Outline

Overview

The unit promotes dialogue across teaching specialisations and focuses on three broad areas related to studio pedagogy. First, aspects of educational psychology, such as the cognition, motivation, and self-regulation will be examined within a developmental context. Second, the psychology of music learning and teaching will be applied to the development of musical performance and perceptual skills. Third, research on effective teaching within and beyond the music studio will be addressed, including aspects of cultural context, curriculum, and assessment. A critical engagement in a range of research literature and scholarly writing skills are developed throughout the unit of study. Online reading and research tasks through the LMS will be a part of this unit in preparation for students' creating an electronic portfolio development which may include enhancing an existing website. A practical implementation of pedagogical principles is practised through peer-teaching. Expert studio pedagogues from a variety of instrumental disciplines share their principles and practices in seminar classes.

Unit details and rules

Unit code	VSAO5022
Academic unit	Music Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Jennifer Rowley, jennifer.rowley@sydney.edu.au
Lecturer(s)	Deborah Chadwick, deborah.chadwick@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	2000 word essay 2000 word essay	60%	Week 08 Due date: 04 Oct 2021 at 23:59	2000 words
Outcomes assessed:
Presentation	Lesson planning and research reflection lesson planning and research reflection	40%	Week 13 Due date: 14 Nov 2021 at 23:59	approx. 2000 words
Outcomes assessed:

Assessment summary

Weight – 40% (20% lesson planning and 20% written reflection)

Assessment criteria

3. Assessment task 3 – ePortfolio (can be PebblePad) online webpage

Creating and managing your online presence as a studio teacher through an ePortfolio (you can use the University’s platform called PebblePad).

Develop the profile component of your ePortfolio, and to submit an a “one minute me” that will be an introduction for your “philosophy of studio teaching of music” page.

Part A: Create your profile in the chosen portfolio platform (usually “my profile”, “about me” or other section within PebblePad).

Part B: Create a “one minute me” (see https://www.newcastle.edu.au/current-students/careers/how-to-apply-for-a-job/me-in-a-minute)

The focus is to draw together the ideas you gleaned in this UoS and demonstrate your expertise and point of difference as a studio teacher. The one minute me (Vimeo?) should communicate your competence as a studio teacher.

Your one minute me will be uploaded into your ePortfolio.

Marking criteria for assessment task 3 (see marking rubric at end of unit of study outline)

Word length – approx. equivalent of 800- 1000 words

Weight – 20%

Due date: Week 13

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 01	What is knowledge? Music teachers as consumers of research and practice Course requirements / expectations / assessments Who is the studio teacher and what do they do? Major theoretical models of teaching and learning Understanding the learner and learning – Managing studio learning agendas Issues in teaching and learning music for differing ages, stages and abilities - creating a program and planning principles Unlocking the Score. Developing a form of analysis	Seminar (24 hr)

Attendance and class requirements

It is expected that all required readings are undertaken BEFORE attending the two hour class and that any set weekly tasks are completed before the class meets.

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

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%.

Full (100 per cent) and punctual attendance is a requirement in all activities where students have a role as active participants in the class or activity. Active participation includes situations where the student's contribution is to perform, rehearse or direct rehearsals in a small or large ensemble, or to give seminar and tutorial papers or presentations or undertake assessment tasks. Active participation also includes all one-to-one studio teaching and supervision. Except in cases of illness or misadventure, failure to attend activities or classes where a student is an active participant will be seen as failure to meet the requirements of the unit of study.

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

Burwell, K., Carey, G., & Bennett, D. (2016). Isolation in studio music teaching: The secret garden. Arts and Humanities in Higher Education. https://doi.org/10.1177/1474022217736581.

Carey, G., Coutts, L., Grant, C., Harrison, S., & Dwyer, R. (2018). Enhancing learning and teaching in the tertiary music studio through reflection and collaboration. Music Education Research 20 (4), 399–411.

Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2015). Teaching Challenges and Dilemmas (5th Ed.). Southbank, Vic: Thomson. (1st, 2nd, 3rd and 4th editions are in the Con and Fisher library).

Killen, R, T., & Brophy, J. (2009). Effective teaching Strategies. Australia: Cengage.

Marsh, C. (2008). Becoming a teacher: knowledge, skills and issues. (4th ed) Australia: Pearson.

(selected chapters are available on-line).

Patston, T., & Waters, L. (2015). Positive instruction in music studios: Introducing a new model for teaching studio music in schools based upon positive psychology. Psychology of Well-Being, 5(1), 1–10. https://doi.org/10.1186/s13612-015-0036-9.

Whitton, D., Sinclair, C., Barker, K., Nanlohy, P. & Nosworthy, M. (2016). Learning for teaching: teaching for learning (3rd Ed.).Southbank, Vic.: Thomson. (selected chapters available on-line as an electronic unit of study reader).

Watson, A. (2011). Professional practice guidelines for studio music teaching in Australia. Victorian Journal of Music Education, (1), 30–36.

Wiggins, J, (2001). Teaching for musical understanding. Boston: McGraw Hill.

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. explain the role and identify the relationship between the studio teacher and the learner
LO2. identify professional and ethical issues relevant to the learning environment (including child protection, social inclusion and community engagement).
LO3. recognise, discuss and demonstrate a variety of teaching strategies to develop appropriate teaching and learning experiences to motivate music students with a range of interests and abilities
LO4. understand introductory theory of child growth and development (cognition and educational psychology)
LO5. recognise, discuss and apply instructional strategies to create a positive and reflective learning environment supporting the musical development for all students
LO6. discuss principles underlying theoretical models of pedagogy, explain, compare and evaluate the practices of theoretical models for effective studio teaching and learning
LO7. demonstrate practical strategies for developing curriculum, programs, assessments, lessons for individual students
LO8. summarise and explain the concept of teaching as reflective practice and apply strategies of reflection to improving classroom practices (focusing on research enhanced learning and teaching)
LO9. use technology 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 are strongly encouraged to complete the Unit of Study Survey at the end of this unit of study. Comments and survey results are confidential, with only the Unit of Study coordinator, the Associate Dean of Education, the Head of School and the Dean, can view student comments made in this survey. This helps the Conservatorium to evaluate its teaching and is therefore very important.

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

VSAO5022: Principles of Studio Pedagogy

Semester 2, 2021 [Normal day] - Remote

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