your students
  • Instructional Goals and Objectives
  • Instructional Objectives
  • Unit and Lesson Planning
  • Direct Instructional Strategies
  • Indirect Instructional Strategies
  • Questioning Strategies
  • Motivation and Classroom Management
  • Classroom Order and Discipline
  • Teaching Special Types of Learners in the Regular Classroom
  • Effective Teaching in the Classroom

AGME SYLLABUS LESSON PLANNING

Term Two

Theory of Music (select one public exam grade level 1 – 4) lesson plan and lesson.  
Introduce AGME student handbook information of theory knowledge requirements.

Term Four

Major instrument (select one: Proficiency, Associate or Licentiate) lesson plan and lesson. Discuss and study requirements within public examination instrumental syllabi.

 

Prescribed and recommended readings:

Required textbook(s)
Online textbooks and guidelines (Moodle)

  • AGME – Teaching principles lecture books (2)
  • AGME – AGME syllabi lesson planning (1)
  • AGME Handbook and Syllabi related to the students Principal Study
  • Weekly lecture notes posted in WWAA forum.       
  • Oxford Music Online, a subscription to Grove Music Online includes The New Grove Dictionary of Music and Musicians 2/e, The New Grove Dictionary of Opera, the new Grove Dictionary of Jazz 2/e, The Oxford Companion to Music and The Oxford Dictionary of Music 2/e, plus updated content bibliographies, specially-commissioned articles only available online, and new and revised entries from the forthcoming The Grove Dictionary of American Music.
  • JSTOR Journals and book subscriptions
  • Lynda.com video tutorials

Reference Materials
Online live streaming video lectures. 
Videos are available on DVD’s and students can request this option for most, which are given/posted to students in groups, upon completion of viewing students are required to return DVD’s and then they will be supplied with the next group of DVD’s.

  • Effective Teaching Methods: Research-Based Practice

Reading List

  • Introduction to Music Education. Borich
  • Effective Teaching Methods: Research Based Practice (6th Edition) by Gary D. Borich
  • Observation Skills for Effective Teaching by Gary D. Borich
  • Becoming a Teacher by Gary D. Borich
  • An Educator’s Guide to Field-based Classroom Observation by Gary D. Borich, James M. Cooper
  • Effective Teacher Evaluation: A Guide for Principals (Paperback)Edited by Kenneth D. Peterson, Edited by Catherine A. Peterson
  • Stronge, James H. / Tucker, Pamela D. (2003). “Handbook on Teacher Evaluation: Assessing and Improving Performance”. Eye On Education, Larchmont, NY
  • Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualisation. American Educational Research Journal, 6(2),

Richard Colwell, et al. "Music education." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/A2242324>.
Charles Plummeridge. "Schools." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/43103>.

 

Student assessment 

Assessment Type

 

When assessed

Weighting
(% of total unit marks)

Learning Outcomes Assessed

Assessment 1
Type: Assignment
Word length: 2000
Topic: The Music Teacher and Teaching Music
Students are to write a comprehensive essay on the music teacher and teaching music in a standard primary school classroom setting. Comparisons are to be made on international and Australian music curriculums, discipline and the effectiveness and application of techniques used.  Include the importance of the lesson plan, setting homework and teaching methodologies.

Term 1 Week 9

25%

2, 5

Assessment 2
Type: Assignment
Word length: n/a
Topic: Lesson and Planning

Part 1 – Lesson Plan 10% weighting
Students are required to research and create a lesson plan for Theory of Music, selecting a school public examination Grade from 1 to 4.  Include evidence of resource evaluation. The lesson plan is to include full details to assist a teacher for delivery of a lesson. 
Part 2 – Actual Lesson 15% weighting
Students are required to implement and demonstrate the lesson plan in Part 1. Research and create a lesson for Theory of Music, selecting an AGME/AMEB public examination Grade from 1 to 4. A live 10 – 15 minute lesson is required in theory. Attending students are to complete this in front of other attending students, and distance students are to complete a video recording of their lesson.

Term 2
Week 9

25%

1, 2, 3, 4, 5

Assessment 3
Type: Assignment
Word length: 2000
Topic: The Effective Teacher
Students are to write a comprehensive essay on the effective music teacher, including discussion on instructional teaching strategies; goals and objectives; classroom management; motivating students; effective feedback to students. Provide a rationale for your conclusions.

Term 3
Week 9

25%

2, 5

Assessment 4
Type: Assignment
Word length: n/a
Topic: Lesson and Planning
Part 1 – Lesson Plan 10% weighting
Students are required to research and create a lesson plan for their major instrument (students must choose an AGME/AMEB performance grade level from Proficiency to Licentiate). 
Part 2 – Actual Lesson 15% weighting
Students are required to implement and demonstrate the lesson plan in Part 1. Research and create a lesson for their major instrument (students can select an AGME/AMEB performance Grade level from Proficiency to Licentiate). A live 10 – 15 minute lesson is required in the student's major instrument. Attending students are to complete this in front of other attending students, and distance students are to complete a video recording of their lesson.

Term 4
Week 9

25%

1, 2, 3, 4, 5

 

Graduate Attributes

Successfully completing this unit will contribute to the recognition of attainment of the following graduate attributes.

A. Research, critical thinking and inquiry

Learning Outcomes

A1. adjust knowledge to new circumstances to problem solve creatively and with imagination in public performance/professional practice

2, 4

A2. research, analyse, evaluate, think critically, organize evidence clearly and logically in a range of circumstances, including written work, performance and professional practice

2

B. Knowledge and Skills

 

B1. knowledge of music technologies required in performance/professional practice

 

B2. advanced knowledge of music theory, aural, and performance/professional practice in either solo or group settings

1, 4

C. Communication

 

C1. communicate effectively to a variety of audiences using oral,  written, audio and visual applications to extend learning, (including while directing ensemble groups, instrumental tutoring,  and other professional practice), and utilising  assessment, negotiation and understanding

4, 5

C2. ability to contribute to teams and resolve conflicts whilst supervising group tasks, performing or other professional practice

 

D. Independent Learning

 

D1. independent learning in a self-directed manner while being able to reflect on and evaluate work practices and performance to achieve goals

2

E. Creative and Professional Understanding

 

E1. demonstrate professional understanding and respect for standards of current music knowledge, pedagogy, performance/professional practice.

3

E2. open to innovative concepts, procedures and philosophies in performance/professional practice and application of creativity.

4