Outline

Overview

This unit of study assists students in making the transition to music teaching professional. It draws on knowledge and skills derived from previous units of study, and provides students with a broader view of the social and professional contexts of teaching with reference to local, national and international educational settings. It focuses on special education, educational sociology and gender issues to explore aspects of individual difference (cognitive, social, emotional and physical). In combination with the practical teaching experience in the associated unit of study, Professional Experience 3 (MUED 4633), this unit provides a foundation and opportunity for students to become reflective practitioners in the field of music education. The focus on individual needs of school students provides a specific perspective on special education required for teaching in NSW schools.

Unit details and rules

Academic unit	Music Education
Credit points	12
Prerequisites ?	EDLN2000
Corequisites ?	MUED4633
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

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

Type	Description	Weight	Due	Length
Assignment	"One Minute Me" video (ePortfolio) create a “one minute me” that reflects your “philosophy of music teaching“.	10%	Week -05 Due date: 24 Jul 2020 at 23:59	45 minutes, equiv 500 words
Outcomes assessed:
Assignment	Action Research Project (ARP) proposal PART A: A 2-page proposal of your ARP topic decided during PEX	20%	Week 03 Due date: 17 Aug 2020 at 23:59	Equivalent to 1000-1500 words
Outcomes assessed:
Assignment	Case Study of student with Special Needs Prepare a case study of a special needs child who you have taught/observed	40%	Week 11 Due date: 19 Oct 2020 at 23:59	2500-3000 words
Outcomes assessed:
Presentation	Presentation of the ARP results (Part B) Presentation of the ARP including results on a poster and 2 minute video	30%	Week 12	Equivalent to 500-1000 words
Outcomes assessed:

Assessment summary

"One Minute Me" video (ePortfolio): Students will create a “one minute me” clip that reflects your “philosophy of music teaching“. The one minute me (e.g. video or Vimeo) should communicate your skills and competence as a music teacher
in one minute. It should be a summary of where you see yourself as 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 portfolio technology such as Wikispaces, Wix, Wordpress, Mahara, Google Docs.
Action Research Project (ARP) proposal: Part A: a 2-page proposal is to be submitted in Week 3. Outline an action research project to be implemented whilst undertaking your professional experience placement.
Presentation: Part B: Create a poster of your ARP. The poster should communicate outcomes of the ARP. You are also to create a 2-minute video clip (using software suitable for showing on iPad or your laptop) documenting the outcome of ARP.
Case Study of student with Special Needs: You will prepare a case study of a child with special needs who you have either observed or taught. In this case study you should make particular reference to the child’s educational profile and the planning and presentation/adaptations that have been made for that child. To do the case study you may need to visit a special unit /class or school.

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.

Weekly schedule

WK	Topic	Learning activity
Week -05	1. Introduction; 2. Assessments and course overview; 3. What is action research? Interactive session with some exemplars; 4. 3 modules- special education, preparing for professional work/employment as a music teacher, social issues (gender, equity, indoctrination, schooling)	Block teaching (4 hr)
	1. Major theoretical models of learning and teaching special needs students; 2. Introduction to inclusive practice- Australian context; 3. How to undertake research; 4. Consultation with Jennifer on ARP proposal	Block teaching (4 hr)
	1. Special education: labels, categories and appropriate language; 2. Students with learning and intellectual disabilities; 3. Myths and teaching strategies; 4. Me in a minute- students present themselves in a minute- record and upload to portfolio	Block teaching (4 hr)
	1. Structuring the music learning environment; 2. Autism (ASD) and the music classroom; 3. Students with attention problems (Asperger's syndrome and ADHD/ADD; 4. Students with visual and hearing challenges; 5. Program modifications and curriculum design; 6. 45 minute panel of experts: Caitlin Sherring	Block teaching (4 hr)
	1. Music therapy; 2. Resume rescue with Elizabeth Ross from the careers centre	Block teaching (2 hr)
Week 05	1. Music activities to use with special education students in the classroom; 2. 45 minute panel of experts: Jane Holmes a court (Cranbrook school), Liz Popsting (recording); 3. The inclusion debate	Block teaching (4 hr)
	1. Gifted and talented students; 2. Roles and responsibilities of schools , teachers and learners; 3. Developing a positive learning environment and classroom considerations for students with special needs	Block teaching (4 hr)
	Career centre resume writing session with Elizabeth Ross (half day)	Block teaching (4 hr)
	1. Developing effective teaching strategies for music learners with individual differences; 2. Professional development for music teachers in regular classrooms and teaching in special education units in regular schools; 3. Life skills syllabus	Block teaching (2 hr)
	1. Change and innovation in schools for learners with individual needs; 2. Professional standards and practices for teachers; 3. Child protection knowledge and skills revisited and other mandatory requirements to teach; 4. Planning and preparing for teaching music (schools and other contexts): an introduction to professional and social issues	Block teaching (4 hr)
	1. Comparative education and the third world; 2. How significant is race, gender and equity as an educational issue; 3. Comparative education in non-western countries; 4. What is the impact of educational initiatives for Aboriginal people in Australia?	Block teaching (4 hr)
Week 12	1. Presenting poster of ARP and 2 minute video clip (on iPads) documenting outcome of ARP - Music educators of the future expo; 2. Possible 2-3 "cutting edge" stand up presentations of really unusual projects	Block teaching (4 hr)

Attendance and class requirements

As per the Sydney Conservatorium of Music resolutions, http://sydney.edu.au/handbooks/conservatorium/rules/faculty_resolutions.shtml (Item 12)

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 12 credit point unit, this equates to roughly 240-300 hours of student effort in total.

Required readings

Readings are on CANVAS MUED 4632 site

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. critically examine widely held perceptions about people with disabilities, individual differences and exceptional abilities
LO2. analyse and evaluate theoretical issues underpinning the education of music learners with individual differences
LO3. extend understanding of the needs of learners with individual differences
LO4. demonstrate competency in the individualisation of instruction/ differentiation strategies in relation to music learners with individual differences
LO5. critically evaluate current trends in relation to the policies of integration of people with individual differences into schools and the community (including ATSI students)
LO6. summarise and explain the concept of teaching all special education students and apply strategies of reflection to improving classroom practices (focusing on research enhanced learning and teaching)
LO7. develop an understanding of social and gender issues and girls’/boys’ education
LO8. evaluate theoretical issues surrounding ethnicity, race and comparative education
LO9. critically examine legal issues and children’s rights
LO10. develop skills in undertaking action research and reflective practice
LO11. engagement and skills development in career/resume/influences and employability thinking
LO12. 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.

Please complete the USS at conclusion of UoS and coordinator will provide feedback to close the loop

Additional information

Work, health and safety

Please be aware of all government and University regulations regarding social distancing etc.

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

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

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

MUED4632: Professional Issues in Music Education

Semester 2, 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

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links