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	Michael Bradshaw, michael.bradshaw@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: 08 Oct 2026 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: 08 Nov 2026 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

See Canvas for details.

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	Introduction to the Key Approaches in Music Education	Lecture (1 hr)
Week 01	Introduction to the Key Approaches in Music Education	Tutorial (1 hr)
Week 02	Culturally Responsive Approach	Lecture (1 hr)
Week 02	Culturally Responsive Approach	Tutorial (1 hr)
Week 03	Repertoire: old and new; approaches for older beginners.	Lecture (1 hr)
Week 03	Repertoire: old and new; approaches for older beginners.	Tutorial (1 hr)
Week 04	Effective Pedagogy in the music classroom	Lecture (1 hr)
Week 04	Effective Pedagogy in the music classroom	Tutorial (1 hr)
Week 05	Planning in the music classroom	Lecture (1 hr)
Week 05	Planning in the music classroom	Tutorial (1 hr)
Week 06	Kodály-inspired Approach #1	Lecture (1 hr)
Week 06	Kodály-inspired Approach #1	Tutorial (1 hr)
Week 07	Kodály-inspired Approach #2	Lecture (1 hr)
Week 07	Kodály-inspired Approach #2	Tutorial (1 hr)
Week 08	Preparing for peer teaching	Lecture (1 hr)
Week 08	Preparing for peer teaching	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	Comprehensive musicianship approach	Lecture (1 hr)
Week 11	Comprehensive musicianship approach	Tutorial (1 hr)
Week 12	Informal Learning Approach	Lecture (1 hr)
Week 12	Informal Learning Approach	Tutorial (1 hr)
Week 13	Being creative and adaptive with Music Education approaches	Lecture (1 hr)
Week 13	Being creative and adaptive with Music Education approaches	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