School Of Education EDST6728 Extension Music Method 1

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School of EducationEDST6728Extension Music Method 1Term 1 2021

Contents1.LOCATION . 32.STAFF CONTACT DETAILS . 33.COURSE DETAILS . 3STUDENT LEARNING OUTCOMES . 4AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS . 4NATIONAL PRIORITY AREA ELABORATIONS . 54.RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACH . 55.TEACHING STRATEGIES. 56.COURSE CONTENT AND STRUCTURE . 67.RESOURCES . 88.ASSESSMENT . 11IMPORTANT:For student policies and procedures relating to assessment, attendance and student support,please see website, s/course-outlines/The School of Education acknowledges the Bedegal people as the traditionalcustodians of the lands upon which we learn and teach.

1. LOCATIONFaculty of Arts, Design & ArchitectureSchool of EducationEDST6728 Extension Music Method 1 (6 units of credit)Term 1 20212. STAFF CONTACT DETAILSCourse Coordinator:Email:Availability:Rebecca Lewisrebecca.lewis@unsw.edu.auTo arrange an appointment or ask questions, email.3. COURSE DETAILSCourse NameCredit PointsWorkloadScheduleExtension Music Method 16 units of credit (uoc)Includes 150 hours including class contact hours, readings, classpreparation, assessment, follow up activities, etc.http://classutil.unsw.edu.au/EDST T1.html#EDST6728T1SUMMARY OF COURSEThis course expands students’ skills and knowledge to teach music in secondary schools, withan emphasis on elective music and preparation for the HSC. Students will think deeply abouttheir philosophy of music education while critically examining current high school musiccurriculums and developing skills related to teaching music lessons with innovations in ICT,composition, and formal and informal music learning practices.THE MAIN WAYS IN WHICH THE COURSE HAS CHANGED SINCE LAST TIME AS A RESULTOF STUDENT FEEDBACK: Reestablish school visits if safe to do soProvide feedback opportunities on Moodle (assessment focus)

STUDENT LEARNING OUTCOMESOutcomeAssessment/sIdentify foundational aspects and structure of the NSW Stage 5 and 6 Music Syllabi andkey elements of Department of Education policies, particularly those relating to ICT,Literacy, Aboriginal Education and Cultural Diversity.Plan and implement coherent, goal-oriented lessons and lesson sequences that aredesigned to engage all students and address learning outcomes.Select appropriate strategies to connect outcomes, assessment, teaching strategies andlesson planning.Select appropriate resources to support classroom practice related to teaching ICT.Use the Internet and web-based Learning Management Systems to deliver curriculum tostudents.Plan for and implement a range of literacy strategies to meet the needs of all students.Develop appropriate and engaging resources for the Music classroom that take intoaccount students’ diverse skills, interests and prior achievements and that respect thelearning needs and backgrounds of students.Investigate and discuss a variety of strategies to develop rapport with students, a positiveclassroom learning environment and approaches to managing student behaviour.123456781,21,21,2211,21,21,2AUSTRALIAN PROFESSIONAL STANDARDS FOR ssment/sDemonstrate knowledge and understanding of research into how students learn and theimplications for teaching.Demonstrate knowledge of teaching strategies that are responsive to the learningstrengths and needs of students from diverse linguistics, cultural, religious andsocioeconomic backgrounds.Demonstrate knowledge and understanding of the concepts, substance and structure ofthe content and teaching strategies of the teaching area.Organise content into an effective learning and teaching sequence.Use curriculum, assessment and reporting knowledge to design learning sequences andlesson plans.Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torresstrait Islander histories, cultures and languages.Implement teaching strategies for using ICT to expand curriculum learning opportunitiesfor students.Set learning goals that provide achievable challenges for students of varyingcharacteristics.Plan lesson sequences using knowledge of student learning, content and effectiveteaching strategies.Include a range of teaching strategies.Demonstrate knowledge of a range of resources including ICT that engage students intheir learning.Demonstrate a range of verbal and non-verbal communication strategies to supportstudent engagement.Identify strategies to support inclusive student participation and engagement in classroomactivities.Demonstrate the capacity to organise classroom activities and provide clear directions.Seek and apply constructive feedback from supervisors and teachers to improve teachingpractices.Understand and apply the key principles described in codes of ethics and conduct for theteaching profession1,211,221,211,2221,221,21,21,211,2

