EDMT5702: Semester 2, 2024

Units EDMT5702 Semester 2 2024 [Normal day]

Unit outline_

EDMT5702: Music Curriculum 2

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

This unit will provide students with an opportunity to develop knowledge of and teaching skills related to significant music education methods. Students will focus on a number of internationally recognised approaches to teaching music, including Orff Schulwerk, the Kodaly method, Comprehensive Musicianship and the creativity movements of the 1960s and 1970s. More recent developments, including approaches reflecting Multiculturalism, Informal Learning and children's musical worlds will also be explored.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	24 credit points including EDMT5700 Music Curriculum 1 and EDMT5676
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	James Humberstone, james.humberstone@sydney.edu.au
Lecturer(s)	James Humberstone, james.humberstone@sydney.edu.au
	Brad Fuller, brad.fuller@sydney.edu.au
	Belinda Smith, belinda.e.smith@sydney.edu.au
	Carla Trott, carla.trott@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Contemporary Pedagogies Written work, recordings.	35%	Formal exam period Due date: 11 Nov 2024 at 23:59 Closing date: 25 Nov 2024	1000wd equivalent
Outcomes assessed:
Assignment	Behaviour Management Plan Written BMP. See canvas for more details, marking rubric, and exemplars.	25%	Week 06 Due date: 06 Sep 2024 at 23:59 Closing date: 20 Sep 2024	500wd equivalent
Outcomes assessed:
Creative assessment / demonstration	Kodaly & Orff peer teaching Lesson plan(s), peer teaching, arrangement(s). See Canvas for more details.	40%	Week 09 Due date: 27 Sep 2024 at 23:59 Closing date: 11 Oct 2024	2000wd equivalent
Outcomes assessed:

Assessment summary

Please see the Canvas site for EDMT5702 for detailed assessment task descriptions and marking rubrics.

Assessment criteria

Please see detailed task descriptions and marking rubrics on the Canvas site for EDMT5702. Where possible, exemplars of past student work will also be provided.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Per University Policy.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	The Kodály Method 1	Lecture and tutorial (2 hr)
Week 01	The Kodály Method 2	Lecture and tutorial (2 hr)
Week 02	The Kodály method 3	Lecture and tutorial (2 hr)
Week 02	Orff-Keetman Schulwerk 1	Lecture and tutorial (2 hr)
Week 03	Orff-Keetman Schulwerk 2	Lecture and tutorial (2 hr)
Week 03	Orff-Keetman Schulwerk 3	Lecture and tutorial (2 hr)
Week 04	Introduction to classroom management for the music educator. Classroom management in schools, related to the music classroom. Getting ready to manage a junior secondary music classroom. Behaviour theories and behaviour management models. What is a classroom management plan?	Lecture and tutorial (2 hr)
Week 04	Structuring the Learning Environment Stage 4 & 5 adolescent and behaviour management. Engaging parents or carers in the educative process. Rules and routines for successful behaviour management in the music classroom. Writing your philosophy and theory for Assessment Task 1, and preparing to reflect on practice.	Lecture and tutorial (2 hr)
Week 09	Classroom management. Reflecting on assessment task 1 and the PEx block. Where do philosophy, theory, and practice meet?	Lecture and tutorial (2 hr)
Week 09	Peer-teaching week (Assessment Task 2) drawing on the Kodály method and Orff-Keetman Schulwerk. If time afterwards, prep for Task 3.	Lecture and tutorial (2 hr)
Week 10	CONTEMPORARY PEDAGOGIES 1 - The Creative Music Movement. MUSIC TEACHER IDENTITY 1 - Who You Be?	Lecture and tutorial (2 hr)
Week 10	CONTEMPORARY PEDAGOGIES 2: Comprehensive Musicianship.	Lecture and tutorial (2 hr)
Week 11	CONTEMPORARY PEDAGOGIES 3 (part 1) - Informal Learning: Lucy Green’s research and “in at the deep end”. The growing research base. MUSIC TEACHER IDENTITY 2 - Class, control, and classical music.	Lecture and tutorial (2 hr)
Week 11	CONTEMPORARY PEDAGOGIES 3 (part 2): Musical Futures and modelling aural learning.	Lecture and tutorial (2 hr)
Week 12	CONTEMPORARY PEDAGOGIES 4 - Cultural Diversity including the music of Aboriginal and Torres Strait Islanders, and multiculturalism. MUSIC TEACHER IDENTITY 4 - If I were a racist.	Lecture and tutorial (2 hr)
Week 12	CONTEMPORARY PEDAGOGIES 5 - Pluralism and Punk Pedagogy. MUSIC TEACHER IDENTITY 5 - (Self-)Censorship of the Other (Kallio)	Lecture and tutorial (2 hr)
Week 13	MUSIC TEACHER IDENTITY 5 - Australian Music Teachers (Dwyer). Time to work on Assessment Task 3 with support.	Lecture and tutorial (2 hr)
Week 13	The big filming and recording class (linked to Assessment Task)	Lecture and tutorial (2 hr)

Attendance and class requirements

100% attendence is required.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Please see the Readings link on the Canvas website for details of mandatory and optional (further) reading. Please note that many classes will only make sense if you do the reading or watch the “flipped” video beforehand!

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Participate in learning experiences which develop your knowledge of a range of pedagogical approaches to music education, and are suitable for application to a variety of teaching situations, especially classroom teaching.
LO2. Describe the principal characteristics of each approach under study.
LO3. Master some basic teaching skills related to these music education approaches.
LO4. Incorporate improvisation into classroom activities, either using the voice, percussion or other instruments.
LO5. Devise a sequence of music learning experiences suitable for the development of specified musical skills or knowledge.
LO6. Be familiar with the body of literature relating to these methods.
LO7. Exhibit an understanding of the key characteristics of adolescent development and behaviour.
LO8. Know and apply a range of strategies for behaviour management in the music classroom to maintain a safe and respectful learning environment.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

In 2023, we reduced the assessment workload for the 3rd task, and following success, we are retaining that in 2024.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links