Multi-Instrumental Pedagogy 2 (MUSC3850)

Assessment 1: Portfolio – Instrumental Pedagogy

Due Date: Week 7

Length: 1,500 words

Weighting: 20%

Task Overview

You will continue working on the instrument assigned in MUSC3840 (from the group opposite your main specialisation) to further develop your instrumental skills and pedagogical knowledge. This task expands your understanding of teaching outside your primary area of expertise and helps build a practical teaching resource for use in schools.

Context and Expectations

• You will continue learning the same instrument from MUSC3840.
• Your playing and teaching focus should align with Curriculum Levels 3 and 4 from the Education Queensland Instrumental Curriculum.
• You are expected to build an expanded portfolio covering instruments in your assigned group (Brass, Strings, or Keyboard).

Portfolio Requirements

Your portfolio will serve as a practical and pedagogical guide for teaching a family of instruments at the beginner school level. It must include the following:

1. Instrument Coverage – By Assigned Group

You will create teaching resources and lesson materials for all instruments in your allocated group. These groups are:

• Brass Group:
• Trumpet
• French Horn
• Low Brass (Trombone, Euphonium, Tuba)
• Strings Group:
• Violin
• Viola
• Cello
• Double Bass
• Keyboard Group:
• Piano/Keyboard – with emphasis on both solo and accompaniment skills

2. First Lesson Plans (Required for Each Instrument)

For each instrument in your group, you must provide a "First Lesson Outline", covering:

• Instrument setup, posture, and handling
• Tone production basics (bowing, embouchure, fingering, etc.)
• Introduction to reading and playing using Essential Elements for Band – Book 2 (or equivalent for strings/keyboard)
• Common first-lesson challenges and how to address them
• Realistic expectations and timelines for a beginner school student

⚠️ You are responsible for writing your own outlines. These are the primary new materials being assessed.

3. Annotated Resource Collection

Include a selection of scholarly and practical resources such as:

• Books, journal articles, and dictionary entries
• Technical exercises and method books
• Repertoire lists appropriate for first-year players
• Teaching websites or video content
• Lesson plans or classroom strategies

For each resource, provide:

• A brief summary of the content
• A discussion of how it can be used in instrumental teaching
• A classroom or studio application example

4. Tutor Book Commentary

Incorporate reflections based on class discussions where your tutor has demonstrated:

• What to focus on in first lessons
• Teaching challenges in each section of the book
• Strategies for progress through the curriculum

Use this commentary to support your understanding of effective beginner-level pedagogy.

Practice Journal and Reflection

Throughout the semester, maintain a practice log focused on your assigned instrument. At the end, submit a short reflection that includes:

• Weekly progress and observations
• Effective or ineffective methods used
• Insights into how students might approach practice
• References to research on practice techniques and routines

Collaboration and Workload Guidance

• You are encouraged to collaborate with peers, especially on previously shared instruments (e.g., if you worked on Violin last semester, share with another student who did too)
• The only new work required from you individually:
• First lesson outlines for all instruments in your group
• Your written report
• Your personal practice reflection

Referencing Style

All references must be correctly cited. The brief currently specifies APA style, however, the School of Music Academic Writing Guide recommends Chicago Style (Notes and Bibliography). You are encouraged to clarify this with your course coordinator, but unless otherwise directed, it is advisable to follow the official UQ Music School Style Guide, which can be found here:

 UQ Music Academic Writing Guide (PDF)

Use of AI and Machine Translation

Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task to support your work. Students must clearly reference any use of AI or MT in each instance.

• All uses of AI or MT must be explicitly referenced, including:
• What tool was used
• How it contributed to your work

Failure to reference generative AI or MT tools may be considered student misconduct under the Student Code of Conduct.

Assessment Task: Instrumental Performance Submission

Due Date: Week 12

Format: Video submission via Blackboard

Note: Ensure your file is accessible and playable by your lecturer.

