Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- 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 if fewer than 10 students enrol
Course contact
Course staff
Lecturer
Ms Jayne Davidson
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 |
|---|---|---|---|
| Essay/ Critique | Personal Reflection on Music Education | 20% |
16/08/2024 1:00 pm |
| Paper/ Report/ Annotation | Annotated Bibliography and Critical Review | 40% |
4/10/2024 1:00 pm |
| Presentation |
Theory to Practice in Music Education
|
40% |
21/10/2024 - 25/10/2024
Presentations will take place during the final lecture. Students should arrange to video-record their own presentations. |
Assessment details
Personal Reflection on Music Education
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 20%
- Due date
16/08/2024 1:00 pm
- Learning outcomes
- L02, L04, L05
Task description
This task requires writing a reflective essay on personal experience, informed and supported by critical evaluation of the following literature (all available electronically in the UQ Library). 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 the readings provided in light of your own experience.
- Wiggins, T. (2016). An intercultural curriculum: Where schooling the world meets local ecologies. In P. Burnard, E. Mackinlay, & K. Powell (Eds.), The Routledge International Handbook of Intercultural Arts Research (pp. 148-158). Taylor & Francis.
- Allsup, R. E.. (2016). Music-teacher quality and expertise. In Remixing the Classroom: Toward an Open Philosophy of Music Education. Indiana University Press.
- Tan, L. (2020). Reading John Dewey's Art as Experience for music education. Philosophy of Music Education Review, (28)1, 69-87.
In your written reflection you are asked to:
- Reflect critically on the readings from a personal point of view. Discuss the ways in which the experiences of music learning and teaching described in each reading affirms or challenges your own experiences of music education as a student and as a teacher. This will require you to evaluate aspects of your own experiences in order to make comparative comments.
- 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?
- Evaluate the theoretical frames each author has employed. How have they used the literature to make their key point?
- Support your reflections with appropriately linked literature (at least 4) in addition to the three above, using scholarly referencing in APA7 style. This literature might include articles on academic reflection such as Barton & Ryan, 2014, https://doi.org/10.1080/07294360.2013.841650
5. Use first person tense.
6. 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.
7. 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.
8. Include a word count at the end of the essay and prior to the reference list.
WORD LENGTH 1200 words maximum
Submission guidelines
Submit the assessment via Turnitin as a WORD document or PDF.
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.
Annotated Bibliography and Critical Review
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40%
- Due date
4/10/2024 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.
Submission guidelines
Submit the assessment item via Turnitin as a WORD document or PDF.
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.
Theory to Practice in Music Education
- Identity Verified
- Mode
- Oral, Product/ Artefact/ Multimedia
- Category
- Presentation
- Weight
- 40%
- Due date
21/10/2024 - 25/10/2024
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
You will present a topic in music education that interests you, and how this applies in practice, within a live, interactive seminar format, using your self-created resource as an exemplar of ideal practice. Your seminar should last between 15-20 minutes. During your seminar, 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.
More details: You will engage your colleagues with new approaches/ideas in music education, sharing innovative ways that your chosen issue/topic can be applied to practice in a music learning environment. Assist your group in coming to their own conclusions through participation in a thought-provoking workshop presented by you in a small discussion group (15-20 minutes). Your workshop should be interactive, engaging your peers with your chosen topic, and should keep strictly to the time limit. You must incorporate a resource/game/YouTube video created by you for your peers to ‘take home’ and use with their own students. The presentation and resource should be informed by the relevant Australian curricula or policy frameworks (state and federal), by current research in the topic (referenced throughout), and by your own practice as a music educator or student. 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.
Submission guidelines
This assessment has three submissible parts:
- 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.
- a 2-page handout summarising the ideas in your presentation, and which will include links to resource, and including a reference list (APA7). To be uploaded to Blackboard Discussion Board and TurnItIn.
- the video of your presentation (which will be undertaken during class), uploaded to 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.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to provide evidence of understanding of the topic. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Limited evidence of understanding of the topic. |
| 3 (Marginal Fail) |
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) |
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) |
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) |
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) |
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.
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
It is expected that students prepare for lectures by engaging with relevant readings prior to weekly lectures. These will be provided as downloadable .pdf files online or 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 availabile 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 (22 Jul - 28 Jul) |
Lecture |
Intro to Issues in Music Education Interactive lecture with pre-reading. Learning outcomes: L01, L02, L03, L04, L05 |
Week 2 (29 Jul - 04 Aug) |
Lecture |
Why is music important? Lecture and Group Work Learning outcomes: L01, L02, L03, L04, L05 |
Week 3 (05 Aug - 11 Aug) |
Lecture |
The Australian Context for Music Education Lecture and Group Work Learning outcomes: L01, L02, L03, L04, L05 |
Week 4 (12 Aug - 18 Aug) |
Lecture |
Childhood development and music pedagogy Interactive lecture with pre-reading. Lecture and Group Work Learning outcomes: L01, L02, L03, L04, L05 |
Week 7 (02 Sep - 08 Sep) |
Lecture |
International Perspectives in Music Education Interactive lecture with pre-reading Lecture and Group Work Learning outcomes: L01, L02, L03, L04, L05 |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Identity in Music Education Interactive Lecture and Group Work Learning outcomes: L01, L02, L03, L04, L05 |
Week 12 (14 Oct - 20 Oct) |
Lecture |
Music in Studio Contexts Interactive lecture with pre-reading. Lecture and Group Work Learning outcomes: L01, L02, L03, L04, L05 |
Week 13 (21 Oct - 27 Oct) |
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 - 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