Outline

Overview

This unit of study prepares students to teach music in a culturally diverse society. Music of a range of cultures is investigated in relation to its structure and cultural context and varied approaches to teaching this music in a classroom context are explored. Provision is made for the collection, evaluation and development of music resources appropriate for teaching in culturally diverse educational settings.

Unit details and rules

Academic unit	Music Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	It is recommended that students have successfully completed MUED2605 and MUED3605 prior to undertaking this unit
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Thomas Fienberg, thomas.fienberg@sydney.edu.au
Lecturer(s)	Peter Dunbar-Hall, peter.dunbar-hall@sydney.edu.au
Lecturer(s)	Thomas Fienberg, thomas.fienberg@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Fieldwork assignment seminar presentation Completed in pairs. See CANVAS LMS for more details and rubric.	20%	Multiple weeks	30 minutes
Outcomes assessed:
Online task	Gamelan Blog Individual Task. See CANVAS LMS for more details and rubric.	15%	Multiple weeks Due date: 07 Apr 2024 at 23:59	250 words per post
Outcomes assessed:
Participation	Gamelan participation & attendance Full attendance is essential for the Gamelan Intensive	5%	Multiple weeks	N/A
Outcomes assessed:
Assignment	Field collection, documentation and unit of work Completed in pairs. See CANVAS LMS for more details and rubric.	30%	STUVAC Due date: 02 Jun 2024 at 20:59	3000 words
Outcomes assessed:
Assignment	Harmony Week: Part A Rationale for employment as a music teacher in a culturally and linguistically diverse school (20%) Individual Task. See CANVAS LMS For Details and Rubric	20%	Week 04 Due date: 17 Mar 2024 at 23:59	800 Words
Outcomes assessed:
Presentation	Harmony Week: Part B Share the Song Completed in pairs. See CANVAS LMS for details and rubric.	10%	Week 05 Due date: 21 Mar 2024 at 23:59	8 Minutes
Outcomes assessed:
= group assignment ?

Assessment summary

Harmony Week: Personal rationale for employment as a music teacher in a culturally and linguistically diverse school Individually, students will select 4 to 6 publications relating to cultural diversity in music education and write a justification for why they should be employed as a music teacher in a culturally and linguistically diverse school. Share the Song: In pairs students learn about each other’s cultural heartiage and/or exposure to cultures other than their own. Select a song/instrumental that draws upon the heritage/experience of a member of your group and arrange a version to be performed furing Harmony Week’s class.
Gamelan Intensive: Students write four blog entries in which the experiences of learning Balinese gamelan music are discussed. Students are also rewarded a mark for full attendance and participation.

Field collection, documentation and related program: Students will collect two musical items from a member of the community, transcribe one of the collected songs, conduct a comprehensive interview and provide a reflection. Students will then devise a unit of work incorporating the collected music items.
Field-to-classroom presentation: Students will present a 30 minute seminar related to materials and associated issues. Students will also distribute resources used in presentation to members of the class.

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 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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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	Welcome to Cultural Diversity in Music Education: Australian Indigenous music in Education revisited; Introduction to cultural diversity in Australia and Educational responses; Rationales and protocols for multicultural music education and recapping the "culturals"	Lecture and tutorial (2 hr)
Week 02	Pedagogical considerations for culturally diverse musics: Concept vs Context: Problematising the study of Music of a Culture in the NSW Curriculum; Is authenticity possible? Teaching with integrity; World Music Pedagogy: Five Dimensions; WMP in action – Hindustani Classical Music.	Lecture and tutorial (2 hr)
Week 02	Gamelan Intensive 1 with Peter Dunbar-Hall	Lecture and tutorial (3 hr)
Week 03	Case Study of Music in Culture: Chinese Music. Masterclass featuring staff from the Chinese Music Ensemble Culture Bearers: Lu Liu and Nicholas Ng, Chinese Music Ensemble.	Lecture and tutorial (2 hr)
Week 03	Gamelan Intensive 2 with Peter Dunbar-Hall	Lecture and tutorial (3 hr)
Week 04	Culturally Responsive/Relevant Pedagogy and Intercultural Musicking. The place and power of music in celebrating culture through whole school events. Teaching “African” Drumming. Artist Profile: Mamady Keita (1950-2021). Local Artist Profile: Yaw and Friends	Lecture and tutorial (2 hr)
Week 04	Gamelan Intensive 3 with Peter Dunbar Hall	Lecture and tutorial (3 hr)
Week 05	Harmony Week Concert 5:30pm @ Music Cafe. Share the song performances. Classes are combined. Special guests TBC!	Lecture and tutorial (2 hr)
Week 05	Gamelan intensive 4 with Peter Dunbar-Hall	Lecture and tutorial (3 hr)
Week 06	Learning from culture bearers and developing lesson materials. Issues in the collection of resource materials: fieldwork, the study of cultures, ethical issues. Preparation for fieldwork presentations. Sample interview and Fieldwork Presentation: Music of Tonga.	Lecture and tutorial (2 hr)
Week 07	Case study of music in culture: Intercultural musicking in Sydney via Baghdad and Redfern. Masterclass in Arabic Music Culture Bearers: Mohammed Lelo and James Tawadros.	Lecture and tutorial (2 hr)
Week 08	Representing diverse voices in your classroom. A World Music Pedagogy approach to Arabic Music. Introducing Tinikling. K-Pop in the classroom. Why it MUST be represented!	Lecture and tutorial (2 hr)
Week 09	ANZAC Day No Classes	Lecture and tutorial (2 hr)
Week 11	Case Study of Music in Culture: Diverse music making from Chile via HSC Music. Composition strategies for senior music students. Culture Bearer: Luis Soto	Lecture and tutorial (2 hr)
Week 12	Seminar Presentations	Lecture and tutorial (2 hr)
Week 13	Seminar Presentations	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 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

All readings can be found in Canvas.

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. demonstrate an understanding of notions of culturally responsive music education
LO2. identify, understand and apply a range of pedagogical approaches to culturally inclusive music education
LO3. critically evaluate information from online and published sources relating to music education and cultural diversity
LO4. demonstrate cultural competence through interpersonal and organisational skills related to field collection of music and contextual information from culture-bearers
LO5. formulate and document teaching/learning experiences utilising both field-collected and published materials for use in a classroom 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.

Every 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

Assessment summary

Assessment criteria

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

MUED4603: Cultural Diversity in Music Education

Semester 1, 2024 [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

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