EDF5165 - Music education in the secondary years 1A - 2017

This unit introduces students to the teaching and learning methods and major ideas useful in contemporary music education, particularly those that are essential for class music teachers. Further, this unit supports all music teaching and learning including that offered by instrumental specialist teachers. It provides students with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools and also considers primary school music education from the viewpoint of the specialist music educator. Students are encouraged to refine their attitudes to music education through critical reflection and evaluation of both their past and current experiences. This introduces students to the research skills considered necessary for their professional work. This is particularly pertinent for class music educators, many of whom are already experienced instrumental teachers and music professionals.

The unit employs a pedagogical approach that connects theoretical and experiential learning, understanding these embedded practices to be interrelated and interdependent. As part of this cycle of learning, students are expected to engage in planning, presenting and evaluating teaching sequences through critical reflection. Furthermore, it reinforces a view of learning about teaching as an ongoing, collaborative process. This unit focuses primarily on lower and middle secondary school music.

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

1. develop an understanding of key theoretical and pedagogical perspectives and issues in the teaching of music through critical reflection as part of their professional work
2. begin to translate conceptual ideas and practical processes about music and music engagement into classroom learning activities for students
3. develop an understanding of practical and experiential learning and its implications for use in diverse music education situations
4. begin to explore ways of facilitating students in their explorations of their own questions and investigations
5. develop an understanding of curriculum and assessment in music education
6. begin to develop competence in planning and implementing lessons and units of work
7. begin to develop a wide variety of learning and teaching strategies that support the connections between music theory and practice and formulate a personal approach to teaching music.

Critical reflection based on practicum teaching and learning episodes in the style of an autoethnography or narritive inquiry (2000 words, 50%)

Unit of work using innovative and original curriculum material (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Dr Renee Crawford

Primary and secondary education

Secondary education

36 credit points (with at least 12 points at each of levels 2 and 3) 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