Associate Professor Julie Ballantyne
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Music School
In this course, students explore contemporary theories of learning in music education and apply them in practice. Students explore psychological, neuro-biological & socio-cultural views of music cognition, learning, and engagement. They reflect upon, critically discuss, develop, and refine an informed working knowledge of the issues relevant to music education. Students will also begin to develop skills in creatively facilitating music making that is meaningful, developmentally appropriate, authentic, and engaging for contemporary school students.
Students must have a valid Blue Card.
This course introduces students toﾠcontemporary theories of learning in music education. It is a highly practical course, where students are involved in exploring, critiquing and applyingﾠrecent research in music education to practical contexts.ﾠStudents will also begin to develop skills in creatively facilitating music making that is meaningful, developmentally appropriate, authentic and engaging for contemporary school students.ﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠﾠ
Course requirements
Assumed background
Blue Cards are essential for students engaging with children. For more information on blue cards, see the Blue Card Services website.
Prerequisites
You'll need to complete the following courses before enrolling in this one:
Students must have a valid Blue Card.
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
MUSC2060, MUSC2510
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC3001, EDUC3002
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Classes will not be held during Project Week.
Aims and outcomes
This course aims to:
- Developﾠa greater understanding of the role of music and music education in society generally, investigating recent theories and research on learning in music education
- Encourageﾠparticipants to engage with the multiple contexts where music education takes place
- Develop students'ﾠunderstandings ofﾠlearning principles, teaching practices and strategiesﾠin music education
- Provide opportunities for students to practise teaching strategies using their peer group as a practical class
- Generate discussion and critique of current curriculum trends in music education
- Facilitate students developing a personal philosophy of teaching for their future practice.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Investigate recent theories and research on learning in music education
LO2.
Demonstrate an in-depth understanding of pedagogy and curriculum development specific to teaching music
LO3.
Design and implement meaningful, authentic and engaging music learning experiences using a range of approaches
LO4.
Demonstrate an ability to investigate the application of relevant theory to the practice of music education
LO5.
Work collaboratively with peers to identify problems, create solutions, innovate and improve teaching practices.
LO6.
Develop a personal appreciation of the philosophical and social contexts of music education.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Practical/ Demonstration |
Team-teaching using innovative repertoire
|
30% |
13/08/2024 1:00 pm
This assessment will be conducted throughout during class in weeks four and five. The written component is due (for all students) in Week 4, prior to class. |
| Reflection |
Critical Reflection
|
40% |
4/10/2024 1:00 pm
This assessment involves completing weekly activities throughout the course. |
| Essay/ Critique | Music Education Philosophy | 30% |
25/10/2024 |
Assessment details
Team-teaching using innovative repertoire
- Team or group-based
- Mode
- Activity/ Performance
- Category
- Practical/ Demonstration
- Weight
- 30%
- Due date
13/08/2024 1:00 pm
This assessment will be conducted throughout during class in weeks four and five. The written component is due (for all students) in Week 4, prior to class.
- Learning outcomes
- L02, L03, L05
Task description
In pairs, you are to teach a 15-minute learning sequence appropriate for students in Years 7 or 8.
- You should select one engaging piece of music or resource to form the basis of the lesson.
- Your teaching should investigate and build on this repertoire/resource to develop student musical understanding through 'making' and/or 'responding' learning experiences.
- Our class will be your students for this team-teaching exercise.
You are required to supply your peers with the following documentation on the Blackboard Discussion Board prior to teaching:
- 1 page (maximum) justification of your use of (i) the repertoire/resource and (ii) the teaching strategy employed. The justification should refer to at least four recent different academic sources and the relevant Australian Curriculum Syllabus. Full bibliographic details of sources and repertoire employed should be included in a short reference list (APA7).
- 1 page lesson plan
To enable both self and peer reflection, you are to organise a video recording of your teaching on the day, and also provide enough groupwork feedback sheets for your class to fill out after your presentation.
