Outline

Overview

Choral and/or instrumental ensemble programs are a significant component of school music education and commonly involve the music teacher in various musical roles in addition to those of co-ordinator and/or administrator. This Unit of Study is creative and practical in nature and provides students with both a general understanding of the fundamental components of school choral and instrumental work and a more detailed understanding of how to establish, maintain and sustain successful school choral and instrumental music programs. Key pedagogical issues are considered and relevant skills are practised, including arranging for ensembles. Particular emphasis is placed on a practical approach to leading and conducting rehearsals.

Unit details and rules

Academic unit	Music Education
Credit points	6
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)	Elizabeth Scott, elizabeth.r.scott@sydney.edu.au
	Carla Trott, carla.trott@sydney.edu.au
	Jodie Spooner-Ryan, jodie.spoonerryan@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	Assessment Task 1: Choir directing Choral Conducting Skills including rehearsal plan with warm up or accompaniment	30%	Week 05 Due date: 01 Sep 2025 at 23:59 Closing date: 08 Sep 2025	n/a	AI prohibited
Outcomes assessed:
Creative work	Assessment Task 2: Choir arranging Arrange a short song or excerpt from a song (e.g. the chorus of a song) for school choir SAB with piano accompaniment.	20%	Week 05 Due date: 05 Sep 2025 at 23:59	n/a	AI allowed
Outcomes assessed:
Written work	Assessment Task 1: Choir rehearsal plan Provide a brief rehearsal plan, outlining your aims for the rehearsal and the steps you propose to take along with details of your warm-up. Your rehearsal plan is to be submitted either prior to your rehearsal by email or on the day as a paper copy.	0%	Week 05 Due date: 01 Sep 2025 at 23:59	One page	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Assessment Task 3: Band directing Band Conducting Skills including rehearsal plan and warm up	30%	Week 13 Due date: 03 Nov 2025 at 23:59 Closing date: 10 Nov 2025	n/a	AI prohibited
Outcomes assessed:
Creative work	Assessment Task 4: Band arranging Arrange a short piece or excerpt from a piece for school concert band including poly-technicality. Your piece should be between 16 and 40 bars long .	20%	Week 13 Due date: 07 Nov 2025 at 23:59	n/a	AI allowed
Outcomes assessed:
Written work	Task 3: Band rehearsal plan Provide a brief rehearsal plan, outlining your aims for the rehearsal and the steps you propose to take along with details of your warm-up. Your rehearsal plan is to be submitted either prior to your rehearsal by email or on the day as a paper copy.	0%	Week 13 Due date: 03 Nov 2025 at 23:59	One page	AI allowed
Outcomes assessed:
= hurdle task ?

Assessment summary

Task 4 Choir Arranging 20%

Fail (<50%)	Pass (50 – 64%)	Credit (65-74%)	Distinction (75-84%)	High Distinction (85%+)
Unsatisfactory arrangement due to serious pedagogical or musical problems. <10	A satisfactory arrangement showing some understanding of choral texture and harmony and of piano accompaniment writing and of score conventions. Largely singable for its stated standards. 10-12.5	A well-crafted arrangement showing understanding of choral texture and harmony and of piano accompaniment writing and meets score conventions in a musically realistic way. 13-14.5	An excellent arrangement showing strong understanding of choral texture and harmony and of piano accompaniment writing. The score is a detailed, musically imaginative and achievable.15-16.5	As per Distinction, but with exceptional creativity, understanding of choral music and choral pedagogy. 17+

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100	Work of exceptional standard
Distinction	75 - 84	Work of superior standard
Credit	65 - 74	Highly competent work demonstrating potential for higher study
Pass	50 - 64	Work of acceptable standard
Fail	0 - 49	Work not of acceptable standard

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.

