Outline

Overview

In this unit of study students apply their musical knowledge to the broader community of music learners as they engage in specifically designed music programs for low socioeconomic (SES) and disadvantaged students in schools and other community based settings in Sydney. Students will: critically examine widely held perceptions about people from low-SES backgrounds and disadvantaged backgrounds; develop an understanding of the musical needs of learners with limited access to musical knowledge; demonstrate basic skills in musical instruction in relation to school aged learners; apply musical knowledge to low-SES and disadvantaged school and community learners; understand and be sensitive to issues of cultural and social diversity; contribute to service provision in collaboration with schools and the broader community; communicate musical knowledge effectively to school aged students. Students will develop a project involving creative, practical music making among students in identified schools and organisations in the local community.

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

Assessment

The census date for this unit availability is 4 July 2025

Details
Criteria

Type	Description	Weight	Due	Length
Participation	Course Participation Meet attendance requirements for both SCM and school placement component. Critically reflect on localised protocols and projects, sharing experiences on the final class for the course.	100%	Ongoing	Ongoing
Outcomes assessed:
Assignment	EFT: MyPL Aboriginal Cultural Education: Let’s take the first step together Individually, enrol and complete the NSW Department of Education MyPL Course: Aboriginal Cultural Education – Let’s take the first step together .	0%	Week 02 Due date: 30 Jun 2025 at 23:59	1 hr to complete
Outcomes assessed:
= hurdle task ? = AI allowed ? = 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

Early Feedback Task: MyPL Aboriginal Cultural Education – Let’s take the first step together

Individually, enrol and complete the NSW Department of Education MyPL Course: Aboriginal Cultural Education – Let’s take the first step together .

Course Participation Assessment

This unit is an immersive learning experience and graded via Satisfied Requirements/Failed Requirements. To satisfy requirements students must:

1. Meet attendance requirements for both SCM and school placement component (Complete Online Attendance Sheet)

2. Reflect on their learning and share experiences in a yarning circle on the final day together for the course.

Assessment criteria

This course is assessed using the Satisfied Requirements (SR) /Failed Requirements (FR) framework.

For more information see guide to grades.

Failed requirements: Work not of acceptable standard.

Awarded in units of study where student achievement is measured either as Satisfied Requirements or Failed Requirements only, without a mark. Awarded to students who, in their performance in assessment tasks, fail to demonstrate the learning outcomes for the unit at an acceptable standard established by the faculty.

Satisfied Requirements: Work of acceptable standard.

Awarded in units of study where student achievement is measured as a pass or fail only without a mark to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an acceptable standard as defined by grade descriptors or exemplars established by the faculty.

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.

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
-	Aboriginal Education in NSW and a relationally responsive approach to music teaching. Songwriting, music production and recording in culturally and linguistically diverse school contexts.	Lecture and tutorial (4 hr)
-	Critical consciousness in action: Reflections from placements and evaluating the function of music in culturally and linguistically diverse school contexts.	Lecture and tutorial (2 hr)
Multiple weeks	Placement in culturally and linguistically diverse school (various locations)	Placement (18 hr)

Attendance and class requirements

100% Attendance is required to satisfy requirements for this course.

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

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

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

Morrison, A., Rigney, L-I., Hattam, R., & Diplock, A. (2019). Toward an Australian culturally responsive pedagogy: A narrative review of the literature. University of South Australia.

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.

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. Critically analyse representations of people from low-SES and disadvantaged backgrounds, including Aboriginal people, culture and communities and the impact of these on students, teachers, curriculum and schools
LO2. Critically reflect on Aboriginal community led socio-cultural experiences to develop a critical cultural consciousness and a relationally responsive approach to teaching in diverse contexts
LO3. Analyse the learning needs of culturally and linguistically diverse students, and evaluate school structures, music curriculum and pedagogies to guide culturally responsive implementation in local school-community contexts
LO4. Contribute to service provision in collaboration with schools and the broader community, communicating musical knowledge effectively to school aged students.

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) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 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. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 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) - 3.3.1. (Graduate) Include a range of teaching strategies. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Responding to student feedback

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

This is the first time this unit is running in a new context.

Additional information

Students must have a valid Working with Children Check to complete the placement in schools.

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) 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

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

Additional information

Additional information

Disclaimer

On this page

Useful links

MUED2301: Music Learning Through Community Service

Intensive June - July, 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) 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

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

Additional information

Additional information

Disclaimer

On this page

Useful links