NATIONAL PRIORITY AREA ELABORATIONSPriority areaAssessment/sA. Aboriginal and Torres Strait Islander . Students with Special Educational Needs2-4,6-81,2F. Teaching Students from Non-English-SpeakingBackgrounds1-5,7-91,2B. Classroom ManagementC. Information and Communication TechnologiesD. Literacy and Numeracy4.RATIONALE FOR THE INCLUSION OF CONTENT AND TEACHING APPROACHThis subject aims to develop in each student the ability to effectively teach Music to secondaryschool students with an emphasis on the NSW Stage 5 and 6 Music curriculum and ICT in theclassroom. During the course students will develop their knowledge of New South Walessyllabus documents. Lectures, tutorials and assignments will cover a variety of approaches toteaching and learning in the music classroom. Emphasis will be given to the relationshipbetween Music, literacy and numeracy, ICT and the role and value of music in the curriculum andthe community.Student-centred activities will form the basis of the course. These activities will draw on the priorknowledge of the students and will allow them to engage in relevant and challenging experiencesthat mirror those they will be expected to design for the secondary students they will later teach.5.TEACHING STRATEGIES Explicit teaching, including lectures, to demonstrate an understanding of students’ differentapproaches to learning and the use of a range of teaching strategies to foster interest andsupport learning.Small group cooperative learning to understand the importance of teamwork in an educationalcontext and to demonstrate the use of group structures as appropriate to address teachingand learning goals.Extensive opportunities for whole group and small group dialogue and discussion, allowingstudents the opportunity to demonstrate their capacity to communicate and liaise with thediverse members of an education community, and to demonstrate their knowledge andunderstanding of method content.Online learning from readings on the Moodle website.Online discussions.Peer teaching in a simulated classroom setting.Structured occasions for reflection on learning to allow students to reflect critically on andimprove teaching practice.These activities will occur in a classroom climate that is supportive and inclusive of alllearners.

6. COURSE CONTENT AND STRUCTUREModule1Lecture TopicCourse Introduction and Overview the life of a music teacher Music education in Australia the Syllabuses where to find support materialModern Australian music pop music v classical music in themodern Australian classroom Issues in the music classroom Reading: Syllabus 7-10 and NSW Creative Arts K6 Syllabus Music genres in the classroom: The role andvalue of popular music, Australian music,Aboriginal music, and other music genres inmusic education 2Tutorial TopicPractical activities for engaging learners inthe music classroomThe modern Australian Classroom;requirements, clientele, systemsDiscussion of music education backgroundboth in and out of the classroom.Reading: Walker, R. (2009). Beethoven orBritney? The Great Divide in MusicEducation. Sydney, NSW, Australia:Dick Letts (2009) Response to Beethoven orBritney?Philosophical approaches to musiceducation paraxial and aesthetic philosophies pedagogical approaches to musiceducation: Kodaly, Orff, Dalcroze3Practical classroom activities – Dalcroze, Orff, KodalyIntegrating the Syllabus learning experiences:Reading: McPherson, G., & Dunbar-Hall, P.(2001). 2. Australia. In D. J. Hargreaves andA. C. North (Eds.), Musical developmentand learning: The international perspective(pp. 14-26). London: Continuum. (Online)https://books.google.com.au/books?id bqvAwAAQBAJ&printsec frontcover&dq Musical development and learning: The international perspective&hl en&sa X&ved 0ahUKEwi696vr0drKAhXLEpQKHQNxAewQ6AEIGzAA#v onepage&q international%20perspective&f falseFaulkner et al. (2010) Holyoake’s Drumbeatprogram the Australian journal ofindigenous education4Year 6 to 7 transition the national review and bridging thegap differentiation in the classroom integrating life skills into teachingSubmit essay outlineTechniques for students with additional learningneedsBuilding a music program Year 7 -12Reading: National Review of School MusicEducation (available online). Read the ExecutiveSummary.

