Outline

Overview

This unit will provide students with an opportunity to develop knowledge of and teaching skills related to music education approaches that have influenced current practice. Students will focus on a number of internationally recognised approaches to teaching music, including those developed by Orff and Kodaly; Comprehensive Musicianship, and the creativity movements of the 1960s and 1970s. More recent approaches reflecting multiculturalism, globalization, mediated learning, constructivism, Informal Learning and forms of enculturation and musical creativity evident in children's musical worlds will also be explored. An important focus of this course will include building confidence in performing on chord-based instruments and drums.

Unit details and rules

Academic unit	Music Education
Credit points	3
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Carla Trott, carla.trott@sydney.edu.au
Lecturer(s)	Belinda Smith, belinda.smith@sydney.edu.au
	Thomas Fienberg, thomas.fienberg@sydney.edu.au
	Carla Trott, carla.trott@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
Out-of-class quiz	Task #1: Early Feedback Task Part 1: Working With Children Check Part 2: Registering with DET NSW as a pre-service teacher	0%	Week 02 Due date: 16 Aug 2026 at 23:59	n/a	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Task #2: Peer Teaching Part 1: Teach a lesson segment to demonstrate effective practice of duration-based syllables and/or solfa/hand signs. Part 2: Script + score	50%	Week 09 Due date: 09 Oct 2025 at 10:00	4-min lesson segment, script + score	AI prohibited
Outcomes assessed:
Portfolio or journal	Task #3 - ePortfolio Part 1: Reflections (8 pages) Part 2: Lesson Plan (1 page) Part 3: Repertoire (1 page)	50%	Week 13 Due date: 13 Nov 2025 at 23:59	200-300 words/2-3 mins media per page	AI allowed
Outcomes assessed:
= hurdle task ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

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.

Assessment criteria

The following assessment criteria are used for performance work in this unit of study:

Result name	Mark range	Description
High distinction	85 - 100	Comprehensive and outstanding technical control and musical integrity in relation to developmental expectations. Musical individuality consistently projected to create a persuasive personal representation of the work. Performance flair indicative of soloist standard. A mark of 95 or above indicates extraordinary technical virtuosity and musical artistry.
Distinction	75 - 84	Excellent technical, musical and stylistic achievement. Consistently coherent and expressive performance. Some personal interpretation of the work suggesting soloist potential.
Credit	65 - 74	Confident technique with evidence of solid musicality and some stylistic achievement. Occasional lapses indicative of unresolved technical, artistic and/or stylistic issues. Projects potential for further development.
Pass	50 - 64	Satisfactory level of preparation and musical engagement. Some inconsistencies in musicianship, style and/or technique. Musical imagination and overall performance sense developing though some insecurity in this area.
Fail	0 - 49	Unsatisfactory technical achievement and/or unsatisfactory level of musical and artistic engagement. Limitations may be of such a scale and consistency as to call into question the student’s future direction in the programme.

The following assessment criteria are used for written work in this unit of study:

Result name	Mark range	Description
High distinction	85 - 100	Demonstrates high level of initiative in research and reading; sophisticated critical analysis of evidence; high level engagement with theoretical issues, innovative use of reading/research material and impressive command of underlying debates and assumptions; properly documented and written with style, originality and precision.
Distinction	75 - 84	Demonstrates initiative in research and wide, appropriate reading; complex understanding of question and ability to critically review material in relation to underlying assumptions and values; analyses material in relation to empirical and theoretical contexts; properly documented; clear, well-developed structure and argument with some signs of literary style.
Credit	65 - 74	Evidence of broader understanding than pass level; offers synthesis with some critical evaluation of material; coherent argument using a range of relevant evidence; some evidence of independent thought, good referencing. A high credit (70-74) shows some evidence of ability to problematise and think conceptually.
Pass	50 - 64	Written work meets basic requirements in terms of reading/research; relevant material; tendency to descriptive summary rather than critical argument; makes a reasonable attempt to avoid paraphrasing; reasonably coherent structure; often has weaknesses in particular areas, especially in terms of narrow or underdeveloped treatment of question; acceptable documentation.
Fail	0 - 49	Work may fail for any or all of the following reasons: Unacceptable paraphrasing; irrelevance of content; poor spelling; poor presentation; grammar or structure so sloppy it cannot be understood; failure to demonstrate understanding of content; insufficient or overlong word length.

For more information see sydney.edu.au/students/guide-to-grades.

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.