Although feedback will be provided by peers (verbal and written), this assignment will be marked by the lecturer. Each student will be marked separately on their presentation, but the 1-page justification will be marked together. Any issues arising from working in pairs should be made known to the lecturer in good time before the scheduled presentation date.
Submission guidelines
Submission of written component via TurnItIn. Keep a copy of your video until the end of semester to be submitted if requested.
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.
Critical Reflection
- Mode
- Written
- Category
- Reflection
- Weight
- 40%
- Due date
4/10/2024 1:00 pm
This assessment involves completing weekly activities throughout the course.
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L03, L04, L06
Task description
As a future teacher of music, you will benefit from understanding music learning and development in various educational contexts. You are required to write a critical reflection essay on an activity from each of the four categories below. Each activity should examine at least 3 course readings. A critical reflection discusses your personal experience and opinion by connecting to course readings, content and practical activities. While you are only required to respond to four activities in this assessment, you are strongly encouraged to complete all activities as this will benefit your development as a future music educator, and enhance your capacity to achieve the course outcomes. Complete the tasks throughout the semester to allow appropriate time for reflection. Some activities will require contact with external providers and will take time to organise.
1750-2000 words total.
A suggested essay structure is outlined below:
Introduction: 100 words.
Introduce the activities you chose and why (include references).
Category 1 activity reflection: 400 words
Describe your observations and critically reflect about what you have learnt against the course readings and content.
Category 2 activity reflection: 400 words
As above
Category 3 activity reflection: 400 words
As above
Category 4 activity reflection: 400 words
As above
Concluding reflection: 300 words.
The concluding synthesis of your reflections, including implications for your future practice.
Ensure you consult the assessment criteria in crafting your response.
Category 1: School Music Education Observation
- Attend at least three classroom or instrumental music lessons in the same class at a school over the semester. Report on what you learned about music learning and development that you could apply to your practice as a music teacher (refer to relevant sources, and link these to your experience). Your lecturer will discuss how to contact schools and teachers. You must let your lecturer know the details of your school observation (school, teacher, year level, dates). Note: This is not a practicum. It is extremely important that you communicate with your lecturer about your plans prior to embarking on any contact with schools, and you must follow the instructions provided on Blackboard to the letter.
- From the field trip organised in this course, report on what you learned about a whole-school approach to music learning and development, and the importance of the classroom music teacher (refer to relevant sources, and link these to your experience).
Category 2: Observation of Music Learning Beyond the School Music Classroom
- Attend at least two rehearsals of any of the ensembles from UQ Music. Observe, identify and analyse three music learning strategies employed within rehearsals. Detail how you could utilise them in your practice as a teacher. Suggest how these strategies could be adapted for appropriate age-level learning experiences and engaging repertoire (refer to relevant sources, and link these to your experience).
- Attend a concert for school-aged children (e.g. https://qso.com.au/education/events). Observe the interactions between the children and the ensemble, and report on what you learn about engaging children with live music and how you could apply this to your practice as a music teacher (refer to relevant sources, and link these to your experience).
Category 3: Engaging with Music Learners
- Visit an early childhood centre at least three times over the semester and actively engage children in making music. Report on your observations of learning and development and how you could apply this to your practice as a secondary music teacher (refer to relevant sources, and link these to your experience). Note: This is not a practicum. It is extremely important that you follow the instructions provided on Blackboard to the letter.
- Interview 3 school-age children whom you already know. Find out about 1. What music they like 2. What they think about school music 3. What they would like to learn in relation to music. Reflect on how music education in schools could cater to these students’ musical aspirations (refer to relevant sources, and link these to your interviews).
- Engage some school-aged children that you already know (e.g. family) in informal learning of music. You could use an iPad, instruments, a music game, a recording. The options are endless, but you must NOT guide it – they need to guide themselves. Report on what you learned about their motivation for learning (refer to relevant sources, and link these to your experience).
