Details for Curriculum Studies – Music: Part B

This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS433 Curriculum Studies – Music: Part A, and provides students with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice, as well as critically engaging with models of pedagogy necessary to teach the NESA Music 1, 2 & Music Extension Stage 6 Syllabus.


Quick Info

  • Currently offered by Alphacrucis: Yes
  • Course code: CRS533
  • Credit points: 10
  • Subject coordinator: Jim Twelves

Prerequisites

The following courses are prerequisites:

Awards offering Curriculum Studies – Music: Part B

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

Unit Content

Curriculum Objective

This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS433 Curriculum Studies – Music: Part A, and provides students with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice, as well as critically engaging with models of pedagogy necessary to teach the NESA Music 1, 2 & Music Extension Stage 6 Syllabus. It enables pre-service teachers to extend their own creative capacities, and their understanding and knowledge of Years 11-12 music teaching; creating, and performing. Pre-service teachers will develop teaching methodologies, assessment tools, and practical strategies to effectively teach Music, with a specific emphasis on Years 11-12 students.

Outcomes

  1. Five sequential differentiated lesson plans for Stage 6, showing: GCs and CCPS using inquiry based approaches and 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 with effective resource selection to accommodate diversity and enhance problem based learning;
  2. Demonstrates 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. Understanding the syllabus, derived teacher documents and identifies differentiation and uses online comparative case study;
  4. 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;
  5. 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;
  6. Selects and evaluates appropriate Music Years 11-12 learning and teaching resources that will increase engagement and understanding while demonstrate knowledge of a range of resources, including ICT, that engage students in their learning and demonstrate an understanding of the GTSD in identifying professional learning needs.

Subject Content

  1. Contemporary Music curriculum in Australian secondary schools years 11-12, examining anthropological perspectives on music.  Music and the mind.  Music and emotions. Musical “meaning”;
  2. Social, cultural and historical perspectives on western art music; Medieval/Renaissance, Baroque, Classical, Romantic, Post-Romantic, Impressionism, 20th Century, 21st Century.  Social, cultural and historical perspectives on western popular music from 1940s – 2000s;
  3. A regional comparison of Australian Indigenous music.  Indonesian gamelan music.  Nasheed and Sufi music.  Chinese opera and Chinese folk music.  The music of bollywood.  More cross-cultural and cross-genre musical intersections;
  4. Traditional western art music musicology and new musicology of popular music; Frith, Grout, Middleton, Moore, Negus, Norton.  Ethnomusicology, world musics, western appropriation of world musics, and technologies and multiculturalism’s effects on music.  Musical genres as historically situated, constantly developing ways of meaning making; both influencing our experience of music and being influenced by our experience of music;
  5. Composition and arranging techniques, including: Pitch, melody, rhythm, tempo, timbre, instrumentation, register, harmony, dynamics, texture, form & structure, repetition & variation, and genre expectations;
  6. Aural skills development: Intervals (melodic/harmonic), scales, chords, harmonic progressions, rhythms, syncopation, time signatures, tempos;
  7. Advanced performance skills: audience awareness, communication skills, knowledge of piece and genre, working with other musicians, preparation (non-musical and musical), attire, expression, staging, event management, programming, and budgeting;
  8. Intersections of technology and music: music education technology, music creation technology (recording and notating), music reproduction technology, music marketing and distribution technology. Music apps and the mobile world of music;
  9. Contested notions of Christian music.  Secular and sacred music from historical perspectives.  Exploring the genesis of contemporary Christian music (CCM).  Exploring the subgenre of contemporary congregational songs.  Theological frameworks for “Christian music”; Begbie, Howard & Streck, Marsh;
  10. Advanced music lesson planning, structure, organisation, and implementation.  Working with private instructors and para-school musical institutions (local orchestras, musical eisteddfods); Final works and portfolio preparation and presentation/performance – helping students achieve their musical goals for the completion of secondary school and preparing them for work in the music industries or further study.

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. Assessing a Unit of Work (40%)
  3. Professional e-Portfolio (30%)

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