Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 4
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course prepares pre-service teachers to teach Choral and Instrumental Music in the secondary school. This course provides opportunities for pre-service teachers who are qualified to undertake teaching in Choral and/or Instrumental Music to build on the knowledge and skills developed in EDUC4645 Music: Curriculum Studies. The course will engage pre-service teachers in analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Choral and/or Instrumental Music. They will be provided with opportunities to develop the appropriate knowledge and teaching strategies to effectively deal with literacy and numeracy demands and learning opportunities that exist in Music Education. Pre-service teachers will demonstrate the ability to (i) design, implement evaluate learning and teaching sequences and discipline specific assessment tasks that draw on curriculum, assessment, reporting, and ICT knowledge; and (ii) identify and design discipline specific opportunities for professional engagement and communication within the school context, teaching networks and the broader community. EDUC4645 Music: Curriculum Studies is a co-requisite for this course. The course is relevant to the development of skills for teachers working within curriculum areas and those in the co-curricula arena. It should be considered as a complimentary course to EDUC4645.
For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8. In Semester 2, this course commences 1 week before standard Semester 2 classes.
Course Introduction: This course introduces pre-service teachers to the range of skills and experiences in preparation to teach Choral and Instrumental music both inside the curriculum and in co-curricula contexts. Music in education settings has significant potential to connect students with real-world experiences in the Artform, and to engage students in direct and meaningful ways. With an accessible repertoire that extends across all cultures and back over a millennium, this course assists students to source and evaluate appropriate music for use in schools, and introduces strategies and contexts through which such music can be approached in contemporary education contexts. It develops the skills and understandings necessary to become an effective leader and educator in these contexts.
The course offers all students experience in teaching/ensemble direction in choral singing, strings, woodwind and brass.ﾠ
ﾠﾠﾠﾠﾠﾠﾠﾠ 1. A weekly 2 hour engagement via lecture/discussion/practical activities focussing on singing and choral music in school contexts
ﾠﾠﾠﾠﾠﾠﾠﾠ 2. A weekly 2 hour engagement via lecture/discussion/practical activities focussing on playing and instrumental music in school contexts
Course requirements
Assumed background
An appropriate level of musical understanding is required.
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC7645
Restrictions
Restricted to students who are eligible to undertake Bachelor of Education (Secondary) dual program Professional Year
Course contact
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
There are 2 required lectures/sessions per week.ﾠ One in choral and one in instrumental music.ﾠ Attendance for both is expected.
Aims and outcomes
This course aims to have students:
ﾠﾠﾠﾠﾠﾠﾠﾠ * Source and evaluate appropriate repertoire as materials in music education.
ﾠﾠﾠﾠﾠﾠﾠﾠ * Appreciate the contexts in which such repertoire existed/exists and develop strategies to introduce school students to these contexts.
ﾠﾠﾠﾠﾠﾠﾠﾠ * Develop an appreciation of the diversity of such repertoire.
ﾠﾠﾠﾠﾠﾠﾠﾠ * Develop skills in rehearsing appropriate repertoire.
ﾠﾠﾠﾠﾠﾠﾠﾠ * Develop an underpinning philosophy of education that incorporates such experiences into the curriculum.
ﾠﾠﾠﾠﾠﾠﾠﾠ * Develop an understanding of current curricula in Australian schools (including Queensland schools) so music experiences align with current curricula expectations and requirements.
ﾠﾠﾠﾠﾠﾠﾠﾠ * Develop student's self-reflective skills as a means of sourcing appropriate Professional Development opportunities for current and future Professional Engagement.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate understanding of relevant content and critical analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Choral and Instrumental music.
LO2.
Demonstrate ability to apply knowledge and understanding of research into how students learn and knowledge of relevant curriculum documents to the development of appropriate discipline based learning goals and teaching strategies for students of varying abilities.
LO3.
Demonstrate the application of knowledge and skills to practice through the design, implementation and evaluation of effective learning and teaching, discipline specific assessment tasks that draw on relevant documents, range of effective teaching resources, a full range of assessment and reporting strategies, and ICT knowledge that enables teaching strategies that expands learning.
LO4.
Demonstrate comprehensive and in-depth knowledge and understanding of literacy and numeracy teaching strategies and their application in Choral and Instrumental music.
LO5.
