Outline

Overview

This unit comprises an introduction to the music and dance expressions of Australian Aboriginal and Torres Strait Islanders in their various geographical, historical, social and cultural settings, with an emphasis on recent, mass mediated expressions. The Unit provides students with a broad understanding of Australian First Nation societies, past and present, and introduces them to issues of ethical responsibility involved in the study of Australian Indigenous music and dance. It addresses a range of practical issues related to collaborating with First Nations musicians and the incorporation of Australian Indigenous music within school music education programs.

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	No

Teaching staff

Coordinator	Thomas Fienberg, thomas.fienberg@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
In-person practical, skills, or performance task or test	Co-composition participation Co-composition Participation (10%)	10%	Multiple weeks	N/A	AI prohibited
Outcomes assessed:
Portfolio or journal	Co-composition Reflective Essay Co-composition Reflective Essay	40%	STUVAC Due date: 11 Nov 2025 at 23:59	1200 words	AI allowed
Outcomes assessed:
Conversation	Early feedback Task - in-class presentation Prepare/deliver personalised Acknowledgement of Country #earlyfeedbacktask	0%	Week 03	1-2mins	AI allowed
Outcomes assessed:
Creative work	Sell the song - song score/lead sheet Ultimate guitar chart/lead sheet submitted to Canvas	15%	Week 04 Due date: 31 Aug 2025 at 23:59	8 minutes	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Sell the song - contextual information, performance Contextual information, performance in class	35%	Week 05	8mins	AI prohibited
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

See Canvas for full details of Assessments.

Assessment criteria

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	Australian Indigenous Music in the Classroom: Sharing stories and songs, pedagogical considerations and the role of music in reigniting language.	Lecture and tutorial (2 hr)
Week 02	Walking Together, Working Together: an introduction to Aboriginal Education in NSW. Acknowledging Country and place through music.	Lecture and tutorial (2 hr)
Week 03	Early Feedback Task: Personalised acknowledgements of Country. Why consultation matters and preparing for Sell the Song.	Lecture and tutorial (2 hr)
Week 04	Intergenerational storytelling and Gumbaynggirr musicking with the Donovans	Lecture and tutorial (2 hr)
Week 05	Sell The Song session (student performances)	Lecture and tutorial (2 hr)
Week 06	Supporting Aboriginal and Torres Strait Islander students through yarning and arts-based learning with Aboriginal and Torres Strait Islander artists in schools. Guest artists: Neville Williams Boney and Evie J Willie	Lecture and tutorial (2 hr)
Week 07	Indigenous language and Identity. Guest lecturer: Professor Clint Bracknell	Lecture and tutorial (2 hr)
Week 08	Embedding Indigenous pedagogies and a relational approach to resource selection, programming and assessment.	Lecture and tutorial (2 hr)
Week 09	Collaboration in action: Sound Circle and Barayagal Choir. Guest artists: Nardi Simpson and Kevin Hunt	Lecture and tutorial (2 hr)
Week 11	Consulting and collaborating with local Aboriginal communities. Co-composition session 1. Guest Artist: Eric Avery	Lecture and tutorial (2 hr)
Week 12	Deep listening, relationality and responding to Aboriginal and Torres Strait Islander storytelling: Co-composition Session 2	Lecture and tutorial (2 hr)
Week 13	Culturally safe collaboration and ICIP: Co-composition Recording Session. Guest Artist: Eric Avery.	Lecture and tutorial (2 hr)

Attendance and class requirements

Lecture recording: Lectures for this unit of study will be recorded and made available to students via the Learning Management System (LMS)
Attendance: Students are expected to attend a minimum of 90% of timetabled activities for a unit of study, unless granted exemption by the Dean, Head of School or professor most concerned. The Dean, Head of School or professor most concerned may determine that a student fails a unit of study because of inadequate attendance. Alternatively, at their discretion, they may set additional assessment items where attendance is lower than 90%.

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

Barney, K. (2009). Hop, skip and jump: Indigenous Australian women performing within and against Aboriginalism. Journal of Music Research Online, 1, 1-19.

Barney, K., & Mackinlay, E. (2010). Creating rainbows from words and transforming understandings: enhancing student learning through reflective writing in an Aboriginal music course. Teaching in Higher Education, 15(2), 161-173.

Bartleet, B.-L., & Carfoot, G. (2013). Desert harmony : stories of collaboration between Indigenous musicians and university students. International Education Journal : Comparative Perspectives, 12(1), 180-196.

Bennett, L. (2022). Black fulla, White fulla: Can there be a truly balanced collaboration? In Barney, K. (Ed.) Musical collaboration between Indigenous and Non-Indigenous people in Australia: Exchanges in the third space (pp. 9–22). Routledge. https://doi.org/10.4324/9781003288572-2

Bracknell, C. (2019). Identity, language and collaboration in Indigenous music. In T. Rowse, L. Bamblett, & F. Myers (Eds.), The difference that identity makes (pp. 100-125). Canberra: Aboriginal Studies Press.

