Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Music School
This course introduces students to contemporary developments in the field of music education and
provides an opportunity to consider the implications for music learning and teaching in the studio,
community, and classroom music settings. Issues to be addressed include: creativity in music and
music education, the development of expertise, instrumental performance teaching, music therapies
in education settings, comparative music education, philosophy of music education, teacher identity,
and formal, non-formal, and informal music learning practices. Please note that this course offering
may be cancelled if fewer than 10 students enrol.
This course is suitable for those interested or working in music education across a range of settings, including classroom, community, and studio settings. The course introduces students to current topics in national and international policy, practice and research in music education. Through this course, students will develop an understanding of current trends in music education, including key debates and controversies. Students will be provided with opportunities to explore an issue of interest to their current practice and research.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
MUSC7860
Restrictions
Course offering may be cancelled unless a minimum of 10 students enrol.
Course contact
Course staff
Lecturer
Mr Andrew Pennay
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Classes will be taught in 3-hour long blocks, but will not be taught every week. Refer to Blackboard for more details.
Aims and outcomes
This course engages students in a critical examination of a range of current issues in music education. Students explore a range of issues in the philosophy of music education, theories of expertise and creativity, practical implementation of performance programs in instrumental music, principles and practices of music psychology for music educators, comparative music education studies, and musical identities in music education. Policy, practice, and research from national and international settings is reviewed, and students reflect on their own practices in music education.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate a broad understanding of key issues in music education nationally and internationally, including the ways in which these apply to your current practice
LO2.
Demonstrate the ability to critically review key ideas in the literature and convey your perspectives in spoken and academic written forms to a range of audiences
LO3.
Demonstrate the ability to identify and investigate issues of concern in current theory, policy, and practice in music education and formulate possible solutions relevant to your teaching contexts
LO4.
Demonstrate an ability to evaluate the views and practices of policy makers, researchers, practitioners, and consumers of music education
LO5.
Demonstrate an awareness of ethical issues as they pertain to music education conducted in a range of settings, including schools, studios, communities, and health sectors
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Creative Production/ Exhibition, Essay/ Critique | Personal Reflection on Music Education | 30% |
22/08/2025 1:00 pm |
| Paper/ Report/ Annotation | Annotated Bibliography and Critical Review | 20% |
10/10/2025 1:00 pm |
| Project |
Theory to Practice in Music Education
|
20% |
27/10/2025 - 31/10/2025
Presentations will take place during the final lecture. Students should arrange to video-record their own presentations. |
| Examination, Reflection |
Oral Exam
|
30% |
Exam week 1 - Exam week 2
Due in the end of semester exam period. Students will have the opportunity to nominate their preferred times in Blackboard before the end of the teaching period. |
Assessment details
Personal Reflection on Music Education
- Mode
- Written
- Category
- Creative Production/ Exhibition, Essay/ Critique
- Weight
- 30%
- Due date
22/08/2025 1:00 pm
- Learning outcomes
- L02, L04, L05
Task description
This task contains two parts:
- submission of your song/lyrics, and
- critical reflection on your learning about music education through your readings, and how this intersects with the creation of your lyrics.
Part 1: Engage in the SEEC process (Ballantyne & Klein, 2024), in order to uncover your own perspectives on being a music teacher. The process will be taught to you during the lecture in week two, and from this, you are tasked with creating lyrics formed through poetic inquiry. You are encouraged, though not required, to develop your lyrics into a song (the recording of which should be uploaded to soundcloud, and linked on your TurnItIn submission). Your submission must include the transcript from engaging in the process, with highlights indicating preferred phrases that led to the creation of your lyrics. Your lyrics should also have any verbatim text from your transcript highlighted.
Part 2: Write a reflective essay on your experiences with music education, informed and supported by critical evaluation of (4-6 pieces at least) of literature (from the last three years, published in peer-reviewed journals). This task requires you to critically evaluate your own experiences of music learning and teaching and to consider the ways in which the experiences of others may differ from yours. The task asks you to critically evaluate readings in the area, in light of your own experiences.
In your written reflection, you are asked to:
- Reflect critically on readings from a personal point of view. Discuss the ways in which the experiences of music learning and teaching described in the readings affirms or challenges your own experiences of music education as a student and as a teacher. How is this reflected in your transcript, and in your lyrics? Provide specific examples.
- Reflect critically on the papers as a professional educator. Discuss the significance of these readings for you as a music educator (in school, studio, community settings). How do these readings challenge, change or strengthen your current practice?
- Support your reflections using scholarly referencing in APA7 style. Your chosen literature might include articles on academic or arts-based reflection, professional identity, music teacher or musician identity, and reflexivity
- Use first person tense.
- Include: an introduction, body of the essay, and conclusion. Include a well-crafted and formatted reference list in APA7. Do not number the sections, however you may use headers.
