EDF5167 · Music education in the secondary years 2A

Overview

This unit introduces you to some major music teaching and learning methods and a breadth of ideas useful in contemporary music education. The unit develops an understanding of the knowledge, skills and capacities required to establish and manage school music departments. In particular, the unit addresses the knowledge and skills that underpin the work of an effective school music educator and the application of these skills to the teaching, conducting and management of school performance ensembles. The unit considers the support that must be provided for all music teaching and learning in educational environments including that offered by instrumental specialist teachers. It focuses on the interrelationships and inter-dependencies between school music classroom teaching and learning and music performance practices. As part of this process, you will explore the Alexander technique, performance anxiety, and Yamaha and Suzuki methodologies. The unit practical work repositions you as a novice learner of unfamiliar instruments such as guitar and keyboard, to explore effective teaching and learning and to develop recognition of the importance of the vital connections between theory and practice. You will also position yourself as an instrumental expert as you prepare for and teach a lesson about your specialist instrumental area, thereby transferring knowledge, skills and ideas to others. You will plan for and undertake research related to your practicum experience and gather data related to classroom music ensemble to support an evaluative research-based piece.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. identify and discuss significant issues that surround effective teaching and learning in music, particularly school music departments
2. plan for the establishment and management of school music programs, ensemble programs and performances
3. demonstrate the advanced theoretical and technical knowledge which are required to teach high quality class instrumental music teaching programs that link to the overarching school music program
4. plan for and undertake educational research projects relevant to your work as a professional teacher
5. transmit knowledge, skills and idea about your specialist music area to others in a coherent and clear manner.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.