56Creating formative assessments developing a range of self and peerassessment skills setting personal goals for learningskillsTeaching music ‘musically’ Integrating performing, composing,and listening activities Use of notation and its integrationinto the curriculum and howappropriate this is for an SENclassroom Arranging skillsRecording and creating arrangements ICT programs and activities Creating your own ICT activity7(possiblein lieuweek forschoolvisits)10Performance in the classroomStudents perform a piece on their choseninstrument for self and peer assessmentaccording to A-E range and syllabusoutcomes. creating activities from a range of stimuliintegrating activities into your classroom andyour planningReading: Mills, J. (2005). Music in the schools.Oxford, England: Oxford University Press. ReadChapter 3: ‘Teaching Music Musically’ Week 89(Online) Australian Music key composers building competence in stage 4Reading: Savage, J. (2007). Reconstructing musiceducation through ICT. Research in Education,78, 65-77.Method Break Prepare Mini teaching activity in pairs–deliver ICT activity with a literacy/numeracyfocusGeorge Odam (2000). Teaching composing insecondary schools: the creative dream. BritishJournal of Music Education,17, pp 109-127Composition in the classroom developing techniques from years 7– 10 Deliver mini-teaching activity with peerfeedback Looking at student data to inform practice.How do we judge student’s capability?What does getting to know my student looklike? Making the most of lessonobservations.Complete MyExperience on-line courseevaluation 11Practical activities in teaching composition –(electronic music lab)discussion of teaching strategies to maintainengagement and to respond to individualneeds and backgroundsPersonal laptops/tablets with notationsoftwarePreparation for Professional Experience topics likely to arise preparation for wide variety ofmusic department set ups action research/practitionerresearch student centred approach Langer and Colton (2000) Looking at StudentworkDick, B. (2000) A beginners guide to de.htmlProfessional Experience

7. RESOURCESRequired ReadingsYou are required, for this course, and in the future, to have copies of the following syllabusdocuments. It is highly recommended that you buy them or have them printed and bound yourself. Board of Studies NSW (2003). Music Years 7-10 syllabus. Sydney, NSW, Australia: Board ofStudies NSW. Board of Studies NSW (2004). Music Years 7-10 syllabus: Advice on programming andassessment. Sydney, NSW, Australia: Board of Studies NSW. Board of Studies NSW. (1999). Music 1 Stage 6: Syllabus. Sydney, NSW, Australia: Board ofStudies NSW. Board of Studies NSW. (2003). Music 2 and Music Extension Stage 6: Syllabuses. Sydney,NSW, Australia: Board of Studies NSW.Required readings for each seminar session are included in order of weeks; links to these areprovided in Leganto reading on Moodle. Letts R. Response to Robert Walker’s “Beethoven or Britney? The Great Divide in MusicEducation.” Platform Papers. 2009;(21):55-59. 6. Walker R. Beethoven or Britney?: The Great Divide in Music Education. Platform Papers.2009;(20):1-63. Mccarthy M. Musical Development and Learning: The International Perspective , edited byDavid J. Hargreaves and Adrian C. North. London: Continuum, 2001. 224 pp, 60 hardback.British Journal of Music Education. 2001;18(3):293-308. doi:10.1017/S02650517012103778. Faulkner S, Ivery P, Wood L, Donovan R. Holyoake’s Drumbeat Program: Music as a Tool forSocial Learning and Improved Educational Outcomes. Australian Journal of IndigenousEducation. 2011; 39:98-109. Letts R. FORUM: The National Review of School Music Education. Nedlands, W.A.:Australian Society for Music Education; 2007:32-34. cgi?url https://search.informit.com.au/documentSummary;dn 093568502681711;res IELHSS. 10. North AC, Hargreaves DJ, O’Neill SA. The importance of music to adolescents. The Britishjournal of educational psychology. 2000;70 (Pt 2):255-272. 11. Hargreaves DJ. Intercultural perspectives on formal and informal music learning. DedicaRevista de Educação e Humanidades. 6161/1/04%20-%20DAVID%20HARGREAVES.pdf. Mills J. Music in the School / Janet Mills. Oxford: Oxford University Press; 2005. Savage J. Reconstructing Music Education through ICT. Research in Education. 2007; 78:6577. Odam G. Teaching composing in secondary schools: the creative dream. British Journal ofMusic Education. 2000;17(2):109-127. cgi?url E219BD1D3A74E1B465CDE5. Colton AB, Langer GM. Looking at Student Work. Educational Leadership. ucational-leadership/current-issue.aspx.