- Use 10-12 point Times New Roman font; double space your lines, indent the first line of each new paragraph. The reference list should be in alphabetical order, with a hanging indent for each new reference.
- Include a word count at the end of the essay and prior to the reference list.
Part 2 length: 1400 words maximum
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.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit the assessment via Turnitin as a WORD document
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.
Your extension application must be submitted on or before the assessment item's due date and time, with appropriate evidence.
While your extension request is being considered, you should work towards completing and submitting your assessment as soon as possible.
A late penalty will be applied if you don't submit your assessment on time or if you don't have a valid reason for an extension.
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.
Annotated Bibliography and Critical Review
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 20%
- Due date
10/10/2025 1:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Select ONE of the topics from the lecture series to investigate. In searching for literature on this topic, you can only use articles published in the last three years. Your review must include a minimum of 8 articles and a maximum of 11. Articles must report research studies in music education (including systematic literature reviews), be sourced from reputable scholarly journals and be peer-reviewed. Articles must be relevant to the topic. You are encouraged to investigate more broadly than dedicated music education journals, but note the articles must reflect current music education research.
Please present your submission in 2 parts within a single document:
1. Annotated Bibliography (2200 words maximum)
This is an alphabetised reference list with details of the articles you are critiquing. In the list you will include the following: Journal article citation (using APA7), followed by a 200-word annotation. Include in the annotation: Research Aims and Question/s; Research Method/s; Data Analysis, and Findings. Each annotation must provide a summary and a critical evaluation of the research. Do not reproduce the abstract.
The annotation for each article should be 200 words. For the minimum requirement of 8 articles, a 200-word annotation makes a minimum word count for this component of the assessment 1600 words. The citation is not included in the word count. Provide a word count at the end of the bibliography.
2. Critical literature review (1500 word maximum)
A literature review is a type of academic writing that provides an overview of existing knowledge in a particular field of research. In this essay, provide a critical review of the 8-11 articles you sourced in the annotated bibliography. The review must firstly provide an outline of the topic you are investigating, followed by a critical analysis of the research findings in the selected literature. In your review you should: identify patterns of trends in the research reviewed, note any new knowledge in relation to the topic, identify any gaps or limitations in the research, and discuss the implications of the research findings for music educators. A good literature review summarises, analyses, evaluates and synthesises the relevant literature within a particular field.
Present your essay in 12-point Times New Roman font (or other similar font), with double-spaced lines, paragraphs aligned to the left. Include the word count after each section. Include headers for each section, and include page numbers.
Other information
Follow appropriate formatting guidelines for APA7, including using 12-point Times New Roman font (or other similar font) in black, and double-space your lines. Use a hanging indent for your reference list ( which should be in alphabetical order) and justify the lines to the left.
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.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit the assessment item via Turnitin as a WORD document.
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.
Your extension application must be submitted on or before the assessment item's due date and time, with appropriate evidence.
While your extension request is being considered, you should work towards completing and submitting your assessment as soon as possible.
A late penalty will be applied if you don't submit your assessment on time or if you don't have a valid reason for an extension.
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.
Theory to Practice in Music Education
- In-person
- Mode
- Oral, Product/ Artefact/ Multimedia, Written
- Category
- Project
- Weight
- 20%
- Due date
27/10/2025 - 31/10/2025
Presentations will take place during the final lecture. Students should arrange to video-record their own presentations.
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
- Choose an approach in music education that interests you (specifically how to teach in a particular way). Students are encouraged to discuss the development of the project with the lecturer. This should not be the topic addressed in other assessment for this course.
- Justification: Research how to teach using this approach, and create a 2-page handout (dot points) summarising the research on your approach and how it should be enacted. Your justification will refer to the relevant Australian curricula or policy frameworks (state and federal)
- Application: Create a resource, game or YouTube as an exemplar of ideal practice to be used with students.
- Share your approach, and your resource, game or YouTube with your colleagues in the final week of classes. In this class, you will spend 15-20 minutes (in groups) sharing your findings and your resource/game/YouTube with your peers. We suggest that in the 15-20 minutes, you will take your colleagues through the research available on your topic, what it means in practice, and demonstrate and explain the example resource/game/YouTube video you have created.
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.
Submission guidelines
This assessment has two submissable parts (submitted by the final day of lectures), and these can be brought along to the oral exam to refer to:
- a 2-page handout summarising the ideas in your presentation, and which will include links to resources, and including a reference list (APA7). To be uploaded to Blackboard Discussion Board and TurnItIn. It is suggested that at least 8 references are included, and
- a resource/game/YouTube video created by you, for use by your colleagues in their classrooms/studios. This needs to be able to be accessed from the html link in your handout.
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.
Oral Exam
- Identity Verified
- Mode
- Oral
- Category
- Examination, Reflection
- Weight
- 30%
- Due date
Exam week 1 - Exam week 2
Due in the end of semester exam period. Students will have the opportunity to nominate their preferred times in Blackboard before the end of the teaching period.
