Units

---

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 the transition of musician to teacher artist. It provides a foundation in classroom music and sound education philosophy and practice that facilitates the development of your individual musical and sound skills as a basis for teaching music and sound and creating meaningful and engaging musical environments for young people. This unit is early in the course to introduce foundation theories and practices in music and sound education, at the beginning of a graduated sequence of music education units throughout your course.

Aims

The aim of this unit is to prepare you to be an effective practitioner of music and sound education. In particular, you will gain an understanding of how to:
1. Provide quality planned and meaningfully engaging experiences and supportive environments for learning;
2. Evaluate music and sound lessons;
3. Interact effectively with young people in a variety of school music contexts and develop the foundations of a personal philosophy of music and sound education based on your own embodied experiences as a music and sound -maker.

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

This unit centres upon the transition from musician to teacher artist and developing a basis for music education philosophy and practice in diverse 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 classroom music and sound making 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. The Queensland Studies Authority Music, music extension and non-board music syllabi are used as frameworks for curriculum interpretation.

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 in this unit is both formative and summative. Formative assessment will be provided through multiple opportunities for reflection, discussion and feedback, including participation in music ensembles and events that relate to the unit and reflect on their involvement from a teaching and learning perspective. The unit coordinator and tutors will be available in workshops and via email to provide feedback and advice on assessment planning.

Assessment name: Professional Plans
Description: (Summative) Lesson plan & simulation. A series of written lesson/unit planning tasks and a micro teaching simulation. Length: 2000.
Relates to objectives: 1 - 6
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: Early-Mid Semester

Assessment name: Essay
Description: (summative) Philosophy Essay Objectives. Length: 2000 words or equivalent. (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

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

Bresler, L. (2004) Knowing Bodies, Moving Minds., Urbana-Champaign, Illinois, USA, Kluwer Academic Publishers.

Dillon, S. (2007) Music, Meaning and Transformation, Newcastle, Cambridge Scholars Publishing.

Elliott, D. J. (1995) Music Matters: A New Philosophy of Music Education, New York, USA, Oxford University Press

Swanwick, K. (1981) A Basis For Music education, London, NFER- Nelson Publishing Co. Ltd.

Vella, R. (2000). Musical Environments: A manual for Listening, improvising and composing. NSW, Australia, Currency 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: 24-Sep-2012