Further Readings ABC. (2010). Sing! 2010 Teacher’s Handbook. Ultimo, NSW, Australia: ABC.Anstey, M. & Bull, G. (2006) Teaching and learning multiliteracies: Changing times, changingliteracies. Curriculum Press, Melbourne.Attwood, B. (2005), Telling the truth about Aboriginal history. All and Unwin, Crows Nest. Blom, D. (2006). Beyond the cover version: encouraging student performers to produce originalinterpretations of popular songs. International Journal of Music Education, 24(2), 159-167. Brown, A. R. (2007). Computers in music education: Amplifying musicality. Routledge Bunt, L. (2006) Music Therapy for Children. In G. E. McPherson (ed.), The child as musician:A handbook of musical development. (pp. 273-288). New York: Oxford University Press. Cain, T. (2004). Theory, technology, and the music classroom. British Journal of MusicEducation, 21, 215-221. Daniel, R. (2001). Self-assessment in performance. British Journal of Music Education, 18(3),215-226. Daniel, R. (2004). Peer assessment in musical performance: the development, trial andevaluation of a methodology for the Australian tertiary environment. British Journal of MusicEducation, 21(1), 89-110.Davidson, J., King, E. (2004). Strategies for ensemble practice. In A. Williamon (Ed.), Musicalexcellence: Strategies and techniques to enhance performance. New York: Oxford. Dunbar-Hall, P. (2003). Sound identities: popular music and the cultural politics of education.Popular Music and Society, 26(4), 557-558. Dunbar-Hall, P. (2004). How popular musicians learn: a way ahead for music education.Popular Music and Society, 27(1), 125-126.Finger, G., Russell, G., Jamieson-Proctor, R. & Russell, N. (2006) Transforming Learning withICT Making IT Happen. Pearson Australia Folkestad, G. (2004). A meta-analytic approach to qualitative studies in music education: A newmodel applied to creativity and composition. Bulletin of the Council for Research in MusicEducation (161-62), 83-90.Gibbons, P (2002) Scaffolding language, scaffolding learning: Teaching second languagelearners in the mainstream classroom. Portsmouth, Heinemann. Grashel, J. W. (1979). Strategies for using popular music to teach form to intermediateinstrumentalists. Journal of Research in Music Education, 27(3), 185-191. Green, L. How Popular Musicians Learn: A Way Ahead for Music Education. Aldershot:Ashgate. Groundwater-Smith, S., Brennan, M., McFadden, M., Mitchell, J., & Munns, G. (2009).Secondary schooling in a changing world (2nd ed.). South Melbourne, Victoria, Australia:Cengage Learning. Hargreaves, D. J., North, A. C., & Tarrant, M. (2006). Musical preference and taste in childhoodand adolescence. In G. E. McPherson (Ed.), The child as musician: A handbook of musicaldevelopment (pp. 135-154). New York: Oxford University Press.Harrison, N (2008), Teaching and learning in Indigenous education. Oxford, Sydney.Henderson, R. (2012) Teaching Literacies. Pedagogies and Diversity in the Middle Years,Oxford University Press, Australia Jaffurs, S. E. (2004). The impact of informal music learning practices in the classroom, or howI learned to teach from a garage band. International Journal of Music Education, 22, 189-200 Jellison, J. (2006). Including Everyone. In G. E. McPherson (ed.), The child as musician: Ahandbook of musical development. (pp. 257-272). New York: Oxford University Press.

Lebler, D. (2008). Popular music pedagogy. Music Education Research, 10(2), 193-213.McPherson, G. E. (2005). From child to musician: Skill development during the beginningstages of learning an instrument. Psychology of Music, 33, 5-35.Martin, K. (2008) The intersection of Aboriginal knowledges, Aboriginal literacies and newlearning pedagogy for Aboriginal students. In Healy, A (Ed.) Multiliteracies and diversity ineducation: New pedagogies for expanding landscapes (pp 59-81). Oxford University Press,Melbourne. McPherson, G. E. (2007). Diary of a child musical prodigy. In A. Williamon & D. Coimbra (Eds.),Proceedings of the International Symposium on Performance Science 2007 (pp. 213-218).Utrecht, The Netherlands: European Association of Conservatoires (AEC). McPherson, G. E., & Davidson, J. W. (2006). Playing an instrument. In G. E. McPherson (Ed.),The child as musician: A handbook of musical development (pp. 331-351). Oxford, England:Oxford University Press. McPherson, G., & Dunbar-Hall, P. (2001). Australia. In D. J. Hargreaves and A. C. North(Eds.), Musical development and learning: The international perspective (pp. 14-26). London:Continuum. McPherson, G. E., & Gabrielsson, A. (2002

Music Years 7-10 syllabus: Advice on programming and assessment. Sydney, NSW, Australia: Board of Studies NSW. Board of Studies NSW. (1999). Music 1 Stage 6: Syllabus. Sydney, NSW, Australia: Board of Studies NSW. Board of Studies NSW. (2003). Music 2 and Music Extension Stage 6:

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