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	Thomas Fienberg, thomas.fienberg@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	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. Include reflections, written work, recordings, multimedia.	35%	Formal exam period Due date: 16 Nov 2026 at 23:59	2500 word equivalent	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Task One - Peer teaching, score and script Teaching segment, score and script. Must be submitted as PDF.	40%	Week 04 Due date: 25 Aug 2026 at 09:00	5 mins + up to 1000 words of script.	AI prohibited
Outcomes assessed:
Written work	Task Two - Classroom Management Plan You will create a Classroom Management Plan (CMP) that has 3 parts – Philosophy, Theory, and Practice.	25%	Week 12 Due date: 01 Nov 2026 at 23:59	1000 word equivalent	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	Orff-Keetman-Schulwerk 1	Lecture (1 hr)
	Chunking a melody; imitation; singing; repetition Words and rhythm Obtaining a chord-playing instrument	Tutorial (1 hr)
	Kodály-inspired music education 1	Lecture (1 hr)
	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	Tutorial (1 hr)
Week 02	Orff-Keetman-Schulwerk 2	Lecture (1 hr)
	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	Tutorial (1 hr)
	Kodály-inspired music education 2	Lecture (1 hr)
	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	Tutorial (1 hr)
Week 03	Orff-Keetman-Schulwerk 3	Lecture (1 hr)
	The typical elemental Orff-Keetman-Schulwerk score Writing your own arrangement Peer-teaching prep	Tutorial (1 hr)
	Kodály-inspired music education 3	Lecture (1 hr)
	Cultural bearers: ethical sourcing and sharing of musics Musical mother tongue: finding appropriate and diverse repertoire Many ways to teach a song: teacher talk, modelling, and effective instruction	Tutorial (1 hr)
Week 04	PEx preparation	Lecture (1 hr)
	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	Tutorial (1 hr)
	Assessment Task #1 - Peer teaching task (in-class). Score and lesson plan/script handed into Canvas	Lecture (1 hr)
	Assessment Task #1 - Peer teaching task (in-class). Score and lesson plan/script handed into Canvas	Tutorial (1 hr)
Week 09	PEx reflections and linking philosophy and theory with practice.	Lecture (1 hr)
	Reflecting on PEx Critical thinking and worldview of educational theories and practice. Where do philosophy, theory, and practice meet? Introducing the final two assessment tasks.	Tutorial (1 hr)
	Contemporary Approaches: Comprehensive Musicianship.	Lecture (1 hr)
	Comprehensive musicianship and its connections to the NSW music curriculum. Critically interpreting the elements of music and music language. Striving towards a pluaralist approach to music education.	Tutorial (1 hr)
Week 10	Classroom management theories	Lecture (1 hr)
	Getting ready to manage a junior secondary music classroom. Behaviour theories and behaviour management models.	Tutorial (1 hr)
	Contemporary approaches: Creativities	Lecture (1 hr)
	Creative Music Movement, constructivist learning and moving beyond jamming.	Tutorial (1 hr)
Week 11	Contemporary approaches: Informal learning	Lecture (1 hr)
	Experiencing informal learning from the deep end and beyond.	Tutorial (1 hr)
	Classroom management practices	Lecture (1 hr)
	Structuring the Learning Environment for Stage 4 & 5. Rules, routines and preventative strategies for successful behaviour management in the music classroom. Classroom management styles and the music classroom.	Tutorial (1 hr)
Week 12	Classroom Management NSW Department of Education Whole-School Approaches	Lecture (1 hr)
	Comparing Positive Behaviour for Learning with Trauma Informed Practices. Supporting students with individual differences and final preparation for your classroom management plan.	Tutorial (1 hr)
	Contemporary Approaches: Culturally relevant teaching	Lecture (1 hr)
	Indigenising and decolonising music education and ensuring repertoire is taught in a culturally relevant way.	Tutorial (1 hr)
Week 13	Music education research in practice	Lecture (1 hr)
	Link research to practice Mentoring and praxis shock Network and support groups for Australian music teachers.	Tutorial (1 hr)
	Contemporary Approaches: Culturally responsive pedagogy	Lecture (1 hr)
	Multiculturalism and culturally responsive pedagogies. Cultural safety - creating safe, supportive and inclusive learning environments for all students.	Tutorial (1 hr)

Attendance and class requirements

STUDENT ATTENDANCE

90% in-person attendance at lectures

Students are expected to attend a minimum of 90 per cent of timetabled activities for a unit of study, unless granted exemption by the Associate Dean or relevant delegated authority. The Associate Dean or relevant delegated authority may determine that a student fails a unit of study because of inadequate attendance. Alternatively, at their discretion, they may set additional assessment items when attendance is lower than 90 per cent.

ASSESSMENT REQUIREMENTS

All assessment tasks must be attempted. Failure to submit or attend any assessment task will normally result in an Absent Fail (AF) or failure of the unit.
If a task is specified as a hurdle requirement, you must obtain a minimum mark of 50% in that task to pass the unit, even if your overall mark is higher.

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

See Canvas for readings relevant to Weeks 1-4

Required readings for Weeks 9-13

Week 9:

Classroom Management:

CESE (2020) Classroom management literature review

Fuller (2022) What works best in music classroom

Comprehensive Musicianship:

Jeanneret et al. (2023) Beyond Manhattanville

Kallio (2017) Popular "problems"

Week 10:

Classroom Management:

Nobile, Lyons and Arthur-Kelly (2020). Positive Learning Environments (core text, multiple chapters relevant here)

Konza, Grainger and Bradshaw (2003). Classroom Management a survival guide (Chapter 5)

Creativity:

Finney (2020) John Paynter: Thinker.

Randles and Burnard (2023) Tuning up: Creativities illuminate our discourse

Week 11:

Classroom Management:

Hepburn, Beamish and Alston-Knox (2020) Classroom management practices commonly used by secondary school teachers: results from a Queensland survey.

NSW DoE (2026) Behaviour and Engagement

Informal Learning

Wilson (2022) It's music and we came to play instruments

Green (2008) Music, Informal Learning and the School: A New Classroom Pedagogy (Chapters 1-2)

Week 12:

Classroom Management

Hess (2021) Rethinking "bad behaviour": A compassionate response to "Acting Out"

Bernard and Bylica (2025) Examining the nature and function of rules in the music classroom

Culturally Relevant Teaching

Holder (2020) If I were a racist

Fienberg, Higgison and Clapham (2025). "These kids need you to listen, like, now!"

Ladson-Billings, G. (2014). Culturally Relevant Pedagogy 2.0: a.k.a. the Remix.

Week 13:

Tuxworth & Dwyer (2023) Supporting CALD in music classrooms

Abril (2013) Culturally responsive classrooms

Fricker & Fricker (2023) Decolonising the music classroom

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 2026, we streamlined the assessments in response to 2025 feedback.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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, 2026 [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