Outline

Overview

This unit of study investigates the principles and practices of music teaching and learning at the senior secondary school level. It covers: aural skills, creativity, assessment, planning, repertoire, music analysis, musical understanding, resources and curriculum development. Musical content in this unit of study concentrates on music of the last 25 years with an Australian focus but includes an important element of cultural diversity.

Unit details and rules

Unit code	MUED4602
Academic unit	Music Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	MUED3606
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Jim Coyle, jim.coyle@sydney.edu.au
Lecturer(s)	Jim Coyle, jim.coyle@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assessment task design for the HSC music n/a	30%	Mid-semester break Due date: 13 Apr 2020 at 23:59	2000 words equivalent
Outcomes assessed:
Creative assessment / demonstration	Create and peer-teach a 15 minute activity designed to scaffold learning in the Music 1 course developed from your Task 1 Framework n/a	25%	Week 12	15 minutes, 500 words equivalent
Outcomes assessed:
Assignment	Design a unit of work on the Music 2 mandatory topic, and create all required resources n/a	45%	Week 14 (STUVAC) Due date: 05 Jun 2020 at 23:59	3500 words equivalent
Outcomes assessed:
= hurdle task ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

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.

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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction and overview	Lecture (3 hr)
Week 02	Music 1 in detail	Lecture (3 hr)
Week 03	The concepts of music in music 1	Lecture (3 hr)
Week 04	Teaching Composition including Technology Options for Composers in Music 1.	Lecture (3 hr)
Week 05	Creating Classroom Resources and Finding Repertoire	Online class (3 hr)
Week 06	Assessment design, marking and feedback in both courses	Online class (3 hr)
Week 07	Music 2 introduction	Online class (3 hr)
Week 08	Music 2 HSC course	Online class (3 hr)
Week 09	Music HSC course part 2	Online class (3 hr)
Week 11	Teaching to the ‘spectrum’: composite Music 1 and Music 2 classes	Online class (3 hr)
Week 12	In-class peer teaching for Assessment item 2	Online class (3 hr)
Week 13	Guest Lecturer	Online class (3 hr)

Attendance and class requirements

Lecture recording: Lectures for this unit of study will be recorded and made available to students via Canvas.
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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Bauer, W. I. (2014). Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music. New York: Oxford University Press, USA.

Brown, A. (2015). Music Technology and Education: Amplifying Musicality. New York: Routledge.

Cain, T. (2013). ‘Passing it on’: beyond formal or informal pedagogies. Music Education Research, 15(1), 74-91. doi:10.1080/14613808.2012.752803

Coyle, J. (2015) Scheherezade and Scheherezade.2 Education Resource Kit. Sydney Symphony Orchestra.

Finney, J., & Philpott, C. (2010). Informal learning and meta-pedagogy in initial teacher education in England. . British Journal of Music Education, 27(1), 12.

Folkestad, G. (2006). Formal and informal learning situations of practices vs formal and informal ways of learning. British Journal of Music Education.

Forney, K. (2000). Norton Scores. New York: W. W. Norton.

Forney, K., & Machlis, J. (2007). The Enjoyment of Music: An Introduction to Perceptive Listening. New York: W. W. Norton.

Galettis, H. (2009). Musical concepts : music 1 aural skills preliminary and HSC course. Milton: John Wiley & Sons.

Hein, E. (2015). You kids like the wrong music. Retrieved from http://www.ethanhein.com/wp/2015/you-kids-like-the-wrong-music/#more-13708

Horn, M. B., & Staker, H. (2014). Blended: Using disruptive innovation to improve schools: John Wiley & Sons.

Hindson, M., Barbeler, D., & Blom, D. (2007). Music Composition Toolbox. Sydney: Science Press.

Humberstone, J. (2012). Sibelius 7 Music Notation Essentials (K. Shoup Ed. 1 ed.). Boston: Course Technology.

Humberstone, J., & Ly, R. (2016). Content analysis of software for Bring Your Own Device (BYOD) programs in Music Education. Paper presented at the 32nd World Conference, International Society for Music Education, Glasgow, United Kingdom.

Jenkins, P. (2011). Formal and informal music educational practices. Philosophy of Music Education Review, 19(2), 18.

Kallio, A. A. (2015). Navigating (un)popular music in the classroom: Censure and censorship in an inclusive, democratic music education. (PhD), The Sibelius Academy of the University of the Arts Helsinki, Helsinki. Retrieved fromhttps://www.researchgate.net/publication/283299285_Navigating_unpopular_music_in_the_classroom_Censure_and_censorship_in_an_inclusive_democratic_music_education?enrichId=rgreq-a2b05722-a7c6-4087-a826-ba3135da3b06&enrichSource=Y292ZXJQYWdlOzI4MzI5OTI4NTtBUzoyODk3OTU3OTc0NzEyMzNAMTQ0NjEwNDExMDI4Ng%3D%3D&el=1_x_2

Lilliestam, L. (1996). On playing by ear. Popular Music, 15(2), 21.

Rose, L. S., & Countryman, J. (2013). Repositioning ‘The Elements’: How Students Talk about Music. Action, Criticism, and Theory for Music Education, 12(3), 20. Retrieved fromhttp://act.maydaygroup.org/articles/RoseCountryman12_3.pdf

Schloss, J. G. (2009). Foundation : B-boys, B-girls and Hip-Hop Culture in New York. New York: Oxford University Press.

Tobias, E. S. (2015). From Musical Detectives to DJs: Expanding Aural Skills and Analysis Through Engaging Popular Music and Culture. General Music Today, 28(3), 23-27. doi:10.1177/1048371314558293

Weekes, T. (2015). Writing about the concepts of music for success in the HSC Aural Skills examination in NSW.

Australian Journal of Music Education(2), 204.

Waldock, K. (2011). Jandamarra Sing For Country Education Resource Kit. Sydney Symphony Orchestra.

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. gain a comprehensive working knowledge of the current NSW Stage 6 (Years 11-12) Music 1 and Music 2 (plus Extension) course syllabuses
LO2. design, document, and deliver engaging programs of work in these courses which give students the best, differentiated opportunities to succeed while meeting or surpassing all syllabus outcomes
LO3. reach beyond common perceptions and explore, through lectures and workshops, the parameters and full potential of the scope of these syllabuses in the areas of teaching/learning and assessment
LO4. interrogate a range of challenges involved in teaching senior secondary classroom music
LO5. understand and evaluate technology in relation to music teaching
LO6. develop sound and compelling practical teaching and learning skills
LO7. develop meaningful music teaching and learning sequences.

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 changes have been made since this unit was last offered.

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

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Media

Student links

About us

Connect

Current students

MUED4602: Senior Secondary Music Education

Semester 1, 2020 [Normal day] - Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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

Media

Student links

About us

Connect