Bachelor of Music - Music Education Year 2 Unit Outline

Unit of Study - Music Education

The following applies to Year Two Bachelor of Music students.

Unit Outlines

Unit Name

MUSIC EDUCATION

Unit Code

MUSED 202

Unit Duration

Year long unit over 4 terms

Year Level

Two

Module

Educational Philosophy

Module Code

MUSEDU2001

Year Coordinator

Leonie Wobking

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

Year One

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 knowledge and understanding of fundamental concepts of philosophical, psychological and education principles of all aspects of music education. Students will learn to develop strategies for teaching and learning and effectively communicate in a variety of settings.

Learning Outcomes

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

  1. Demonstrate knowledge and understanding, and synthesise the fundamental concepts of philosophical theories applied in music education and teaching practices.
  2. Hypothesize, research and develop strategies for teaching, learning and assessment for all ages and genres.
  3. Communicate current and personal philosophical views on music teaching effectively both orally and written.
  4. Display ethical, social and professional understanding appropriate for the setting.

 

Teaching Outline

Year 2

EDUCATIONAL PHILOSOPHY

Term One

Lectures by Greg Styles and Dr Knoop

  • Philosophy – an Overview
  • Philosophy and Common Sense - Greg Styles
  • Western Philosophy – Greg Styles
  • Modern Fields – Greg Styles
  • Philosophy of Religion
  • Political Philosophy
  • The Problem of Religious Knowledge

Supporting online video and audio
Barenboim Philosophy lectures

  • In the beginning was sound
  • The neglected sense

Leonard Bernstein (A Philosophy of Music)

  • What does Music mean
  • A tribute to Sibelius
  • Folk Music in the Concert hall
  • Happy Birthday, Igor Stravinsky

Term Two

Lectures by Greg Styles and Dr Knoop

  • Classical Philosophy – Greg Styles
  • Indian Philosophy – Greg Styles
  • Chinese Philosophy – Greg Styles
  • Ethics
  • Metaphysics
  • Contemporary Philosophy

Supporting online video and audio
Barenboim Philosophy lectures

  • The magic of music

Leonard Bernstein (A Philosophy of Music)

  • Humour in Music
  • Jazz in the Concert hall
  • Music Atoms a study of Intervals
  • The Latin American spirit

Term Three

Lecture content
“A Philosophy of Music Education by Bennett Reimer”

  • Why Have a Philosophy of Mus Ed?
  • Alternatives views about Art on which Philosophy can be based
  • Art and Feeling
  • The Meaning of Music
  • Aesthetic Creation
  • Aesthetic Meaning
  • Aesthetic Experience
  • Musical meaning and musical experience
  • Music Education as Aesthetic Education: The general music program
  • Music Education as Aesthetic Education: The performance program
  • Music Education as Aesthetic Education: Music Among the Arts

Supporting online video and audio
Barenboim Philosophy lectures

  • Meeting Music

Leonard Bernstein (A Philosophy of Music)

  • The Sound of an Orchestra
  • What is a Concerto
  • What is American Music
  • What is Classical Music
  • What is Impressionism

Term Four

Lecture content
“Education Judgment edited by James Doyle”

  • Introduction
  • The Concept of Education Today
  • Morality & Autonomy in Education
  • Comments on Frankena’s ‘The concept of education today’
  • On Avoiding Moral Indoctrination
  • Indoctrination and Justification
  • The Aesthetic Dimension of Education
  • The Aesthetic Dimension of Education: A Reply
  • Rights and Duties in Education
  • Olafson on the right to education [another view]
  • Philosophies and the Curriculum
  • Education Relevance & Irrelevance
  • At the Crossroads

Supporting online video and audio
Barenboim Philosophy lectures

  • The Power of Music

Leonard Bernstein (A Philosophy of Music)

  • What is Melody
  • What is Orchestration
  • What is Sonata Form
  • What makes Music Symphonic
  • Who is Gustav Mahler


Prescribed and recommended readings:

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

  • AGME – Philosophy lecture books (4)
  • 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 and/or audio recordings 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.

