Unit rationale, description and aim
An education in Music enhances children’s confidence and success as individuals and as members of society. Teachers must be equipped with knowledge and skills in Music in order to provide Music learning opportunities for children.
In this unit pre–service teachers will engage in an in–depth study of Music practice, curriculum and pedagogy. Music makes a unique contribution to the lives of young people, their learning, and their ability to be creative thinkers. Unit content builds understanding of the concepts, practices and conventions of Music as a discrete discipline and its role in education. pre–service teachers’ knowledge and skills will be developed through engagement in practical music–making and responding experiences which they will apply in the development of special interest projects. Through the analysis and application of contemporary theoretical and pedagogical frameworks, they will develop a comprehensive understanding of the relationships between pedagogical principles, conceptual elements and practices within Music education. These will inform the design of authentic Music learning sequences for implementation in diverse primary school classroom and co–curricular settings.
This unit aims to provide pre–service teachers with the knowledge, skills and values required to evaluate, develop and implement engaging and developmental Music programs for children.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Demonstrate an in-depth knowledge and understandin...
Learning Outcome 01
Demonstrate an in-depth understanding of key curri...
Learning Outcome 02
Research, evaluate and adapt appropriate Music con...
Learning Outcome 03
Critically examine and implement key approaches to...
Learning Outcome 04
Plan, implement and critically evaluate a range of...
Learning Outcome 05
Content
Topics will include:
- The nature, purpose and philosophy underpinning Music as a domain of knowledge and practice in the curriculum and in society
- The distinctive nature of Music as an art form: the forms and elements
- An in-depth investigation of Music concepts and skills as applied to a variety of kinds of musical works by a range of composers and performers from different cultural contexts, times, places and traditions
- Current research on the nature of learning and cognition in Music
- The Music curriculum: requirements; content, concepts, skills and scope; and issues for learning in the development of sequenced learning activities
- A range of specific pedagogies to promote children’s learning in music, including major influential approaches such as Dacroze, Orff and Kodaly
- Appropriate external professionals, community representatives. excursions and incursions for the extension and generation of Music content for the classroom and co-curriculum, and as sources of professional learning
- Cultural Music perspectives including Indigenous and Torres Strait Islander perspectives
- Strategies for researching, planning and implementing Music learning experiences for the development of musical skills and conceptual understanding
- Strategies for catering for the strengths and needs of diverse learners in Music
- The integration of ICT, literacy and issues of social justice in curriculum content and learning activities.
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements.
Assessments are designed to engage pre-service teachers in authentic Music-making and responding activities that mimic the ‘real-world’ of schools. They will develop the ability to work autonomously through undertaking individual special interest projects and develop skills and work collaboratively on group performance tasks. Reflective practice is encouraged through critical reflection on the learning processes.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, students are required to participate in and submit all assessment tasks.
Electronic Submission, Marking and Return
Assessment task submission and return of marked assessment will be done through Turnitin on Canvas. Tasks will be marked and returned three weeks after the assessment is completed.
Overview of assessments
Individual Special Interest Project: Demonstratio...
Individual Special Interest Project: Demonstration of Content Knowledge, Skills and Learning Processes
A: Mastery of Making Skill
- Identify a Music “making” skill that would be useful for future classroom practice. Undertake self-directed learning and regular practice of this skill and demonstrate mastery of the new skill. Document and reflect on the learning through a Video Diary and Learning Process Journal.
AND
B: Appreciation Report and Resource Kit
- Research a Music style,genre or composer/performer of choice. Analyse a selection of musical works appropriate to the primary curriculum and develop a resource kit of guided listening / “responding” activities.
Both components must demonstrate in-depth knowledge and critical understanding of:
- Music skills and concepts/elements in the context of the selected works
- The nature of children’s learning in Music and appropriate Music pedagogies
- Relevance to the content, concepts and scope of the primary Music curriculum
- Relevant and appropriate sources of professional learning, external professionals and community representatives in broadening teachers’ Arts education knowledge and practice. <
30 + 30%
Equivalent to 2,500 words
Assessment Task 2: CHOICE Group Peer Teaching an...
Assessment Task 2: CHOICE
Group Peer Teaching and Performances plus Individual Plan.
OR
Music Unit of Work
Develop a series of learning activities in Music. May focus on one or more specific music pedagogies. Must address:
- identified learner strengths and needs;
- links to the curriculum;
- overview of learning activities;
- resources and strategies appropriate to needs of diverse learners;
- assessment and feedback strategies. <
40%
1,500 words or equivalent
Learning and teaching strategy and rationale
The unit aims to increase pre-service teachers’ knowledge, skills and appreciation of Music in education through active engagement in practical making and responding experiences.
Pre-service teachers will build their conceptual knowledge and performance skills through undertaking special interest projects in Music, based on the “real-world” contexts of schools and classrooms. They will collaboratively create a group music-making product or performance, culminating in a presentation to the class and/or an audience. Reflective practice is promoted through guided critical reflection on these learning experiences.
Participants will be involved in a variety of teaching-learning strategies to support learning, including:
- Face-to-face and/or online lectures (synchronous and/or asynchronous)
- Tutorials and practical workshops including classroom and off-site activities
- Reading, reflection, discussions
- Collaborative learning opportunities
- and assessment tasks.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy.
Technology Enhanced Learning
The unit will include a Canvas site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between on campus content and school practices. It may include:
- Lecture and tutorial notes / guides
- Webinars, podcasts, videos
- Reviews / quizzes
- Discussion board to exchange ideas and refine learning.
- Focussed readings addressing a wide spectrum of Arts education and practices.
Lectures will be recorded for this unit and available to students for reflection and extended study. Pre-service teachers will be able to access recorded lectures through the Canvas site.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
ACECQA CURRICULUM SPECIFICATIONS
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Recommended references
Barton, G. & Baguley, M. (2017). The Palgrave book of global arts education. London: Palgrave Macmillan
Bloomfield, A., & Childs, J., (2013). Teaching integrated arts in the primary school: Dance, Drama, Music and the Visual Arts New York, NY: Routledge.
Daubney, A. (2017). Teaching primary music. London, UK: Sage Publications.
Dinham, J. (2017). Delivering authentic arts education (3rd ed.). South Melbourne, Vic: Cengage Learning Australia
Gelineau, R. P. (2012). Integrating the arts across the elementary school curriculum (2nd ed.). Belmont, CA: Wadsworth/Cengage Learning US.
Koenig, J. (2021). The musical child: How music supercharges development, sparks creativity, and sets children up for a lifetime of success. Sydney NSW: Harper Collins AU.
Mark, M. & Madura, P. (2014). Contemporary music education (4th ed.). Boston MA: Schirmer/Cengage Learning.
Roy, D., Baker, W., & Hamilton, A. (2019). Teaching and the arts: Early childhood and primary education (3rd ed.). Cambridge UK: Cambridge University Press.
Russell-Bowie, D. (2014). MMADD about the arts! An introduction to primary arts education (4th ed.). Frenchs Forest, NSW: Pearson Australia.
Sinclair, C., Jeanneret, N., & O’Toole, J. (2017) Education in the arts (3rd ed). Melbourne: Oxford University Press Australia.