Category 4: Designing Music Learning
- Watch the series, Don’t Stop the Music and choose a child as a case study. Report on what you learned about children you could apply to your practice as a music teacher. Provide a brief outline of a learning experience you could implement for this child at the beginning of secondary school (i.e. Year 7), justifying your approach using relevant sources.
- Select or design a composition-based musical activity/game. Discuss how you would use it for 3-5-year-olds, 6-8-year-olds, 9-12-year-olds, and 13-14-year-olds, based on your knowledge of psychological and social development at these ages. Discuss how your adjustment of the game makes it appropriate for each age group (refer to relevant sources to justify your design).
- Investigate an online music learning course (e.g. https://learningmusic.ableton.com/). Report on the principles of learning design that intersect with the theories/readings from this course.
Submission guidelines
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.
Music Education Philosophy
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30%
- Due date
25/10/2024
- Learning outcomes
- L01, L04, L06
Task description
You are to develop a personalised and research-informed contemporary philosophy of music education. Your essay should:
- Articulate your beliefs and values about music learning and development with connection to at least 10 course readings, and discuss the implications for your future practice.
- Draw upon your own music education experiences to date, including activities from this course.
In addition to 10 course readings in your reference list (APA7), you are also encouraged to read and cite beyond the course literature.
It is anticipated your philosophy of music education may evolve throughout your studies and that this assignment will serve as a useful resource for you in the future.
1750-2000 words
Submission guidelines
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 Marks | Description |
|---|---|---|
| 1 (Low Fail) | <p>1</p> - |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy all of the basic requirements: submissions that lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) | <p>25</p> - |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most of the basic requirements. |
| 3 (Marginal Fail) | <p>45</p> - |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements: submissions that lack appropriate references and relevance, or appropriate coherence, organisation and length. |
| 4 (Pass) | <p>50</p> - |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topic; some elaboration of ideas and arguments, some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance and implications of the topic. |
| 5 (Credit) | <p>65</p> - |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the topics, going beyond mere replication of ideas from source materials to show understanding of key ideas, awareness of their relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) | <p>75</p> - |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding and subtler aspects of the topics, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) | <p>85</p> - |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
Determining final grades:ﾠThe final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
All three assignments in the course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Example:ﾠA student receives the following three grades
ﾠ
Assignment 1 (A1): grade of 6 at 10% weighting
Assignment 2 (A2): grade of 5 at 40% weighting
Assignment 3 (A3): grade of 6 at 50% weighting
The final grade for this student taking into account the weighting of each assignment would be:
(A1) + (A2) + (A3)
(0.1 x 6) + (0.4 x 5) + (0.5 x 6) = 0.6 + 2 + 3 =ﾠ5.6
The final grade would be rounded up to the nearest whole number; in this case the grade would beﾠ6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 5.49 would become 5)
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The use of Artificial Intelligence (AI) tools will not be permitted. Any attempted use of AI may constitute student misconduct under the Student Code of Conduct.
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
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
The BlackBoard site for this course should be accessed regularly by students.ﾠ All correspondence with students will occur on this site, and students are encouraged to use it as a place to discuss issues and access resources.
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 13 |
Lecture |
Lectures Lectures will be conducted each week, and will cover topics such as: Workshops and excursions will also occur during these times. Students should consult the outline on Blackboard and the timetable for more details. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Multiple weeks From Week 2 To Week 13 |
Excursion |
Excursions Students will observe some classroom music lessons. These observations will be held 'off-campus'. Students are also encouraged to take part in independent observations outside of these times. Opportunities will be provided by the lecturer, but students may also self-select into alternative opportunities for professional development. Blue Cards are compulsory in this course. Bring your Blue Cards with you to schools and always dress professionally. Learning outcomes: L04 |
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.
School guidelines
Your school has additional guidelines you'll need to follow for this course:
- School of Music site
- Health and Wellbeing for Musicians