Unit rationale, description and aim
The co-curriculum is a vital element of a school’s Music program. It adds depth and breadth to the class curriculum, provides active, authentic learning experiences and promotes cultural understanding and social harmony. In order to build strong and vibrant music departments, Music teachers need to develop the knowledge and skills to plan and lead a range of co-curricular programs to meet the needs of students from diverse cultural and musical backgrounds
In this unit, pre-service teachers will explore, engage in and arrange repertoire for diverse co-curricular music programs, with a particular focus on Australian Indigenous music and music from non-Western cultures. They will practise advanced conducting skills and music ensemble management, and examine the connections between co-curricular music programs and the class curriculum. Contemporary pedagogical frameworks will be analysed, and applied to the leadership of advanced vocal and instrumental ensembles. Pre-service teachers will engage in and critically reflect on community music activities, to build in-depth understanding of the Music teacher’s contribution to the common good.
The aim of this unit is to enable pre-service teachers to develop the knowledge and skills to design and deliver co-curricular programs, in a range of styles that engage and challenge diverse learners.
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.
Describe the characteristics of voices and instrum...
Learning Outcome 01
Apply knowledge of voices, instruments, repertoire...
Learning Outcome 02
Apply contemporary models of pedagogy, advanced co...
Learning Outcome 03
Assess student conceptual understanding and skill ...
Learning Outcome 04
Engage in and lead community music activities, and...
Learning Outcome 05
Content
Topics will include:
- Exploration and evaluation of musical activities including vocal, choral, instrumental ensemble music and individual tuition, catering to the learning strengths and needs of diverse learners in Music
- Researching, evaluating and arranging repertoire in a range of musical genre, eras and styles, for diverse contexts and catering to the strengths and needs of diverse learners
- Music from non-Western traditions
- Skills in planning, implementing, conducting, leading and evaluating large music vocal and instrumental ensembles for senior secondary and community contexts
- Music aesthetics and interpretation
- Advanced music skills across a range of music genre, styles and eras.
Assessment strategy and rationale
A range of assessment procedures are designed to allow pre-service teachers to demonstrate progressive achievement of the unit learning outcomes and to develop graduate attributes consistent with University assessment requirements. The units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of the Australian Professional Standards for Teachers (APST): Graduate level.
Assessments are designed to engage students in authentic, practical co-curricular Music activities that mimic the ‘real-world’ of schools. The ability to design and conduct co-curricular programs and integrate them with classroom programs, and the capacity to think analytically and work autonomously, will be developed through undertaking individual planning tasks. Students will strengthen their Music leadership skills through conducting and rehearsing choral and instrumental groups that mimic school ensembles. Knowledge of music of non-western cultures, the ability to work collaboratively, and an understanding of the responsibility as Music teacher to the common good, will be developed through preparing and presenting group performances for a community event. Reflective practice is encouraged through critical reflection on these learning activities.
Minimum Achievement Standards
The assessment tasks and their weighting 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 and achieve a minimum overall passing grade of 50%.
Overview of assessments
Assessment Task 1: Ensemble Rehearsal Program for...
Assessment Task 1: Ensemble Rehearsal Program for Hypothetical Concert:
Part A. Design a sequential 5-week rehearsal plan (culminating in a hypothetical concert performance), for a senior secondary school, co-curricular music, large ensemble.
Part B. Conduct a rehearsal of one item selected from the program with the tutorial group, OR video yourself conducting a rehearsal with a school ensemble.
The rehearsal plan (Part A) must demonstrate knowledge of:
- Syllabus/curriculum outcomes, skills/practices and concepts/ideas
- A range of repertoire representing a minimum of three contrasting Stage 5 or Stage 6 (levels 9-12) curriculum areas/topics
- A range of teaching strategies to engage learners and develop their musical skills/practices and conceptual understanding
- Strategies to cater for the strengths and needs of diverse learners.