Purpose:

To demonstrate instrumental skill development aligned with:

• Your assigned instrument (same as in MUSC3840)
• Curriculum 3 and 4 from the Education Queensland Instrumental Curriculum

Performance Task Requirements:

• Submit a video performance on your assigned instrument
• Select pieces or exercises that reflect Curriculum Levels 3 and 4 in difficulty and scope
• Your tutor may recommend appropriate pieces based on your experience and progress
• Emphasis is placed on:
• Technical accuracy
• Musicality
• Educational relevance
• Appropriate posture and tone
• Instrumental maintenance and correct technique

Notes and Clarifications:

• This is a solo performance, but may include excerpts from the tutor book or curated repertoire
• You are expected to apply first-lesson knowledge and curriculum progression in your choice of performance materials
• AI and Machine Translation tools are not permitted for this task. Any use may result in academic misconduct under UQ’s Student Code of Conduct.

Performance Video Submission Tips:

• Practice regularly
• Film in a quiet, well-lit environment
• Label the video file with your full name and instrument
• Check file compatibility before uploading

This performance assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.

Assessment 2: Research Assignment

Due: Week 13

Length: 1,200 words

Weighting: 40%

Referencing Style: Chicago (Notes and Bibliography)

AI/MT Use: Permitted but must be acknowledged clearly in-text and in the bibliography

Overview

Choose one of the five topics below and write a 1,200-word research assignment exploring the key issues, supporting your points with scholarly evidence. This is an academic paper, so all claims, even those based on your experience or beliefs, must be supported by appropriate references.

As future educators and role models for best practice, clarity of expression, accuracy, and citation integrity are essential aspects of this task.

Topics (Choose One)

Topic One: Theory in the Instrumental Lesson

Preamble:

Many instrumental teachers focus on tone, technique, rhythm, and notation, while viewing music theory as the responsibility of other teachers. As a result, many students have a limited understanding of the theory behind what they play.

Task:

Develop a rationale for the inclusion of theoretical knowledge in instrumental teaching.

• Suggest engaging and effective resources for teaching theory
• Propose strategies for integrating theory into lessons
• Provide a brief stage-by-stage overview of what theory concepts are appropriate as students progress

Topic Two: Improvisation and Composition for Young Musicians

Preamble:

Improvisation is often linked to jazz and avoided in other genres. Composition is viewed as the domain of advanced musicians. Yet, both skills may offer significant developmental benefits even to beginners.

Task:

Write an account that argues for the inclusion of improvisation and composition in the learning experiences of young musicians.

• Provide a clear rationale
• Suggest strategies and techniques for implementation
• Consider how teachers with limited confidence in these areas can still facilitate these experiences effectively

Topic Three: Aural Skills in Instrumental Teaching

Preamble:

Many educators lament the removal of aural requirements from the curriculum. Aural skills are considered foundational and beneficial to musical development and performance.

Task:

Write an account that supports the inclusion of aural skill development in instrumental teaching.

• Present a rationale for its importance
• Suggest realistic ways aural skills can be taught within time-constrained instrumental lessons

Topic Four: The Role of Non-Instrument-Centred Activities

Preamble:

Students and stakeholders have different expectations of instrumental learning—parents want enjoyment, schools want performances, teachers want results. But what outcomes define good music teaching?

Task:

Develop a rationale for including non-instrumental activities in instrumental teaching.

• Evaluate how these activities contribute to:
• Technique
• Musicality
• Theory
• Aural skills
• Reading and context
• Creativity
• Consider whether the instrumental teacher’s role is to develop instrumentalists or musicians
• Discuss how a balanced approach can be achieved

Topic Five: Motivation, Engagement, and Practice Discipline

Preamble:

While self-expression is important, self-discipline is often what determines success in music. Many students quit due to lack of practice or support, especially early on.

Task:

Explore the challenges of motivation and engagement in beginner instrumental learners.

• What keeps students engaged in the early years?
• How can teachers encourage regular, disciplined practice while maintaining interest?
• Consider the role of parents and strategies for teacher-student-parent communication

Requirements

• Word Count: 1,200 words (excluding bibliography)
• Referencing: Use Chicago Style (Notes and Bibliography)
• UQ Music Academic Writing Guide (PDF)
• Sources: Use a combination of:
• Peer-reviewed journal articles
• Books
• Educational publications
• Credible teaching resources
• APA or AI content (if used) must be clearly referenced
• Use of AI/MT Tools:
• Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.
• Failure to do so may be treated as academic misconduct under UQ’s Student Code of Conduct