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Semester 1 (Early-Start)
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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)
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: 9 October 2020