Demonstrate application of knowledge and skills to practice through responding to feedback, and identifying and designing discipline specific opportunities for professional learning engagement and communication within the school context, teaching networks and the broader community and understand the rational for this professional practice in relation to improved student learning.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution |
Engagement and Participation
|
10% |
24/02/2025 - 27/10/2025 |
| Practical/ Demonstration, Presentation |
Seminar - Repertoire and Context
|
40% |
Presentation 1 17/03/2025 - 7/04/2025 Presentation 2 13/10/2025 - 20/10/2025
Specific dates for your seminar are dependent on the group to which you are allocated and will be determined in week one and noted on Blackboard as confirmation. This assessment will be in both Semester 1 for Presentation 1 and Semester 2 for Presentation 2. |
| Essay/ Critique | ESSAY: Teaching music through performance in ensemble | 25% 1500-2000 words |
4/08/2025 2:00 pm |
| Practical/ Demonstration | Practical Demonstration: Conducting and Rehearsing | 25% VIDEO Submission 15 - 20mins |
7/10/2025 2:00 pm |
Assessment details
Engagement and Participation
- In-person
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 10%
- Due date
24/02/2025 - 27/10/2025
- Learning outcomes
- L01, L02, L03, L05
Task description
At the end of this course you will be assessed on the quality and extent of your engagement with the course activities and materials, and with the music education community generally.
Your engagement within lectures, and in particular your preparedness to sing, play and conduct, is the key element of this assessment. Failure to attend lectures will impact this result.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Seminar - Repertoire and Context
- Team or group-based
- Mode
- Activity/ Performance, Product/ Artefact/ Multimedia
- Category
- Practical/ Demonstration, Presentation
- Weight
- 40%
- Due date
Presentation 1 17/03/2025 - 7/04/2025
Presentation 2 13/10/2025 - 20/10/2025
Specific dates for your seminar are dependent on the group to which you are allocated and will be determined in week one and noted on Blackboard as confirmation. This assessment will be in both Semester 1 for Presentation 1 and Semester 2 for Presentation 2.
- Learning outcomes
- L01, L02, L03, L05
Task description
Presentation One 25% - 45min group presentation on ONE seminar topic below presented in semester 1 weeks 4 - 7 (dependent on seminar topic allocated)
Presentation Two 15% - 15min individual leading a rehearsal in class of repertoire from the seminar topic of your group presented in semester 2 week 11 and 12 (dependent on the seminar topic allocated)
Presentation One: Repertoire and Context Seminar (Group)
The class will be divided (self-selected) into four groups each with a minimum of three students. Each group will be randomly allocated one of the seminar topics below:
Renaissance Music
Baroque Music
Classical Music
Romantic Music
As an exercise in collaboration and team teaching you will research the topic and prepare 45 minute seminar on the topic which are presented to the class. All group members are expected to be equally involved in the research and presentation of the topic.
The seminar presentation will mock a professional development day for music teachers with the content being information to be used in the high school classroom for both middle and senior school students. It is a presentation of materials from which others may create their own lesson plans or units of work.
Each seminar presentation occurs on a designated date in semester one. Your presentation will:
1. 45 minutes in length
2. Introduce the historical/social context of the period (such as would be relevant to a high school student)
3. Describe the major elements of music style of the period
4. Demonstrate an understanding of the significant genre and innovations of the period
5. Briefly suggest places where this material could be integrated into the curriculum in both middle and senior school.
Plan your presentation carefully so that class learning is active, using any appropriate teaching strategies and resources.
Supporting Materials (Digital):
(i) Prepare a recommended list of FIVE standard choral works considered representative of the style and suitable for a high school choir to sing. The quality of this list will be assessed as part of the grade for the task.
(ii) Sample worksheet / activity for middle or senior school suitable for the QCAA syllabus (2025 v1.2)
(iii) Create a Prezi (or some other similar digital medium) which contains the material from the seminar. This is NOT to be used as your presentation but will enable the class to build a folio for all four topics and allow for consolidation of their learning.
Presentation Two: Individual Leading of Rehearsal (Individual)
This occurs in weeks 11 and 12 of semester two. The task:
Using the teaching skills you have developed during the year each member of your group will select some repertoire from your topic area and rehearse it with the whole class (NB the use of the word rehearse rather than teach is deliberate).
Submission guidelines
The task (Presentation One and Two) is presented as seminars/rehearsals and are assessed live. Supporting materials will be submitted on Blackboard by one member of your group within a maximum of one week following your presentation.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
As the presentation one is presented as a group there is limited option for extension. The group mark will reflect the research and group participation prior to presentation. Presentation 2 MAY have extension option if available within the course weeks.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
As the Presentation 1 is being assessed as a group their is limited option for a late presentation.
ESSAY: Teaching music through performance in ensemble
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 25% 1500-2000 words
- Due date
4/08/2025 2:00 pm
- Learning outcomes
- L01, L03, L04, L05
Task description
Preamble:
Traditionally school performing ensembles have been assessed in relation to the quality of their performance outcomes. Often this means by the extent to which they please a competition adjudicator, an audience of parents or members of the school administration.