  • Interview Conductors Donald Macleods (x 1 audio)
  • Philosophy Leonard Bernstein (x 18 video)
  • Philosophy Daniel Barenboim (x 5 audio)

Reading List

  • A Philosophy of Music Education by Bennett Reimer
  • Educational Judgments: Papers in the philosophy of education. Routledge & Kegan Paul Ltd: London. Doyle, James F. (1973)
  • Introduction to Education Philosophy.  Gribble

Lydia Goehr, et al. "Philosophy of music." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/52965pg3>.
Lydia Goehr, et al. "Philosophy of music." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/52965pg4>.
Lydia Goehr, et al. "Philosophy of music." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/52965pg5>.
Tiger C. Roholt. "Philosophy of music." Grove Music Online. Oxford Music Online. Oxford University Press. Web. 22 Sep. 2014. <http://www.oxfordmusiconline.com/subscriber/article/grove/music/A2225335>.

 

Student assessment 

Assessment Type

When assessed

Weighting
(% of total unit marks)

Learning Outcomes Assessed

Assessment 1
Type: Assignment
Word length: 2500
Topic: Philosophy of a Teacher
Part 1 (2000 words and weighting 20%)
Students are to research the philosophy of a teacher and outline philosophy and its importance, as well as explain political philosophy.
Part 2 (500 words and weighting 5%)
Critically appraise 3 online videos/audio lectures from Barenboim or Leonard Bernstein (A Philosophy of Music). Provide your personal views on the lectures and a rationale for your opinions.

Term 1 Week 9

20%

5%

1, 3, 4

3

Assessment 2
Type: Assignment
Word length: 2500
Topic: History of Philosophy
Part 1 (2000 words and weighting 20%)
Students are to research the history of philosophy, outline how philosophy was created, and discuss the differences between Classical, Renaissance, Modern, Chinese, Indian, and Western philosophies. Critically reflect on how previous philosophies affect current day theories and their influence on musical development.
Part 2 (500 words and weighting 5%)
Critically appraise 3 online videos/audio lectures from Barenboim or Leonard Bernstein (A Philosophy of Music). Provide your personal views on the lectures and a rationale for your opinions.

Term 2
Week 9

20%

5%

1, 2, 3, 4

3

Assessment 3
Type: Assignment
Word length: 2500
Topic: Philosophy of Music Education
Part 1 (2000 words and weighting 20%)
Students are to select and write on one of the following scenarios.
Scenario One:  Students are to research the philosophy of music education and write an essay on your findings including your personal philosophy of music education.
Scenario Two: Outline the reasoning for a philosophy of music education and discuss formalism, absolutism and referentialism and aesthetic meaning.
Scenario Three: Discuss the general music program in education; whether performance is included, and its place in the school curriculum. Critically reflect on why music is so poorly rated in the education system and why music is considered an art form.
Part 2 (500 words and weighting 5%)
Critically appraise 3 online videos/audio lectures from Barenboim or Leonard Bernstein (A Philosophy of Music). Provide your personal views on the lectures and a rationale for your opinions.

Term 3
Week 9

20%

5%

1, 2, 3, 4

3

Assessment 4
Type: Assignment
Word length: 2500
Topic: Educational Philosophy Evaluation
Part 1 (2000 words and weighting 20%)
Students are to research and evaluate philosophies relating to education. Students will have formed a personal opinion about the importance of music education, and have experienced and viewed effective teaching strategies that they may incorporate into their own future experiences as a music teacher.  In your essay list the reasons why you think music education should be part of the curriculum, plus what teaching strategies you find useful, and why you would use them if you were to teach. 
Part 2 (500 words and weighting 5%)
Critically appraise 3 online videos/audio lectures from Barenboim or Leonard Bernstein (A Philosophy of Music). Provide your personal views on the lectures and a rationale for your opinions.

Term 4
Week 9

20%

5%

1, 2, 3, 4

3

 
 

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

1, 2, 3, 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

 

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

3

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.

1, 2, 3

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

4