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	Approach #1: Kodály-inspired music education Long-term planning using the Three P system (deliberate planning for spacing and retrieval), Revision of short-term planning, scaffolding, explicit instruction and the Three R system. Tools for musical literacy – tonic moveable solfege and hand signs, duration-based rhythm syllables, and the voice.	Lecture (1 hr)
Week 01	Approach #1: Kodály-inspired music education Long-term planning using the Three P system (deliberate planning for spacing and retrieval), Revision of short-term planning, scaffolding, explicit instruction and the Three R system. Tools for musical literacy – tonic moveable solfege and hand signs, duration-based rhythm syllables, and the voice.	Tutorial (1 hr)
Week 02	Approach #1: Orff-Keetman Schulwerk Transfer of the voice to the body and percussion instruments, part-work to create ensembles.	Lecture (1 hr)
Week 02	Approach #1: Orff-Keetman Schulwerk Transfer of the voice to the body and percussion instruments, part-work to create ensembles.	Tutorial (1 hr)
Week 03	Orff-Keetman Schulwerk continued. Management of resources in a music classroom, budget limitations, peripatetic vs roving vs purpose-built music classroom considerations.	Lecture (1 hr)
Week 03	Orff-Keetman Schulwerk continued. Management of resources in a music classroom, budget limitations, peripatetic vs roving vs purpose-built music classroom considerations.	Tutorial (1 hr)
Week 04	Kodály-inspired music education continued. What’s in a method/philosophy? Interpreting Kodály’s philosophy for the 20th Century and an Australian context. Why sequencing of musical skills is important.	Lecture (1 hr)
Week 04	Kodály-inspired music education continued. What’s in a method/philosophy? Interpreting Kodály’s philosophy for the 20th Century and an Australian context. Why sequencing of musical skills is important.	Tutorial (1 hr)
Week 05	Lens #1: Comprehensive musicianship Techniques and philosophies that have shaped music education. Pluralism in the music classroom Using contemporary practices to inform music teaching philosophy.	Lecture (1 hr)
Week 05	Lens #1: Comprehensive musicianship Techniques and philosophies that have shaped music education. Pluralism in the music classroom Using contemporary practices to inform music teaching philosophy.	Tutorial (1 hr)
Week 06	Repertoire: old and new; approaches for older beginners. Introductory lessons for a range of levels. Song analysis for pedagogical purposes. The Power of the Pentatonic! Folk traditions, selecting appropriate repertoire for the music classroom, ethical considerations for pedagogical use.	Lecture (1 hr)
Week 06	Repertoire: old and new; approaches for older beginners. Introductory lessons for a range of levels. Song analysis for pedagogical purposes. The Power of the Pentatonic! Folk traditions, selecting appropriate repertoire for the music classroom, ethical considerations for pedagogical use.	Tutorial (1 hr)
Week 07	Approach #3: Dalcroze Embodied musical learning, influence of movement through time and space. Sound to symbol - Ear to Eye to Name.	Lecture (1 hr)
Week 07	Approach #3: Dalcroze Embodied musical learning, influence of movement through time and space. Sound to symbol - Ear to Eye to Name.	Tutorial (1 hr)
Week 08	Scripting and modelling of lesson segments for Task 2. Teacher talk and questioning techniques. Student-centred constructivism and teacher-led instruction.	Lecture (1 hr)
Week 08	Scripting and modelling of lesson segments for Task 2. Teacher talk and questioning techniques. Student-centred constructivism and teacher-led instruction.	Tutorial (1 hr)
Week 09	Peer Teaching assessment (in class assessment)	Lecture (1 hr)
Week 09	Peer Teaching assessment (in class assessment)	Tutorial (1 hr)
Week 11	Lens #2: Creative Music Movement and Constructivist learning Introduction to the chord playing instrument task, improvisation and preparing for assessment task #3.	Lecture (1 hr)
Week 11	Lens #2: Creative Music Movement and Constructivist learning Introduction to the chord playing instrument task, improvisation and preparing for assessment task #3.	Tutorial (1 hr)
Week 12	Lens #3: Informal learning practices Study of contemporary music pedagogies, selection of repertoire for chord-playing instruments, classroom management for practical assessments.	Lecture (1 hr)
Week 12	Lens #3: Informal learning practices Study of contemporary music pedagogies, selection of repertoire for chord-playing instruments, classroom management for practical assessments.	Tutorial (1 hr)
Week 13	Lens #4: Culturally responsive teaching practices Multiculturalism and culturally responsive pedagogies. Cultural safety - creating safe, supportive and inclusive learning environments for all students.	Lecture (1 hr)
Week 13	Lens #4: Culturally responsive teaching practices Multiculturalism and culturally responsive pedagogies. Cultural safety - creating safe, supportive and inclusive learning environments for all students.	Tutorial (1 hr)

