Outline

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	Carla Trott, carla.trott@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Task Two - Classroom Management Plan You will create a Classroom Management Plan (CMP) that has 3 parts – Philosophy, Theory, and Practice.	25%	Formal exam period Due date: 17 Nov 2025 at 23:59	1000 word equivalent	AI allowed
Outcomes assessed:
Portfolio or journal	Task Three – Music Teacher ePortfolio You are to maintain a public-facing ePortfolio that presents the best of you as a music teacher for the 21st Century. Written work, recordings, multimedia.	35%	Formal exam period Due date: 17 Nov 2025 at 23:59	2500 word equivalent	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Task One - Part One: Peer Teaching and script Teaching segment and script	25%	Week 04 Due date: 29 Aug 2025 at 23:59	5 mins	AI prohibited
Outcomes assessed:
Creative work	Task One - Part Two: Score Your score must include the melody, text, details for the two additional parts and transfer instructions to body percussion/instruments (if applicable). This must be submitted on the day of your peer teaching assessment.	5%	Week 04 Due date: 29 Aug 2025 at 23:58	n/a	AI allowed
Outcomes assessed:
Written work	Task One - Part Three: Lesson Plan Lesson Plan. This plan must be submitted on the day of the peer-teaching assessment.	10%	Week 04 Due date: 29 Aug 2025 at 23:59	45 mins - up to 8 activities.	AI allowed
Outcomes assessed:
= hurdle task ?

Assessment summary

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

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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	Kodály-inspired music education 1 • Philosophical underpinnings – not a method, but an approach • Making music accessible to all - sound before symbol • Valuable music literacy tools - rhythm syllables, solfege and hand signs • Multimodal learning - an embodied aural-vocal approach	Lecture and tutorial (2 hr)
Week 01	Orff-Keetman-Schulwerk 1 • Chunking a melody; imitation; singing; repetition • Words and rhythm • Obtaining a chord-playing instrument	Lecture and tutorial (2 hr)
Week 02	Kodály-inspired music education 2 • Developing the ‘whole musician’ – differentiating for a wide range of prior learning/abilities, and students with additional educational needs • The aural sequence: primary vs older beginner. Introductory lessons. • Planning for success: long-term and sequential skill development within a spiral curriculum	Lecture and tutorial (2 hr)
Week 02	Orff-Keetman-Schulwerk 2 • Words and rhythm to body percussion • Transfer to instruments; mirroring; ostinato; bordun; layering • Adopting Schulwerk in stage 4 and differentiating for a wide range of prior learning, ability, and students with special educational needs	Lecture and tutorial (2 hr)
Week 03	Kodály-inspired music education 3 • Cultural bearers: ethical sourcing and sharing of musics • Musical mother tongue: finding appropriate and diverse repertoire • 40 ways to teach a song: teacher talk, modelling, and effective instruction	Lecture and tutorial (2 hr)
Week 03	Orff-Keetman-Schulwerk 3 • The typical elemental Orff-Keetman-Schulwerk score • Writing your own arrangement • Peer-teaching prep	Lecture and tutorial (2 hr)
Week 04	PEx prepration • Getting ready to manage a junior secondary music classroom • Rules and routines for successful and effective behaviour management in the music classroom. • Introduction to classroom management for the music educator. • Preparing to reflect on practice	Lecture and tutorial (2 hr)
Week 04	Assessment Task #1 - Peer teaching task (in-class). Score and lesson plan/script handed into Canvas (Friday Week 4)	Lecture and tutorial (2 hr)
Week 09	Classroom management for the music educator • Definitions, policies and practices of behaviour management in schools • What is a classroom management plan? • Preparation for Assessment Task 3.	Lecture and tutorial (2 hr)
Week 09	PEx reflections and teacher identity • Reflecting on PEx • Critical thinking and worldview of educational theories and practice • Where do philosophy, theory, and practice meet? • Writing for Assessment Task 2	Lecture and tutorial (2 hr)
Week 10	Contemporary approaches and applications to music education • Techniques and philosophies that have shaped music education. • Comprehensive musicianship and pluralism • Mapping music as an interdisciplinary subject, and mapping core literacy & numeracy strategies to music curriculum.	Lecture and tutorial (2 hr)
Week 10	Adolescent behaviour and development theories • Structuring the Learning Environment for Stage 4 & 5 • Engaging parents or carers in the educative process. • Rules and routines for successful behaviour management in the music classroom.	Lecture and tutorial (2 hr)
Week 11	Pedagogical use of instruments in group music making • Creative Music Movement and constructivist learning • Introduction to Task #3 • Teaching with a chord-playing instrument and improvisation • Reading chord charts and lead sheets	Lecture and tutorial (2 hr)
Week 11	Classroom Management models • School culture and bullying • Getting ready to manage a junior secondary music classroom • Behaviour theories and behaviour management models	Lecture and tutorial (2 hr)
Week 12	Musicking and Praxis • Music education philosophies in practice • Informal learning practices • Selection of repertoire for junior secondary and chord-playing instruments	Lecture and tutorial (2 hr)
Week 12	Music education research in practice • Link research to practice • Mentoring and praxis shock • Network and support groups for Australian music teachers.	Lecture and tutorial (2 hr)
Week 13	Classroom management approaches • Detailing and demonstrating a behaviour management plan. • Linking behaviour management theories to action • Classroom management scenarios • Support for Task #2 – vignette responses	Lecture and tutorial (2 hr)
Week 13	Culturally responsive teaching practices • Multiculturalism and culturally responsive pedagogies. • Cultural safety - creating safe, supportive and inclusive learning environments for all students. • Support for Assessment Task #3. • Visit to 4th Year research poster presentations. • SCM 110th Concert and celebration of the semester.	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

Use of generative artificial intelligence (AI)

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

EDMT5702: Music Curriculum 2

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

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