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 examines music studio teaching from a number of perspectives. Areas of study and discussion include the shared interests and experiences of teachers within the group and literature relating to a variety of pedagogical traditions, schools, and techniques for comparative analysis and discussion. Important works of repertoire will be used as a focus for intensive study, and students will have the opportunity to pursue their own interests and areas of specialisation in particular areas.
Studio teaching, or one-to-one teaching, is aﾠcentral activity in theﾠdevelopment of instrumental and vocal musicianship. This course exploresﾠone-to-one teaching inﾠmusical,ﾠtechnical, pedagogicalﾠandﾠsocial contexts. Through teaching practice andﾠreflection on the literature ofﾠinstrumentalﾠperformance, music education andﾠmusic psychology,ﾠthe potentials and problems facing studio teachers is explored in depth. The course aims to supportﾠa life-long practice in studio-teaching, building practical knowledge forﾠthe early stages of aﾠcareerﾠas well asﾠdeepening a continuing reflective practice.
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The course aims to support a life-long practice in studio-teaching, building knowledge and confidence for the early stages of a career as well as deepening a continuing reflective practice. These broad aims are approached more specifically through a critical praxis and engagement with scholarly literature from the music education, psychology and performance domains.ﾠ
ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
critically engage with the professional texts (scholarly and non-scholarly) related to the performance of your instrument
LO2.
In a practical setting, demonstrate and explain how varied elements of musicianship are enacted through the technique and repertoire of your instrument.
LO3.
devise progressive learning sequences towards musical goals in repertoire for your instrument
LO4.
Critically reflect on teaching practices in the light of scholarship relating to one-to-one teaching.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation | Analysis of professional texts (1000 words) | 30% |
23/08/2024 5:00 pm |
| Practical/ Demonstration |
Teaching Practice and Oral report
|
30% includes hurdle requirement |
20/09/2024 5:00 pm |
| Participation/ Student contribution, Practical/ Demonstration |
Peer feedback
|
Hurdle Requirement |
4/10/2024 5:00 pm |
| Presentation, Reflection |
Video: reflection on course learning
|
40% |
25/10/2024 5:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Analysis of professional texts (1000 words)
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30%
- Due date
23/08/2024 5:00 pm
- Learning outcomes
- L01, L04
Task description
Analysis of professional texts (1000 words)
Submit an analysis of 9 texts influencing your approach to one-one instrumental studio teaching practice.
Texts to be analysed may include:
- transcripts of interviews with notable performers or pedagogues of your instrument (these must be publicly available)
- scholarly articles or book chapters related to the performance of your instrument
- articles from non-scholarly, professional publications (e.g., The Strad magazine, for string players)
Draw out the themes relating to the performance of your instrument in regards to
- physical touch at the instrument,
- approaches to repertoire of your instrument and
- social factors.
A separate reference section should be included for all texts. This is NOT included in the word count.
+-10% word count will be allowed.
A cover sheet must be included.
Please use the School of Music style sheet for academic style. music academic writing guide (PDF, 1.5 MB)
Submission guidelines
Submit via TurnItIn
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.
Teaching Practice and Oral report
- Hurdle
- Identity Verified
- Mode
- Activity/ Performance, Oral
- Category
- Practical/ Demonstration
- Weight
- 30% includes hurdle requirement
- Due date
20/09/2024 5:00 pm
- Other conditions
- Time limited.
- Learning outcomes
- L01, L02, L03, L04
Task description
This assessment is in two parts:
PART 1
(0% hurdle requirement) Practical Task (Video): 4x 30min lessons with a current student
You will submit four (4) x30 minute video recordings of lessons with a current student.
Videos should be submitted via a private youtube channel by Tuesday of week 9.
A link must be provided for each separate 30 minute video.
If it is not possible to teach a current student for this task, you may enlist a friend or family member to be your teaching subject.
Permission must be sought prior to recording lessons and submitted to the course coordinator with an official Consent Form.
If the student is under 18, this must be filled in by a legal guardian.
0% hurdle requirement
IT IS NOT POSSIBLE TO PASS PART 1 WITHOUT SUBMITTING A SIGNED CONSENT FORM.
PART 2
30% Video presentation: 4 minute (+/-15 seconds) Oral Report on teaching practice videos
Students upload a Video Report of their experiences in the Teaching Practice Assessment to the Discussion Board links provided.
The oral report should include:
1. the age and level of the student and content of lessons,
2. the themes of the lessons, in terms of instrumental practices (musical, physical, mental)
3. any notable features of the lessons, things that worked well or did not work well
The time limit is strict: marks will be deducted for going over or under the time limit. The use of speed alteration in the video is not permitted, a normal talking speed is required.
Students are advised to script and rehearse their submission before making the video.
Videos must be filmed in English, with a clear view of the speaker.
