Outline

Overview

This subject introduces students to the professional, philosophical and social issues faced by beginning music teachers. It includes topics such as the TPA (Teaching Performance Assessment) which is a tool used to assess the practical skills and knowledge of pre-service teachers. Pre-service teachers collect evidence of practice to complete a TPA in the final year of their initial teacher education program and this is monitored by the Australian Institute of Teachers and School Leaders (AITSL). In addition, the "social issues" such as student well-being within the NSW DoE policy applications; educational sociology (gender/race/ethnicity/historical schooling/poverty etc.) and the impact of this understanding by the teacher in their classroom practice; and the contemporary social issues that impact learners in teachers' care (e.g. climate change, technology, global perspectives on education etc.). Students have the opportunity to gain first-hand knowledge of specific areas of work related professional and social issues during their professional experience placement through the undertaking of an individualised action research project at their placement school.

Unit details and rules

Unit code	MUED4623
Academic unit	Music Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	EDLN2000
Corequisites ?	MUED4633
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Jennifer Rowley, jennifer.rowley@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Action Research Project Proposal Action Research Topic chosen to investigate whilst undertaking PEX3	30%	Week 03	PART A: 1500-2000 words
Outcomes assessed:
Online task	"one minute me” video/ePortfolio Students will create a “one minute me” that reflects your “philosophy of mu	30%	Week 07	One minute recording
Outcomes assessed:
Assignment	PART B: Poster Presentation of the ARP POSTER Presentation of ARP including results and OPTIONAL 2 minute video	40%	Week 13	PART B: 1000-1500 words
Outcomes assessed:

Assessment summary

Students will create a “one minute me” that reflects your “philosophy of music teaching“. The one minute me (e.g. video or Vimeo)should communicate the skills and competence as a music teacher in one minute. It should be a summary of where you see yourselfas a music teacher.

Please use examples from Deakin University site “Me in a Minute”.

Your “one minute me” will be uploaded into your ePortfolio on PebblePad or an alternate website. You may explore other portfoliotechnology such as Wikispaces, Wix, Wordpress, Mahara, Google Docs etc.

Resources are available via CANVAS as online materials on career/ resume/ influences presented. Students requiring specificassistance with resume writing, interview skills and job applications should contact the USYD Careers Centre for an individualconsultation

Assessment criteria

PART B: Presentation of the ARP including results on a poster and OPTIONAL 2 minute video clip.

Create a poster of your ARP. The poster should communicate the outcomes of the ARP

You are also to create an OPTIONAL 2-minute video clip (using software for suitable showing on iPads) documentingoutcome of ARP

In addition to the headings included in your ARP proposal, please include the following in your poster, video clip (andpresentation for selected students)

Data analysis

Results

Conclusions – response to research question(s)

You will present your poster in week 13 in the Music Educators of the Future Expo

NOT COMPULSORY - PART C: An oral presentation of the ARP including results for those selected to do the presentationplease use visual or audio-visual technologies.

Prepare a “cutting edge” stand up presentations of really unusual projects

Note: Honours students are not required to do an ARP however you may choose to participate in the poster session, the 2minute video clip and the presentation if you so desire. Please consult your honours coordinator for advice.

1. Identification and definition of topic

2. Significance of the research

3. Research question(s)

4. Literature review

5. Methodology

6. Data collection

RESULTS and CONCLUSIONS

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.

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 the University’s Assessment Procedures 2011 policy, Clause 7A,http://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/267&RendNum=0: (1) It is expected that unless an application for Special Consideration has been approved, students will submit all assessment for a unit of study on the due date specified, by 11.59pm. If the assessment is completed or submitted within the period of extension, no academic penalty will be applied to that piece of assessment. (2) If an extension is either not sought, not granted or is granted but work is submitted after the extended due date, the late submission of assessment will result in an academic penalty as follows: A penalty of 5% of the maximum mark will be applied per calendar day the assessment is late. After 10 calendar days, mark of zero is given for that assessment

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	Learning outcomes
Week 07	• Assessments and UoS overview • 2 modules – 1. Preparing for professional work/employment as a music teacher; 2. Social Issues (gender, equity, indoctrination, schooling) • Planning and preparing for teaching music (schools and other contexts): an introduction to professional and social issues. §2.1; 4.4; 4.5 • What is Action Research? How to formulate your ARP (Action Research Project). Interactive session with exemplars §2.1; 6.1 • Structured de-brief of final PEX	Block teaching (25 hr)

Attendance and class requirements

The teaching format of this unit of study is a four-hour daily class for a 1 week block in 2021.

This class is scheduled each day MONDAY – FRIDAY in various seminar rooms.

It is expected that all required readings are undertaken BEFORE attending the class and that any set daily tasks are completed before the class meets. This is an intensive teaching mode and therefore before and after class meeting times requires commitment to readings, assessments etc. in preparation for the next day’s meeting.