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 policy

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	Course requirements, assessment and weekly class expectations. Introduction to repertoire and general conducting techniques and beat patterns.	Block teaching (3 hr)
Week 02	Choral Pedagogy #1: Choral conducting techniques and school choir warm-ups. The voice: the psychology of singing, vocal mechanics, ranges; types; and the changing voice. Warm-ups; technique; and the accompanist	Block teaching (3 hr)
Week 03	Choral Pedagogy #2: Adapting repertoire to suit your ensemble. Arranging for SAB + changing voices. Common issues with school choirs.	Block teaching (3 hr)
Week 04	Choral Pedagogy #3: Reading scores and approaching challenges. Choral conducting techniques. Arrangements for school choirs. Vowels and consonants and intonation. Adapting to different musical styles.	Block teaching (3 hr)
Week 05	Choral Pedagogy #4: Practical assessment - Task 1 due (in-class) + Task 2 due	Block teaching (3 hr)
Week 06	Band Pedagogy #1: The first notes - tuning, intonation, blend, warming up. Interpreting a score: preparing for rehearsal. Instruments: ranges, capabilities, clefs, terminology. Band games, drills and repertoire.	Block teaching (3 hr)
Week 07	Band Pedagogy #2: Conducting skills: posture, hand position, the baton, 2, 3 and 4 metre, preparatory gestures, releases, dynamics, style. Playing repertoire – student directed. Arranging for school band.	Block teaching (3 hr)
Week 08	Band Pedagogy #3: Playing repertoire – student directed. Pedagogy of band for beginners. Arranging for flexi-band ensembles.	Block teaching (3 hr)
Week 09	Public holiday	Block teaching (3 hr)
Week 11	Band Pedagogy #4: Playing repertoire – student directed. Ensemble leading. Advanced arranging techniques.	Block teaching (3 hr)
Week 12	Band Pedagogy #5: Playing repertoire – student directed. Choosing repertoire. Prep for Task 3	Block teaching (3 hr)
Week 13	Band Pedagogy #6: Practical assessment - Task 3 (in-class) + Task 4 due.	Block teaching (3 hr)

Attendance and class requirements

Attendance requirements: Please click on below link to find more information on attendance requirements, as per the Sydney Conservatorium of Music resolutions - http://sydney.edu.au/handbooks/conservatorium/rules/faculty_resolutions.shtml (Item 12).
Referencing: All texts you refer to should be referenced using the style outlined in the Publication Manual of the American Psychological Association (APA, 2010 – 6th edition). Download and refer to this guide carefully: http://sydney.edu.au/library/subjects/downloads/citation/APA%20Complete_2012.pdf

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

Websites: *ABODA – Australian Band & Orchestra Directors Association • ABODA National – www.aboda.org.au • ABODA NSW – www.abodansw.com • QLD – links to useful rehearsal footage www.abodaq.org.au *Tim Reynish – leading conductor of wind ensembles • http://www.timreynish.com/ *World Association for Symphonic Bands and Ensembles • http://wasbe.org/ *MidWest Clinic Handouts – valuable resources! • http://www.midwestclinic.org/midwest-clinicians.aspx

All readings for this unit can be accessed on the Library eReserve link available in the Canvas site for this unit.

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. Develop basic conducting skills in the form of beat patterns.
LO2. Analyse choral and instrumental scores and discuss common problems encountered in conducting these works, as well as possible solutions
LO3. Understand approaches to rearrangement of short works for various voice and instrument combinations
LO4. Adapt choral and instrumental music for specific contexts
LO5. Develop familiarity with rehearsal procedures.
LO6. Understand concepts of musical style
LO7. Develop conducting skills in the framework of repertoire and contrasting musical styles
LO8. Evolve memorisation skills
LO9. Gain knowledge of culturally diverse repertoires and ensemble types (large/small; homogenous/diverse timbre)
LO10. Understand how to structure a 5-year ensemble program for a school or community 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.

No substantial changes have been made since this unit was last offered.

Additional information

Minimum learning commitments: Minimum expected student commitments are laid out in the Learning and Teaching Policy, though these can be adjusted by faculties. As this is a 6 credit point unit of study, it is expected that the student commitment is 9-12 hours per week, averaged out over the semester. There are no other faculty guidelines for this 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

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

Additional information

Additional information

Disclaimer

On this page

Useful links

MUED3604: Ensemble Pedagogy

Semester 2, 2025 [Normal day] - Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

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

Additional information

Additional information

Disclaimer

On this page

Useful links