units

EDF5165

Faculty of Education

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This unit entry is for students who completed this unit in 2016 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

Faculty

Education

Coordinator(s)

Dr Renee Crawford

Offered

Clayton

  • First semester 2016 (Day)
  • First semester 2016 (Online)

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5166).

Synopsis

This unit introduces students to the teaching and learning methods and major ideas useful in contemporary music education, particularly those that are essential for class music teachers. Further, this unit supports all music teaching and learning including that offered by instrumental specialist teachers. It provides students with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools and also considers primary school music education from the viewpoint of the specialist music educator. Students are encouraged to refine their attitudes to music education through critical reflection and evaluation of both their past and current experiences. This introduces students to the research skills considered necessary for their professional work. This is particularly pertinent for class music educators, many of whom are already experienced instrumental teachers and music professionals.

The unit employs a pedagogical approach that connects theoretical and experiential learning, understanding these embedded practices to be interrelated and interdependent. As part of this cycle of learning, students are expected to engage in planning, presenting and evaluating teaching sequences through critical reflection. Furthermore, it reinforces a view of learning about teaching as an ongoing, collaborative process. This unit focuses primarily on lower and middle secondary school music.

Outcomes

Upon successful completion of this unit students should be able to:

  1. develop an understanding of key theoretical and pedagogical perspectives and issues in the teaching of music through critical reflection as part of their professional work
  2. begin to translate conceptual ideas and practical processes about music and music engagement into classroom learning activities for students
  3. develop an understanding of practical and experiential learning and its implications for use in diverse music education situations
  4. begin to explore ways of facilitating students in their explorations of their own questions and investigations
  5. develop an understanding of curriculum and assessment in music education
  6. begin to develop competence in planning and implementing lessons and units of work
  7. begin to develop a wide variety of learning and teaching strategies that support the connections between music theory and practice and formulate a personal approach to teaching music.

Assessment

Critical reflection based on practicum teaching and learning episodes in the style of an autoethnography or narritive inquiry (2000 words, 50%)
Unit of work using innovative and original curriculum material (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 2-3 contact hours per week

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

36 credit points (with at least 12 points at each of levels two and three) in music and:
(1.) which includes practical music; or
(2.) together with AMEB Grade VI or Year 12 practical music; or
(3.) which includes practical music specialising in one or more musical instruments