Details for Curriculum Studies – Music: Part A

The aim of this subject is to build understanding and skills in critically analysing and evaluating contemporary theory, concepts and issues in Music as applied in the junior secondary context. It equips pre-service teachers with teaching methodologies and practical strategies to effectively teach Music to children from Years 7-10.


Quick Info

  • Currently offered by Alphacrucis: Yes
  • Course code: CRS433
  • Credit points: 10
  • Subject coordinator: Jim Twelves

Prerequisites

Major in music including all of the following: musicological study (music history and analysis) in a range of musical styles; periods and genres with a strong component of contemporary and western art music; compositional techniques; music performance studies (a minimum of two years of music performance studies) and; preferably Australian music. The study of music and music practice must be developed as a discrete discipline.

Vocationally oriented courses are not recognised as equivalent.

The following courses are prerequisites:

Awards offering Curriculum Studies – Music: Part A

This unit is offered as a part of the following awards:

Unit Content

Curriculum Objective

This subject develops a knowledge base for the pre-service teachers in the NESA Music Years 7-10 syllabus and the ACARA F-10 Curriculum, The Arts, Music. This course provides an introduction to curriculum, pedagogy and assessment for teaching and provides pre-service teachers with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy. The aim is to build understanding and skills in critically analysing and evaluating contemporary theory, concepts and issues in Music as applied in the junior secondary context. It equips pre-service teachers with teaching methodologies and practical strategies to effectively teach Music to children from Years 7-10.

Outcomes

  1. Five sequential differentiated lesson plans for Stage 4, showing: GCs and CCPS using inquiry based approaches. Applying and assessing age appropriate and differentiated teaching activities for a range of abilities and diverse backgrounds that integrate historical concept development; skills development; knowledge acquisition and to effectively resource selection to accommodate diversity and enhance problem based learning.
  2. Demonstrate an analytical approach to sequential planning involving theories/ models and strategic activities to improve student learning and uses evidenced based research to support strategies within both Christian and state school contexts
  3. Present a plan for performance including group composition, learning strengths and needs f students from diverse linguistic, cultural, religious and socioeconomic backgrounds, equipment needs, timeline for rehearsals, application of literacy and numeracy teaching strategies, risk assessment, behaviour management plan, inclusivity and the impact on cultural sensitivity and an alternate venue
  4. Provide a rationale that explains how this performance will enhance the physical, cognitive, social and emotional and moral development of students.
  5. Demonstrating an understanding the syllabus, derived teacher documents and differentiation and uses online comparative case study.
  6. Demonstrates assessment tasks for learning, recording and reporting, which can be used as moderation for similar classes or record keeping and connects to the unit learning outcomes.
  7. Demonstrate an analytical approach to sequential planning involving theories/ models and strategic activities to improve student learning and includes explicit strategies to support students’ wellbeing and safety- legally and educationally and uses evidenced based research to support strategies within the Christian context of the school environment

Subject Content

  1. Philosophical and pedagogical foundations for music education.  Methods: Kodaly, Dalcroze, Orff, Suzuki.  History of music education.  Western art music traditions and popular music.  Christian perspectives on musical origins and value;
  2. Music lesson planning, structure, organization, and implementation; classroom control e.g. application of behavioural management theories, group dynamics and moderation; time management; differentiation; principles and practices of assessment and reporting in music e.g. checklists, scoring rubrics, student log, student/group projects, multimedia recording and portfolios, school-based record keeping and stakeholder communication; Creating a safe learning environment, e.g. Inclusivity. Duty of Care in regard to equipment set up, student drop off and pick up and transport and after hours rehearsals;
  3. Social, cultural and environmental influences on instruments, composition and ritual.  Ethnomusicology, and research into world musics; Music as sociability and cosmopolitanism.  The intersection of other Creative Arts with music in world cultures;
  4. Australian Indigenous music, ritual, and history.  Current trends in Australian Indigenous music and cross-cultural intersections, as well as intersections with popular music.  Music of other nearby regions including; Chinese, Indonesian, Islamic, Indian;
  5. Making tuned and un-tuned instruments, home-made and traditional instruments; basic principles of sound in theory and practice; frequency, pitch, timbre, harmonic series;
  6. Listening and appreciation e.g. classic and period music, 20th century and contemporary music teaching and assessing; language and literacy of critique - aural discrimination and aesthetics and where music critique is located - newspapers, websites, blogs, programs;
  7. Elements of Composition e.g. counting, scales, pitch, dynamics, beat, rhythm, melody, harmony, improvisation; voice as instrument - singing, chants, raps, choral speaking, poetry; body as instrument (clapping, slapping, popping, stomping, tin cans; role of music and choreography of dance);
  8. Performing e.g. individual and small group work, inclusivity and Special Needs students, class presentations and assemblies, concerts and productions; props and stage work; event management; integration of learning opportunities;
  9. Impact of Digital and technological advances e.g. modern devices – mp3/mp4 players and ethical/copyright issues - downloading music/movies from the Internet; how to incorporate the use of ICT in the classroom;
  10. Music as worship – historical and contemporary Christian music; History of Israel’s worship practices as they relate to music.  Biblical instruction and examples of musical form, content, and function.  Intersections of popular music and Christian worship.

This course may be offered in the following formats

  • Face-to-Face
  • Intensive
  • Distance/ Global Online

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis College.

Assessment Methods

  1. Lesson Plan Sequence (30%)
  2. Major Music Performance (30%)
  3. Assessing a Unit of Work (40%)

Prescribed Text

  • References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references