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Methods for Inclusive Music Teaching (MUSI90240)
Graduate courseworkPoints: 12.5Not available in 2024
Overview
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This subject prepares students to design and implement curriculum relevant to the needs of diverse music learners, such as those with neurodevelopmental conditions and learning differences. This subject focuses on translating theory into practice through developing skills in creating learning opportunities that are inclusive and supportive of diverse learners. Intensive teaching will provide students with interactive learning tasks that aim to develop skills in critical reflection on success of curriculum design. Classes will therefore focus on professional development and experiential group learning.
Intended learning outcomes
On completion of this subject, students should be able to:
- design and articulate learning plans to promote music skill development with diverse learners;
- identify and communicate ways to promote inclusion and supportive learning environments in music education for diverse learners;
- document and critically reflect on decisions relevant to curriculum design and learning plans for diverse music learners.
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;
- specialised technical and creative skills in designing curriculum to meet the needs of diverse music learners;
- communication skills to demonstrate an understanding of theoretical concepts;
- communication skills to transfer complex knowledge and ideas to a variety of audiences.
Last updated: 31 January 2024
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).
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: 31 January 2024
Assessment
| Description | Timing | Percentage |
|---|---|---|
Individual oral presentation on the implementation of music curriculum with a diverse music learner
| From Day 3 to Day 6 | 40% |
Written reflection on oral presentations from peers identifying strengths and areas for improvement in promoting inclusive and supportive learning environment
| Day 7 | 20% |
Teaching portfolio that documents and critically reflects on personal approach to curriculum design and learning plans for diverse music learners
| During the assessment period | 40% |
Last updated: 31 January 2024
Dates & times
Not available in 2024
Time commitment details
170
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 31 January 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
Last updated: 31 January 2024