Hurdle requirements
Part 1 of this assessment item is a hurdle requirement; students who do not submit Part 1 will not receive a passing grade.Submission guidelines
Links to videos must be submitted via BlackBoard: Discussion Board: Teaching Video Links
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.
Peer feedback
- Hurdle
- Mode
- Activity/ Performance, Product/ Artefact/ Multimedia
- Category
- Participation/ Student contribution, Practical/ Demonstration
- Weight
- Hurdle Requirement
- Due date
4/10/2024 5:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Students write 250word feedback comments to videos from three (3) other students, as assigned by the course-coordinator. Feedback should be posted underneath the video links.
Hurdle requirements
This task must be completed to pass the course.Submission guidelines
Feedback should be posted underneath the video links in 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.
Video: reflection on course learning
- In-person
- Mode
- Oral, Written
- Category
- Presentation, Reflection
- Weight
- 40%
- Due date
25/10/2024 5:00 pm
- Learning outcomes
- L01, L04
Task description
Viva Voce (Video) 40%
You will upload a 4-minute video-recorded reflection on the themes of your learning in the course.
A full reference list must accompany your talk.
1. What are the main themes in the course that affect the way I think about teaching practice?
2. How are the themes (from 1. above) reflected in professional texts that I have consulted?
3. How do the themes (from 1. above) help me to understand incidents, successes or failures that occurred in the my teaching practice assessment?
5. How does the feedback from other students (in assessment 3) contribute to my thinking around the subject?
The time limit is strict: marks will be deducted for going over or under the time limit. The use of speed alteration in the video is not permitted, a normal talking speed is required.
Students are advised to script and rehearse their submission before making the video.
Videos must be filmed in English, with a clear view of the speaker.
Submission guidelines
Links to videos to be submitted via BlackBoard: Discussion Board: Reflection Video Links
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.
10% of maximum mark PER DAY late
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 1 - |
Absence of evidence of achievement of course learning outcomes. Course grade description: Some engagement with the assessment tasks; however no demonstrated evidence of understanding of the concepts in the field of study |
| 2 (Fail) | 25 - |
Minimal evidence of achievement of course learning outcomes. Course grade description: Inability to apply knowledge and skills |
| 3 (Marginal Fail) | 45 - |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Emerging ability to apply knowledge and skills |
| 4 (Pass) | 50 - |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Acceptable application of knowledge and skills |
| 5 (Credit) | 65 - |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Effective application of knowledge and skills |
| 6 (Distinction) | 75 - |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Extensive application of knowledge and skills |
| 7 (High Distinction) | 85 - |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Original, novel and/or creative application of knowledge and skills |
Additional course grading information
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
This course has been designed to be challenging, authentic and complex. While students may use AI 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 AI use may constitute student misconduct under the Student Code of Conduct.
To pass each assessment item, students will be required to demonstrate detailed comprehension of their written submission independent of AI 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
Find the required and recommended resources for this course on the UQ Library website.
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 |
Workshop |
Course Introduction and Visible Learning Learning outcomes: L01, L04 |
Week 2 |
Workshop |
Session 2 - Focus of attention in music learning and implications for teaching Learning outcomes: L01, L03, L04 |
Week 3 |
Workshop |
Session 3 - More on focus of attention, and: can practising the 'wrong' way be helpful? Learning outcomes: L01, L03, L04 |
Week 4 |
Workshop |
Session 4 Meta-cognition: what does this mean, and how can teachers engage students' meta-cognitive capabilities? Learning outcomes: L01, L04 |
Week 5 |
Workshop |
Session 5 Research from inside the lesson room: two very different contexts Learning outcomes: L01, L04 |
Week 6 |
Workshop |
Workshop 5 - The teacher-student relationship Learning outcomes: L01, L04 |
Week 7 (02 Sep - 08 Sep) |
Workshop |
Session 6 - Looking at theories of motivation and ways these are supported (or thwarted!) in teaching practice Learning outcomes: L01, L02, L03, L04 |
Week 9 (16 Sep - 22 Sep) |
Workshop |
Session 7 - What kind of teacher are we? Exploring our identities as music teachers. Learning outcomes: L01, L03, L04 |
Week 10 (30 Sep - 06 Oct) |
Workshop |
Session 8 - Individual and group learning: constraints and affordances TBA Learning outcomes: L01, L02, L03, L04 |
Week 11 (07 Oct - 13 Oct) |
Workshop |
Session 9 - More musical matters TBA Learning outcomes: L01, L02, L03, L04 |
Week 12 (14 Oct - 20 Oct) |
Workshop |
Session 10 - The student teacher relationship TBA Learning outcomes: L01 |
Week 13 (21 Oct - 27 Oct) |
Workshop |
Session 11 - this session will be devoted to discussion of the final assessment requirements. TBA Learning outcomes: L01, 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.