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

Recommended readings:

1.Educational Sociology

Domina, T., Gibbs, B., Nunn, L., & Penner, A. (2019). Education and Society : An Introduction to Key Issues in the Sociology of Education . https://doi.org/10.1525/9780520968301

Downey, D., & Condron, D. (2016). Fifty Years since the Coleman Report: Rethinking the Relationship between Schools and Inequality. Sociology of Education, 89(3), 207–220. https://doi.org/10.1177/0038040716651676

Evetts, J. (2017). The sociology of educational ideas . https://doi.org/10.4324/9781315410654

Jones, T. (2020). A Student-centred Sociology of Australian Education Voices of Experience (1st ed. 2020.). https://doi.org/10.1007/978-3-030-36863-0

Jones, T., Smith, E., Ward, R., Dixon, J., Hillier, L., & Mitchell, A. (2016). School Experiences of Transgender and Gender Diverse Students in Australia. Sex Education: Sexuality, Society and Learning, 16(2), 156–171. https://doi.org/10.1080/14681811.2015.1080678

Park, H., Buchmann, C., Choi, J., & Merry, J. (2016). Learning Beyond the School Walls: Trends and Implications. Annual Review of Sociology, 42(1), 231–252. https://doi.org/10.1146/annurev-soc-081715-074341

2. Action research

Armstrong, F., & Moore, M. (2004). Action research for inclusive education: Changing places, changing practice,changing minds. London: RoutledgeFalmer. Available from http://ezproxy.library.usyd.edu.au/login?URL=http://www.netLibrary.com/urlapi.asp?action=summar y&v=1&bookid=102490.

Cain, T. (2008). The characteristics of action research in music education. British Journal of Music Education, 25,283-313.

Kemmis, S. (1997). Action research. In P. Keeves (Ed.) Educational research methodology and measurement: Aninternational handbook (pp. 173–179). Oxford: Elsevier Science Ltd.

McNiff, J., Lomax, P., & Whitehead, J. (2004). You and your action research project. (2nd ed.). London:RoutledgeFalmer. Available from http://ezproxy.library.usyd.edu.au/login?URL=http://usyd.etailer.dpsl.net/home/html/moreinfo.asp

?isbn=0203612531&whichpage=1&pagename=category.asp.

Somekh, B. (2006). Action research: A methodology for change and development. Maidenhead, UK: OpenUniversity Press.

Abeles, H. F., Hoffer, C. R., & Klotman, R. H. (1994). Foundations of music education (2nd ed.). New York:Schirmer.

Campbell, P.S. (2004). Teaching music globally: Experiencing music, expressing culture. New York: OxfordUniversity Press.

Burnard, P, Dillon, S., Rusinek, G. & Saether, E. (2008) Inclusive pedagogies in music education: A comparativestudy of music teachers' perspectives from four countries. International Journal of Music Education 26 (2),109-126.

Brown, A. R. (2007). Computers in music education: Amplifying musicality. London: Routledge.

Green, L. (2008). Music, informal learning and the school: A new classroom pedagogy. Aldershot, UK: Ashgate.

Harris, S. (1990). Two-way Aboriginal schooling: education and cultural survival. Canberra: Aboriginal StudiesPress.

Hoffer, C. R. (2009). Introduction to music education (3rd ed.). Long Grove, IL: Waveland Press.

Jorgensen, E. R. (2003). Transforming music education. Bloomington: Indiana University Press. Mark, M. L.(2008). A concise history of American music education. Lanham, MD: Rowman & Littlefield

Education.

McPherson, G. E. (Ed.). (2015). The child as musician: A handbook of musical development. Oxford: OxfordUniversity Press.

McPherson, G. E. & Welch, G. F. (2012). The Oxford handbook of music education. New York: Oxford UniversityPress.

Mills, J. (2005). Music in the school. Oxford: Oxford University Press.

Pascoe, R., Leong, S., MacCallum, J., Mackinlay, E., Marsh, K., Smith, B., et al. (2005). National review of schoolmusic education: Augmenting the diminished. Available from http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/school_music_education.htm#topics.

Sinclair, C., Jeanneret, N. & O’Toole, J. (2009). Education in the Arts. Melbourne: Oxford University Press.

Swanwick, K. (1999). Teaching music musically. London: Routledge.

Wiggins, J. (2009). Teaching for musical understanding, (2nd ed.). Rochester, Michigan: Center for Applied Researchin Musical Understanding, Oakland University.

Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface. Draft report for DET on Indigenous researchproject, Retrieved March 2, 2010, from http://8ways.wikispaces.com/8ways+training

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 an understanding of social and gender issues and girls’/boys’ education
LO2. evaluate theoretical issues surrounding ethnicity, race and comparative education
LO3. critically examine legal issues and children’s rights
LO4. develop skills in undertaking action research and reflective practice
LO5. engagement and skills development in career/resume/influences and employability thinking
LO6. use ICT for the benefit of all learners in a meaningful way

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.

Participation in this unit of study permits the University to use your learning analytics for the purpose of improving your learning. This includes data from the LMS website, and the results of the Unit of Study Survey conducted at the end of the semester. Students should complete the Unit of Study Survey at the end of this unit of study. Comments and survey results are confidential. Only the Unit of Study coordinator, the Associate Dean (Education), and the Head of School and the Dean can view student comments made in this survey. It is essential that you complete this survey so that we can maintain the highest standards of teaching at the SCM and the University.

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

MUED4623: Professional/Social Issues in Music Education

Semester 2, 2021 [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