The rehearsal and conducting (Part B) must demonstrate:
- In-depth knowledge of the repertoire
- Advanced musical competence
- A range of appropriate pedagogies for teaching music skills and concepts
- Effective sequencing
- Capacity to organise ensemble activities
- Appropriate conducting skills, including verbal and non-verbal communication strategies and the provision of clear directions
- Informal assessment of learners’ skills and understandings
- Timely and appropriate feedback. <
50%
Assessment Task 2: A/ Community Music Participa...
Assessment Task 2:
A/ Community Music Participation:
In small groups, prepare and present a musical item at a campus or community event.
Each pre-service teacher must lead one item, including:
- Select and arrange a piece to cater to the strengths and needs of the learners in the group
- Prepare and conduct a series of rehearsals in which they teach, practice and refine the piece in preparation for performance
- Lead the group’s performance
- Perform as a member of their peers’ musical items.
B/ Critical Reflection:
Write a critical reflection on the professional learning gained from involvement in the community event, demonstrating understanding of:
- Engaging parents and the wider community in the educative process
- The Music teacher’s contribution to the common good
- Relevance to the Music syllabus/curriculum
- Contribution to the pre-service teacher’s professional skills, knowledge and understandings. <
50%
Learning and teaching strategy and rationale
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. This includes guided teaching, independent study and preparation of assessments.
The unit aims to build pre-service teachers’ knowledge and skills through active engagement in authentic co-curricular music activities. They will develop knowledge of repertoire, school curriculum and pedagogy for music ensembles, as well as developing their conducting skills and the ability to work autonomously, through undertaking individual planning, arranging, rehearsing and performing tasks that mimic school co-curricular programs. Their familiarity with music of non-western cultures, ability to work collaboratively and leadership skills will be developed through preparing and leading group performances for a community event, culminating in presentations to the class and/or an audience. Reflective practice and understanding of the Music teacher’s responsibility to the common good will be promoted through critical reflection on these learning experiences.
Participants will be involved in a variety of learning and teaching strategies including:
- online lectures (synchronous and asynchronous)
- tutorials and practical workshops including classroom and off-site activities
- individual and collaborative learning opportunities
- written and practical assessment tasks.
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.
Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.
On Campus
Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
Online scheduled
All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
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
Relevant jurisdictional curriculum documents
Recommended texts
Charlton, K. (2022). Experience music (6th ed.). McGraw-Hill Higher Education.
Gibson, R., & Ewing R. (2020). Transforming the curriculum through the arts. Palgrave McMillan.
Palisca, C., Grout, D., & Burkholder, P. (2019). Norton anthology of western nusic: Volumes 1, 2 & 3. (8th ed.). W.W. Norton & Company.
Philpott, C., & Spruce, G. (Eds). (2016). Learning to teach music in the secondary school: A companion to school experience (3rd ed.). Routledge.
Various repertoire for Choirs, Concert Band and flexible ensemble, for example:
- Dilworth, R. (2006). Choir Builders: Fundamental vocal techniques for classroom and general use. (Book and CD). Hal Leonard Corporation.
- Hunt, P. (2008). Voiceworks 1: A handbook for singing. Oxford: Oxford University Press. (And other volumes).
- Lautzenheiser, T. (2004). Essential Elements 2000: Comprehensive band method. Hal Leonard Corporation.
Journal articles:
Crawford, R. (2017). Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students. International Journal of Music Education, 35(3), 343-356. doi:10.1177/0255761416659511
Harris, J., & McGuire, K. (2021). Developing Pre-Service Music Teachers’ Intercultural Understanding through a Culturally Diverse Campus Performance. Paper presented at Australian Society for Music Education (ASME) XXIII National Conference, Hobart, September-October 2021.
Hoffman, A. (2012). Performing Our World: Affirming cultural diversity through music education Music Educators Journal, 98(4), 61-65. doi:10.1177/0027432112443262