Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

This study is concerned with your development as a teacher of music and sound in the primary /instrumental curriculum and as a creator of resources for music and sound study. It provides more advanced classroom music and sound education philosophy and practice that facilitate further development of your individual musical and sonic arts skills for teaching music and sound and creating engaging and meaningful musical environments for young people.

Aims

The aim of this unit is to prepare you to be an effective practitioner of classroom/instrumental music and sound in a school. You will gain an understanding about how to prepare and evaluate units of work and lessons, learn how to create appropriate resource material for contemporary music and sound classroom/studio/ensemble contexts, learn how to interact effectively with children in the school situation and construct an individual approach to philosophy of music and sound education in action based on your developing experiences as a music and sound-maker and educator.

Objectives

On successful completion of this unit, you should be able to:
1. Demonstrate personal and professional understanding of the concepts, skills, processes and values of music and sound making across music education contexts, [QCT Standard One; QCT Standard Three]
2. Collect, organise, evaluate and design materials and resources to create a safe and encouraging environment for music learning across diverse school music contexts. [QCT Standard One; QCT Standard Seven]
3. Demonstrate the acquisition of foundation music teaching methods and an understanding of curriculum interpretation that value diversity in local and wider community contexts. [QCT Standard Four]
4. Develop techniques for identifying and developing criteria for assessment in the music and sound, and consider the characteristics, uses, advantages and limitations of different assessment techniques [QCT Standard Five]
5. Demonstrate the capacity to design and implement engaging and challenging sequential, developmental program for, music and sound activities and learning in diverse school contexts. QCT Standard One: QCT Standard Three]
6. Develop an understanding of appropriate assessment processes and the role of the teacher artist as a tool for assessment and professional accountability in music and sound education. [QCT Standard Five]

Content

The unit addresses content such as creating and implementing policies and activities in a whole school community context. You will experience formative classroom music and sound simulations representing a range of contexts and foci present in 'real world' music and sound education. Current curriculum documents are examined to assist planning, implementing and evaluating quality music and sound experiences, and the idea of the student as maker of meaning is examined.

Approaches to Teaching and Learning

Practical micro lessons are based on problem based learning approaches with students actively participating in music and sound learning. You will simulate school event planning and reflective experiences, deconstruct meaning and then plan, present, and assess a range of music and sound experiences in a contemporary educational environment Weekly reading as specified in the unit material will enhance your learning. Both assessment tasks are designed as learning experiences, and are designed to help build your personal and professional knowledge and skills in designing quality music and sound programs for young people.

Assessment

LATE ASSIGNMENTS
An assignment submitted after the due date without an approved extension will not be marked. If you are unable to complete your assignment on time, you should submit on time whatever work you have done.

Faculty Assessment Information
To access the Creative Industries Faculty Assessment Information see the Blackboard site for this unit.

Assessment name: Research Paper
Description: (Summative) Philosophy essay
Relates to objectives: 1-6
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Early-mid semester

Assessment name: Professional Plans
Description: (Summative) A series of written lesson/unit planning tasks. (option of feedback mid-semester, on progress)
Relates to objectives: 1, 3 & 4
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: End of semester

Assessment name: Demonstration
Description: A micro teaching simulation
Relates to objectives: 1, 3 & 4
Weight: 20%
Internal or external: Internal
Group or individual: Individual
Due date: End of semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Askew, G. (1998) Music education In the Primary school, South Melbourne, Addison, Wesley, Longman.

Burkart, Arnold 1975 Singing Games for the elementary grades from Germany MUNCIE, Ind: Keeping Up with Music Ed

Choksy N & Abraham R 1986 Teaching Music in the Twentieth Century New Jersey: Prentice Hall

Mills, J. (2005) Music in the School, Oxford, Oxford University Press.

Mills, J. (2007) Instrumental Teaching Oxford, Oxford University Press.

Risk assessment statement

There are no out of the ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 26-Sep-2012