Details for Curriculum Studies – Music: Part A

This subject develops a knowledge base for the Teacher Education Students 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 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. 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 Teacher Education Students with teaching methodologies and practical strategies to effectively teach Music to students from Years 7-10 in Christian and alternate school contexts. 


Quick Info

  • Currently offered by Alphacrucis: Yes
  • Course code: CRS240
  • Credit points: 10
  • Subject coordinator: Daniel Thornton

Prerequisites

The following courses are 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.

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 Teacher Education Students 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 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. 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 Teacher Education Students with teaching methodologies and practical strategies to effectively teach Music to students from Years 7-10 in Christian and alternate school contexts.

Outcomes

  1. Develop 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 understanding of culture and Indigenous Australian’s identity through music.
  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. Construct a plan for performance including: group composition; learning strengths and needs of students from a selection of diverse linguistic, cultural, religious and socioeconomic backgrounds; equipment needs - including planning for an alternate venue; timeline for rehearsals; application of literacy and numeracy teaching strategies; risk assessment, behaviour management plan; and inclusivity and impact on cultural sensitivity.
  4. Provide a rationale that explains how this performance will enhance the physical, cognitive, social and emotional and moral development of students in Christian or alternate school contexts.
  5. Prepare teacher documents including differentiation and the use of online comparative case study, demonstrating an understanding of the syllabus.
  6. Outline 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

This course may be offered in the following formats

  • Face to Face (onsite)
  • E-learning (online)
  • Intensive
  • Extensive 

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

Assessment Methods

  • Lesson Plan Sequence (30%)
  • Major Music Performance Plan (40%)
  • Assessing a Unit of Work (30%)