This course has encouraged you to assess school ensembles in relation to the quality of the teaching and learning that occurs within the ensemble.
The Task:
With specific reference to either instrumental ensembles or choral ensembles, draw on your own experiences and on published research to articulate potential learning outcomes for a school music ensemble, and to establish for yourself a framework that may guide your own direction of such a learning-focused ensemble in your future professional practice. The essay will investigate relevant research and extract the data that you will use to construct an approach to ensemble direction that will enrich and inform your work as an ensemble educator in the future.
Present evidence of this research and synthesis of ideas in a written account which:
- Describes a philosophy and practice of ensemble training that allows for a focus on student learning within the ensemble
- Outlines significant learning outcomes that may be expected to occur in an ensemble that you might conduct. Refer to academic research that provides validity to your proposals
- Discusses teaching and learning strategies and approaches that will facilitate student learning and growth towards achieving these outcomes.
The account should be between 1500-2000 words and submitted via Turnitin.
Submission guidelines
Submit via a Word Doc in Turnitin (via Blackboard)
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Late submission will have a penalty of 10% per day.
Practical Demonstration: Conducting and Rehearsing
- Mode
- Activity/ Performance, Product/ Artefact/ Multimedia
- Category
- Practical/ Demonstration
- Weight
- 25% VIDEO Submission 15 - 20mins
- Due date
7/10/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Throughout the year, as you take opportunity to direct rehearsals with students or peers, video record these sessions as a means of reflection and self-evaluation.
Practical Assessment:
Submit a video of your conducting/rehearsing segments totaling approx. 15 - 20 minutes. Use video evidence collected during the course to show your development as an instrumental ensemble trainer/conductor. The video will need to demonstrate both rehearsal techniques and conducting skills. The students should be from year seven and above. If using singers, the material must be considered to be CHORAL music, not just students class singing. If using instrumental music, the material is best presented as a concert band, string ensemble or orchestra.
A reflection upon the sequence is also to be submitted, either as written text or video/audio commentary, in which you reflect upon and evaluate the evidence of rehearsal and teaching strategies provided on the video. The reflection should show evidence of underpinning research knowledge and an understanding of the methodology of conducting.
NOTE: You are advised to collect a body of video evidence from each Practicum so that the submission can be prepared from a library of video evidence and represent your best possible evidence
Submission guidelines
Submit the video on Blackboard OR submit a link to a PRIVATE youtube video
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 1 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Assessments resulting in a percentage between |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Assessments resulting in a percentage between |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Assessments resulting in a percentage between |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Assessments resulting in a percentage between |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Assessments resulting in a percentage between |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Assessments resulting in a percentage between |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Assessments resulting in a percentage between |
Additional course grading information
Individual tasks are marked as a percentage, determined in relation to the Criteria Sheet for that task. Students should refer to the relevant Assessment Criteria Sheet when planning their response to each particular task. Each task is weighted differently and these weighted scores then contribute to an overall percentage, and a grade awarded according to the allocations that appear in 5.2 above: 7 (85% +); 6 (75% - 84%); 5 (65% - 74%); 4 (50% - 64%), 3 (45% - 49%); 2 (25% - 44%); 1 (1% - 24%)
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure .
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Additional learning resources information
A baton may be required for the instrumental component of this course.ﾠ
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 26 |
Lecture |
Weekly Core Presentations Each week there are two lecturers. One in choral music and one in instrumental. music. These will open up issues and experiences relevant to the scheduled area of investigation. The weekly schedule of Learning Activities will be posted on Blackboard by the start of semester. Learning outcomes: L01, L02, L03, L04, L05 |
Workshop |
Weekly Group work Students encounter concepts and teaching strategies relevant to specific sub-disciplines - Strings; Wind/Brass; Singing/Choir within the weekly sessions. |
|
Workshop |
Rehearsal Practice/Micro-teaching Rehearsal Practice/Micro-teaching (Group Work): Leading student peers in practical music-making experiences relevant to future school contexts within the weekly sessions. |
|
Week 8 (14 Apr - 20 Apr) |
No student involvement (Breaks, information) |
Mid-semester Break For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8 |
Multiple weeks From Mid-sem break (first semester) To Week 13 |
No student involvement (Breaks, information) |
Break for Professional Experience No classes scheduled while undertaking professional experience (placement) in an accompanying course. |
Multiple weeks From Week 16 To Week 21 |
No student involvement (Breaks, information) |
Break for Professional Experience No classes scheduled while undertaking professional experience (placement) in an accompanying course |
Mid-sem break (second semester) (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid-semester Break |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.