Faculty of Education

Monash University

Postgraduate - Unit

This unit entry is for students who completed this unit in 2015 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Clayton First semester 2015 (Online)
Coordinator(s)Dr Louise Jenkins


This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5168).


This unit introduces students to some major music teaching and learning methods and a breadth of ideas useful in contemporary music education. The unit develops an understanding of the knowledge, skills and capacities required to establish and manage school music departments. In particular, the unit addresses the knowledge and skills that underpin the work of an effective school music educator and the application of these skills to the teaching, conducting and management of school performance ensembles. The unit considers the support that must be provided for all music teaching and learning in educational environments including that offered by instrumental specialist teachers. It focuses on the interrelationships and inter-dependencies between school music classroom teaching and learning and music performance practices. As part of this process, the students explore the Alexander technique, performance anxiety, and Yamaha and Suzuki methodologies. The unit practical work repositions students as novice learners of unfamiliar instruments such as guitar and keyboard, to explore effective teaching and learning and to develop recognition of the importance of the vital connections between theory and practice. Students also position themselves as instrumental experts as they prepare for and teach a lesson about their specialist instrumental area, thereby transferring knowledge, skills and ideas to others. Students plan for and undertake research related to their practicum experience and gather data related to classroom music ensemble to support an evaluative research-based piece.


Upon successful completion of this unit students should be able to:

  1. identify and discuss significant issues that surround effective teaching and learning in music, particularly school music departments
  2. plan for the establishment and management of school music programs, ensemble programs and performances
  3. demonstrate the advanced theoretical and technical knowledge which are required to teach high quality class instrumental music teaching programs that link to the overarching school music program
  4. plan for and undertake educational research projects relevant to their work as professional teachers
  5. transmit knowledge, skills and idea about their specialist music area to others in a coherent and clear manner.


Evaluative research-based essay which draws on the experience of classroom ensemble programs via the practicum experience (2000 words, 50%)
Class presentation which involves the application of the individual student's skills and knowledge about their instrument to the professional school teaching experience (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2-3 contact hours per week

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


36 credit points (with at least 12 points at each of levels two and three) in music and:
(1.) which includes practical music; or
(2.) together with AMEB Grade VI or Year 12 practical music; or
(3.) which includes practical music specialising in one or more musical instruments