Outline

Overview

Australia's cultural diversity is reflected in school populations and educational policies. This unit of study discusses issues related to the teaching of music in a culturally diverse society both in Australian and international contexts. Rationales and strategies for incorporating music from a variety of cultures into music education programs will be explored with reference to relevant syllabus and policy documents and resources. This unit of study provides students with the knowledge and skills that are required to meet the needs of culturally diverse students in schools, as stipulated by AITSL.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	48 credit points including EDMT5700 and EDMT5701 and EDMT5702 and EDMT5703
Corequisites ?	EDMT6639 and EDMT6500
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Thomas Fienberg, thomas.fienberg@sydney.edu.au
Lecturer(s)	Belinda Smith, belinda.e.smith@sydney.edu.au
Lecturer(s)	Thomas Fienberg, thomas.fienberg@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Field collection, documentation and related unit of work Completed in pairs. See CANVAS LMS for details and rubric	40%	Mid-semester break Due date: 27 Apr 2025 at 23:59	3400 Words
Outcomes assessed:
Assignment	Rationale for employment as a music teacher in a culturally and linguistically diverse school Individual Task See CANVAS LMS For details and rubric	20%	Week 04 Due date: 23 Mar 2025 at 23:59	1000 Words
Outcomes assessed:
Presentation	Share the Song Completed in Pairs. See CANVAS LMS For details and rubric	10%	Week 05 Due date: 27 Mar 2025 at 17:30	8 Minutes (800wd equivalent)
Outcomes assessed:
Presentation	Fieldwork assignment seminar presentation Completed in pairs. See CANVAS LMS for details and rubric	30%	Week 08	20min (2000wd equiv) + 800wd resource
Outcomes assessed:
= hurdle task ? = group assignment ? = AI allowed ?

Assessment summary

1a. Personal Rationale for employment as a music teacher in a culturally diverse school (20%)

1b. Harmony Week Share the Song Performance (10%)

2. Field collection seminar presentation (30%)

3. Field collection, related program (40%)

Assessment criteria

Every assessment task in the M Teachdegree gives you the opportunity to explore the subject more deeply, with further reading and research. Please note that critical thinking about the texts you read and elucidation of your conclusions are key features of work that achieves Distinction or High Distinction grades.All tasks must be submitted via the eLearning site. If any resources/assets that are too large to upload through the eLearning site please email your lecturer for further instructionsMarking rubrics are included in this Unit of Study Outline. Assessed work will be marked according to these criteria.

For more information see guide to grades.

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

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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:

As per the University’s Assessment Procedures 2011 policy, Clause 7A, http://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/267&RendNum=0:

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.

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	Welcome to Cultural Diversity in Music Education. Cultural diversity in Australia and Educational responses. Continuity of culture: Aboriginal and Torres Strait Islander Music and KPop in focus.	Lecture and tutorial (3 hr)
Week 01	Gamelan Intensive with Belinda Smith	Lecture and tutorial (3 hr)
Week 02	Recapping the “culturals” and pedagogical considerations for culturally diverse musics. Concept vs Context: Problematising the study of music of a culture/global music culture in the NSW Curriculum. Is authenticity possible? Teaching with integrity. Patricia Sheehan Campbell: Cultural Prism Model. Attentive Listening and Participatory Musicking. WMP in action – Hindustani Classical Music.	Lecture and tutorial (3 hr)
Week 02	Gamelan Intensive with Belinda Smith	Lecture and tutorial (3 hr)
Week 03	Case Study of Music in Culture: Chinese Music . Masterclass featuring staff from the Chinese Music Ensemble. More strategies for integrating WMP. Culture Bearers: Lu Liu and Nicholas Ng.	Lecture and tutorial (3 hr)
Week 03	Gamelan Intensive with Belinda Smith	Lecture and tutorial (3 hr)
Week 04	Culturally Responsive Pedagogy and Intercultural Musicking. The place and power of music in celebrating culture through whole school events. Teaching “African” Drumming. Artist Profile: Mamady Keita (1950-2021). Local Artist Profile: Yaw and Friends.	Lecture and tutorial (3 hr)
Week 04	Gamelan Intensive with Belinda Smith	Lecture and tutorial (3 hr)
Week 05	Learning from culture bearers and developing lesson materials. Issues in the collection of resource materials: fieldwork, the study of cultures, ethical issues. Preparing for Harmony Week Concert @ Music Cafe, Thursday 27 March @ 5:30pm	Lecture and tutorial (3 hr)
Week 06	Case Study of Music in Culture: Diverse music making from Chile via HSC Music Compositions Culture Bearers: Luis Soto	Lecture and tutorial (3 hr)
Week 07	Case study of music in culture: Intercultural musicking in Western Sydney via Baghdad: Masterclass in Arabic Music. Music and conflict and teaching controversial issues in schools. Culture Bearers: Mohammed Lelo and James Tawadros.	Lecture and tutorial (3 hr)
Week 08	Seminar Presentations.	Lecture and tutorial (3 hr)

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 LMS for details on Readings

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. demonstrate an understanding of cultural diversity and its implications for music education;
LO2. identify, understand and apply a range of approaches to music education in a culturally diverse society;
LO3. critically evaluate information from published sources relating to music education and cultural diversity;
LO4. demonstrate cultural competence through interpersonal and organisational skills related to field collection of music and contextual information from culture-bearers;
LO5. formulate and document teaching/learning experiences utilising both field-collected and published materials for use in a classroom context.

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.

This unit is continuously evaluated following feedback in unit of study surveys.

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) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

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

EDMT6640: Music Curriculum 3 Ext

Semester 1, 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) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

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