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Theories of Inclusive Music Teaching (MUSI90241)
Graduate courseworkPoints: 12.5Not available in 2022
From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
To learn more, visit COVID-19 course and subject delivery.
Overview
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This subject will explore contemporary educational and disability theories relevant to supporting music learners with diverse needs. Students will gain evidence‐based and applied knowledge of ways to support the inclusion of people with neurodevelopmental conditions and learning differences in music skill development. Contemporary theory and research across relevant disciplines of music, health and education will be synthesised and analysed. Through case‐based learning and role play, students will demonstrate their knowledge of theory and research by designing individualised learning plans. Students will also critically appraise various strategies to support diverse music learners.
Intended learning outcomes
On completion of this subject, student should be able to:
- articulate extensive knowledge of educational and disability theories relevant to music learners with diverse needs;
- critically appraise pedagogical approaches that support participation and inclusion of diverse music learners;
- design learning plans to advance music skills relevant to music learners with neurodevelopmental conditions and/or learning differences.
Generic skills
- the ability to analyse, consolidate and synthesise knowledge and identify and provide solutions to complex problems;
- the ability to think critically and to generate and evaluate complex ideas;
- the ability to plan and evaluate broad functions within varied specialised technical and/or creative contexts;
- communication skills to demonstrate an understanding of theoretical concepts.
Last updated: 12 November 2022
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Recommended background knowledge
- 2 years’ experience preparing music learners for accredited examinations (such as AMEB).
- Practical music equivalent to AMEB grade 8 (as per course entry requirements).
- Music theory knowledge equivalent to AMEB grade 5.
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: 12 November 2022
Assessment
Description | Timing | Percentage |
---|---|---|
Critical reflection essay on the impact of diverse health conditions and learning differences on learner participation as described in music education literature.
| Day 4 | 30% |
Written group assignment that will analyse critical disability theory and reflect on career opportunities for disabled musicians
| Day 7 | 20% |
Written learning plan to advance music skills in response to a provided case example
| End of the assessment period | 50% |
80% attendance at all scheduled seminars at intensives. Hurdle requirement: 80% attendance at all scheduled seminars at intensives. | N/A |
Last updated: 12 November 2022
Dates & times
Not available in 2022
Time commitment details
170
Last updated: 12 November 2022
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
Last updated: 12 November 2022