|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject is an introduction to the field of music education where teacher candidates will examine co-curricular music in international, Australian and Victorian educational contexts e.g. the Victorian Curriculum. The main focus is co-curricular music in the school setting and its integration with classroom music and the whole school music program. This includes vocal and instrumental pedagogies from beginner to Year 12 exit level in the context of both group and individual tuition, and ensemble direction. Teacher Candidates will examine curriculum development, implementation and assessment, as applied to co-curricular contexts, as well as elements of arranging and conducting. Particular reference will be made to curriculum authorities’ current policies and material. Music-specific literacy, such as developing the ability to articulate abstract musical concepts related to performance, and numeracy (e.g., ratio, tuning) will also be examined.
Intended learning outcomes
On completion of this subject, teacher candidates should be able to:
- 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 with a focus on co-curricular music (Graduate Standards 1.2, 2.1).
- Understand how to design lesson plans and learning sequences in co-curricular 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 co-curricular music that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1).
- Select appropriate strategies to differentiate teaching in co-curricular 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 co-curricular 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 co-curricular music (Graduate Standards 5.1, 5.4).
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
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