Units

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Sample subject outline - Semester 2 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 manager of the cultural lives of students in distinctive school communities. It provides the opportunity to develop a personal and dynamic approach to music and sound educational philosophy and practice that enables the application of your individual musical and sonic arts skills for teaching, coaching and creating musical environments for young people that recognize and celebrate the unique individual community in which they belong.

Aims

The aim of this unit is to prepare you to be an effective manager of the variety of contexts and learning environments which involve music and sound in a school community. In particular, to understand how to design, implement and evaluate appropriate policy and activities that takes into account the diverse and individual characteristics of contemporary school community events and create inclusive and holistic music and sound policies in a secondary school community. It seeks to develop effective teaching, learning and philosophical strategies that respond inclusively to student needs in a school community and enable access to meaningful and engaging music and sound experiences and understanding for all.

Objectives

On completion of this unit, you should be able to:

1. Design and construct a whole community approach to philosophy of music and sound education and the role of teacher as cultural manager based on a thorough understanding of meaningful and engaging music and sound experience. (QCT Standard One; QCT Standard Three; QCT Standard Eight)
2. Display a thorough knowledge of curriculum/policy interpretation in contemporary local and wider contexts. (QCT Standard One; QCT Standard Seven)
3. Design, present and sequence whole school/community music and sound activities and events based upon a thorough examination of the needs of community, students, pedagogy and institution drawing upon a range of curricular, policies, methods and theories. (QCT Standard Four QCT Standard Eight)
4. Command a diverse suite of music and sound teaching and learning strategies that involve making and reflecting appropriate to a whole school and community context. (QCT Standard Four QCT Standard Six)
5. Develop a rigorous approach to self and program evaluation that builds dynamically upon your own intuitive/embodied and analytical knowledge as a teacher artist and provides documentation of the values inherent in your program. (QCT Standard One: QCT Standard Five)

Content

This 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 complete Creative Industries Faculty Assessment Information please refer to the Blackboard site for this unit.

Grading Scale - You will be awarded a final grade on a 1 to 7 scale.FORMATIVE ASSESSMENT
You will receive formative feedback on your progress in this unit during tutorials and discussions throughout the semester.

Assessment name: Professional Plan
Description: A series of written planning tasks.
Relates to objectives: 1 to 5
Weight: 40%
Internal or external: Internal
Group or individual: Group
Due date: End of Semester

Assessment name: Presentation
Description: Seminar Presentation - during class, last lecture of semester.
Relates to objectives: 1 to 5
Weight: 10%
Internal or external: Internal
Group or individual: Group
Due date: In class last lect

Assessment name: Research Paper
Description: Policy Document.
Relates to objectives: 1, 3 & 4
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Mid 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

Required Text
There is no required text for this unit.

Recommended References

Bamford, A. (2006) The Wow Factor: Global Research compendium on the impact of the arts in educationk, New York/Munchen/Berlin, Wasmann Munster.

Burnaford, G., April, A & Weiss, C. (2004) Renaissance in the Classroom: Arts Integration and Meaningful Learning", New Jersey, Lawrence Erlbaum and Associates, Publishers.

Burnard, P., Dillon, S., Saether, E & Rusinek, G. (2008) inclusive pedagogies in music education: a comparative study of music teachers' perspectives from four countries. International Journal of Music Education, 26, 1.

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

Fiske, E. B. (2000) Champions of change: The impact of the arts on learning, USA, Arts Education partnership, The President's Committee on the Arts and the Humanities.

Hallam, S. (2001) 'The Power of Music'. In Hallam, S (Ed), The strength of music's influence on our lives, The Performing Right Society: MCPS-PRS Alliance

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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: 28-Mar-2013