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
You are required to utilise your engagement in this course (assessment, readings, participation in workshops and lectures) in order to demonstrate your achievement of the five objectives. In answering questions by the examiner, you will need to be able to draw on literature read and experiences had in the course to reinforce or justify opinions about music education in contemporary society. Questions will be asked to probe your demonstration of the objectives and understanding of the course content.You may be asked to:
a. identify patterns of trends in music education
b. suggest new knowledge concerning the topic,
c. identify any gaps or limitations in the research and practices examined in the course,
d. discuss where you see implications for music educators into the future
e. suggest ideas that you might have about future research that could be conducted
f. discuss ethical issues as they pertain to music education.
Length of oral exam: 15 minutes.
Allowable materials: You can bring in a reference list to refer to, if you would like.
Date of presentation: In exam block. To be conducted in person, on campus. A Wiki site will be set up on Blackboard.
This 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.
Exam details
| Planning time | no planning time minutes |
|---|---|
| Duration | 15 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed book examination - specified written materials permitted |
| Materials | You can bring in a reference list to refer to |
| Exam platform | Other |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
If a deferral is approved, a new time will be arranged by the course staff.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Marks | Description |
|---|---|---|
| 1 (Low Fail) | 1 - |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to provide evidence of understanding of the topic. |
| 2 (Fail) | 2 - |
Minimal evidence of achievement of course learning outcomes. Course grade description: Limited evidence of understanding of the topic. |
| 3 (Marginal Fail) | 3 - |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Falls short of satisfying all basic requirements for Pass but has compensating strengths in some aspects. |
| 4 (Pass) | 4 - |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrates adequate understanding and application of the topic: justification/evaluation of approaches is somewhat incomplete or inconsistent; written expression is generally error-free. |
| 5 (Credit) | 5 - |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates substantial understanding of the topic, both theoretical and applied; written expression is clear and coherent, with few errors. |
| 6 (Distinction) | 6 - |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates substantial understanding of the topic, with frequent evidence of original thought, and ability to analyse issues or problems; written expression is concise, well-structured, with few errors. |
| 7 (High Distinction) | 7 - |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates in-depth and comprehensive understanding of the topic, with consistent evidence of substantial original thought, ability to identify and critically analyse issues or problems, and convincing and well-supported arguments; written expression is fluent, and error-free. |
Additional course grading information
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
The final grades are determined by consideration of the weighting of each assessment item, through the use of a weighting formula and the profile of individual grades accumulated across the assessment tasks.
Supplementary assessment
Supplementary assessment is available for this course.
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
It is expected that students prepare for lectures by engaging with relevant readings prior to weekly lectures. These will be electronically available through the library.
Students can also find weekly learning resources on the Blackboard site.
Students should consult scholarly journals in the discipline on a regular basis. These include but are not limited to:
Australian Journal of Music Education
British Journal of Music Education
International Journal of Community Music
International Journal of Music Education
Music Education Research
Musicae Scientiae
Psychology of Music
Psychomusicology
Research Studies in Music Education
These journals are available electronically in the library.
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 |
|---|---|---|
Week 1 (28 Jul - 03 Aug) |
Lecture |
Intro to Issues in Music Education Interactive lecture with pre-reading. Learning outcomes: L01, L02, L03, L04, L05 |
Week 2 (04 Aug - 10 Aug) |
Lecture |
Composing Careers in Music Education Interactive Lecture and Group Work Learning outcomes: L01, L02, L03, L04, L05 |
Week 3 (11 Aug - 17 Aug) |
Lecture |
Why is music important? Lecture and Group Work Learning outcomes: L01, L02, L03, L04, L05 |
Week 4 (18 Aug - 24 Aug) |
Lecture |
The Australian Context for Music Education Lecture and Group Work Learning outcomes: L01, L02, L03, L04, L05 |
Week 7 (08 Sep - 14 Sep) |
Lecture |
Childhood development and music pedagogy Interactive lecture with pre-reading. Lecture and Group Work Learning outcomes: L01, L02, L03, L04, L05 |
Week 10 (06 Oct - 12 Oct) |
Lecture |
International Perspectives in Music Education Interactive lecture with pre-reading Lecture and Group Work Learning outcomes: L01, L02, L03, L04, L05 |
Week 12 (20 Oct - 26 Oct) |
Lecture |
Music in Studio Contexts Interactive lecture with pre-reading. Lecture and Group Work Learning outcomes: L01, L02, L03, L04, L05 |
Week 13 (27 Oct - 02 Nov) |
Lecture |
Student presentations, and course summary This activity MUST be attended as it is an assessment activity. Learning outcomes: L01, L02, L03, L04, L05 |
Additional learning activity information
Additional learning resources, important announcements, and notes and resources relating to assignments are included on the Blackboard website.
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 for 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