Bracknell, C. (2022). Rock band: A third, brave space for Indigenous language. In K. Barney (Ed.) Musical collaboration between Indigenous and Non-Indigenous people in Australia: Exchanges in the third space (pp. 23–42). Routledge. https://doi.org/10.4324/9781003288572-3

Burgess, C., Thorpe, K., Egan, S., & Harwood, V. (2022). Towards a conceptual framework for Country-centred teaching and learning. Teachers and Teaching, 28(8), 925–942. https://doi.org/10.1080/13540602.2022.2137132

Dunbar-Hall, P. (2005). Colliding Perspectives? Music Curriculum as Cultural Studies. Music Educators Journal, 91, 33-37.

Fienberg, T. (2023a). Music, literature, and community: Reflections on a framework for learning through and from Aboriginal and Torres Strait Islander music. Research Studies in Music Education, 45(3), 444–462. https://doi.org/10.1177/1321103X231192311

Fienberg, T. (2023b). Reaching out: Yarning, sharing, and learning with First Nations artists through social media. Action, Criticism, and Theory for Music Education, 22(4) 44–78. https://doi.org/10.22176/act22.4.44

Fienberg T. & Higgison, D. (2022). Finding Solid Ground: Industry collaboration and mentoring Aboriginal and Torres Strait Islander students in Australian schools. In K. Barney (Ed.) Musical collaboration between Indigenous and Non-Indigenous people in Australia: Exchanges in the third space (pp. 109–121). Routledge. https://doi.org/10.4324/9781003288572-8

Fienberg, T., Higgison, D., & Williams-Boney, N. (2025). Yarning on Solid Ground: Connecting Aboriginal high school students to culture through yarning and arts-based learning. International Journal of Education & the Arts, 26(5). http://doi.org/10.26209/ijea26n5

Guy, S. (2015). Bodies, myth, and music: How contemporary Indigenous music contesting a mythologized Australian nationalism. eSharp 23, 1–21.

Locke, T., & Prentice, L. (2016). Facing the Indigenous 'Other': Culturally Responsive Research and Pedagogy in Music Education. The Australian Journal of Indigenous Education, 45(2), 139-151. doi:http://dx.doi.org/10.1017/jie.2016.1

Mackinlay, E. (2008). Making Space as White Music Educators for Indigenous Australian Holders of Song, Dance and Performance Knowledge: The Centrality of Relationship as Pedagogy. Australian Journal of Music Education(1), 2-6.

Mackinlay, E. (2010). A pedagogy of heart which beats to the rhythm of relationships: thinking about ourselves as music educators in relation to Indigenous Australia. Australian Kodaly Journal, 1, 17-23.

Mackinlay, E. (2016). A diffractive narrative about dancing towards decoloniality in an Indigenous Australian Studies performance classroom. In B.-L. Bartleet, D. Bennett, A. Power, & N. Sunderland (Eds.), Engaging first peoples in arts- based service learning: towards respectful and mutually beneficial educational practices (pp. 213–226). London: Springer.

NSW Aboriginal Education Consultative Group Inc & NSW Department of Education. (2020). Walking together working together: Partnership agreement between the NSW Aboriginal Education Consultative Group Inc & NSW Department of Education 2020-2030. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/aec/media/documents/partnershipagreement.pdf

Simpson, N. (2020). Coda. In A. Harris (Ed.) Representing Australian Aboriginal music and dance 1930-1970 (pp. 149-153). Bloomsbury Collections.

Webb, M. & Bracknell, C. (2021). Educative power and the respectful curricular inclusion of Aboriginal and Torres Strait Islander music. In A. A. Kallio, H. Westerlund, S. Karlsen, K. Marsh & E. Sæther (Eds.), The Politics of Diversity in Music Education (pp. 71-86). Springer.

Yunkaporta, T., & Kirby, M. (2011). Yarning up Indigenous pedagogies : a dialogue about eight Aboriginal ways of learning. In N. Purdie, G. Milgate, H. R. Bell (Eds.) Two way teaching and learning : toward culturally reflective and relevant education (pp. 205–213). ACER Press.

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.

At the completion of this unit, you should be able to:

LO1. identify key differences between Aboriginal and Torres Strait Islands music and present a strong case for prioritising them in formal music education
LO2. critique competing understandings of Aboriginal and Torres Strait Islander music
LO3. demonstrate awareness and understanding of the complexities inherent in concepts of Aboriginal and Torres Strait Islands music past and present, including notions of identity, history and geography
LO4. competently perform appropriate selections of Aboriginal and Torres Strait Islands music
LO5. describe, compare and demonstrate different pedagogical strategies for including (or increasing representation of) Aboriginal and Torres Strait Islands music in school learning and teaching programs in imaginative and ethical ways
LO6. identify ways music can contribute to healing from traumatic experiences

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

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Each year after this unit is delivered, thoughtful suggestions for improvement made through the USS and other channels are considered and incorporated into future versions of the unit.

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

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

MUED1007: Australian Indigenous Music and Education

Semester 2, 2025 [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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links