Attendance and class requirements

Attendance requirements: Please refer to the link for more details on attendance requirements as per the Sydney Conservatorium of Music resolutions, http://sydney.edu.au/handbooks/conservatorium/rules/faculty_resolutions.shtml (Item 12).
Referencing Guidelines: All texts you refer to should be referenced using the style outlined in the Publication Manual of the American Psychological Association Style (APA), 7th Edition. See the USyd library guide here: https://libguides.library.usyd.edu.au/citation/apa7

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 3 credit point unit, this equates to roughly 60-75 hours of student effort in total.

Required readings

Week 1

Clements, A. C., & Klinger, R. (2010). A field guide to student teaching in music. Routledge.https://doi.org/10.4324/9780203890479

http://www.danielwillingham.com/uploads/5/0/0/7/5007325/willingham-2017_mental_model_of_the_learner.pdf?utm_source=snacks.pepsmccrea.com&utm_medium=referral&utm_campaign=a-model-of-learning

Week 2

Abril, C. R. (2013). Toward a More Culturally Responsive General Music Classroom. General Music Today, 27(1), 6–11.

Howard, K. (2020). Equity in Music Education: Cultural Appropriation Versus Cultural Appreciation—Understanding the Difference. Music Educators Journal, 106(3), 68–70. https://doi.org/10.1177/0027432119892926

Week 3

Howard, K. (2021). Ethical Song Research for the General Music Teacher. General Music Today, 34(3), 42–44. https://doi.org/10.1177/1048371321996289Beth’s Notes

Week 4

Kodály Music Education Institute of Australia. (2014). Middle years music education : music for the heart, body, spirit and mind. Kodály Music Education Institute of Australia. Read PEDAGOGICAL GUIDES.

https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/practical-guides-for-educators/cognitive-load-theory-in-practice

https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/practical-guides-for-educators/managing-cognitive-load-through-effective-presentationsWeek 5

Klinger, R. (2013). A guide to lesson planning in a Kodály setting. Sound Thinking Australia. (Section Two: An Overview of Long Term Planning)

Week 6

Cuskelly, J. (2021). The Kodály Philosophy: Contemporary Interpretations and Practices. In K. Cleland & P. Fleet (Eds.), The Routledge Companion to Aural Skills Pedagogy (1 ed., pp. 287-297). Routledge. https://doi.org/10.4324/9780429276392-24

Dobszay, L. (2009) After Kodaly – Reflections on Music Education. Kodály Institute of the Liszt Academy (sections only)

Week 7

Houlahan, M. and Tacka, P., (2015). Kodály today: a cognitive approach to elementary music education. New York: Oxford University Press, Chapter 1, 14-40.

Week 8

Houlahan, M. and Tacka, P., (2015). Kodály today: a cognitive approach to elementary music education. New York: Oxford University Press, Chapter 2, 15-35.

Week 9

Mancenido, Z., Hill, H. C., Garcia Coppersmith, J., Carter, H., Pollard, C., & Monschauer, C. (2026). Practice-Based Teacher Education Pedagogies Improve Responsiveness: Evidence from a Lab Experiment. Journal of Research on Educational Effectiveness, 19(1), 201–225. https://doi.org/10.1080/19345747.2025.2456716

Week 11

Comprehensive Musicianship in NSW Schools, a history

Jeanneret et al. (2003) Beyond Manhattanville.pdf

Week 12

Green, L. (2008). Music, Informal Learning and the school: A new classroom pedagogy. Aldershot, UK: Ashgate Publishing Limited. Chapter 1: Introduction, pp. 1-22.

Week 13

Wilson, E. (2022). ‘It’s music and we came to play instruments’: teaching for engagement in classroom music, Music Education Research, 24(4), 455-466

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. describe the principal characteristics of each approach under study
LO2. master some basic teaching skills related to these music education approaches, extended directly from those learned in MUED1010
LO3. incorporate improvisation into classroom activities, either using the voice, percussion or other instruments
LO4. experiment with a chord-playing instrument and use of chord progressions in the classroom
LO5. demonstrate familiarity with the body of literature relating to these methods.

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.

Student feedback has been very positive. A dovetailed approach to the introduction of topics will be trialed this semester to ensure streamlining of topics.

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

Early feedback task

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

MUED1005: Key Approaches in Music Education

Semester 2, 2026 [Normal day] - Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

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