Handbook home
Learning Area Music A 1 (EDUC90463)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
Neryl Jeanneret: nerylj@unimelb.edu.au
Sue Arney: susan.arney@unimelb.edu.au
Overview
Availability | February |
---|---|
Fees | Look up fees |
This subject is an introduction to the field of music education where Teacher Candidates will examine music education theory and practice in international, Australian and Victorian contexts. There will be a focus on planning for teaching and learning classroom music in the secondary school, as well as reference to foundational music learning and development in the Early Childhood to Grade 6 years. Teacher Candidates will engage in key theoretical and practical studies to become familiar with a range processes, pedagogies and repertoire for developing composing, performing and listening knowledge and skills in young people. Teacher Candidates will develop skills in interpreting and applying current curriculum frameworks and policies, policy and practice related to assessment and evaluation, and knowledge of the role of ICT music teaching and learning. They will design and teach music programs appropriate for a range of diverse educational and cultural contexts using their knowledge of the Clinical Teaching Model. Literacy and the development of music meta-language that contributes to the ability to articulate abstract musical concepts will be examined, as well as the place of numeracy (e.g. categorizing, patterns, ratio) in teaching programs.
Intended learning outcomes
On completion of this subject teacher candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice in music, including the creation of effective learning environments (Graduate standards 1.2, 2.1)
- Understand how to design lesson plans and learning sequences in music, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources (Graduate standards 2.2, 2.3, 3.2)
- Understand how to set learning goals in music that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1)
- Select appropriate strategies to differentiate teaching in music to meet specific needs of students, drawing on digital technologies and literacy and numeracy understandings in order to engage and empower students in their learning (Graduate standards 1.5, 2.5, 2.6, 3.3, 3.4)
- Evaluate teaching programs relevant to music to improve learning and to determine the effectiveness of strategies and resources (Graduate standards 3.6)
- Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning in music (Graduate standards 5.1, 5.4)
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Teacher Candidates must meet the minimum academic study requirements for teaching in specialist areas, in accordance with the Victorian Institute of Teaching's Specialist Area Guidelines, for entry into this subject.
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Essay (1000 words) due mid semester (20%)
- Analysis and Lesson Plan (1500 words) due mid semester (30%)
- Written Curriculum Project (2500 words) due end of semester (50%)
Hurdle requirements:
- Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- February
Principal coordinator Neryl Jeanneret Coordinator Sue Arney Mode of delivery On Campus (Parkville) Contact hours 36 hours Total time commitment 170 hours Teaching period 5 February 2018 to 30 May 2018 Last self-enrol date 28 February 2018 Census date 9 March 2018 Last date to withdraw without fail 4 May 2018 Assessment period ends 15 June 2018 February contact information
Neryl Jeanneret: nerylj@unimelb.edu.au
Sue Arney: susan.arney@unimelb.edu.au
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Current state and national curriculum and policy documents related to music and the arts.
Collection of readings - Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) Course Master of Teaching (Secondary)
Last updated: 10 February 2024