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  2. Teaching Music in Secondary School [MUE2125]

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Teaching Music in Secondary School

  • Unit Code

    MUE2125

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit operates as an introduction to the teaching of lower secondary school class music. In this unit students will focus on developing their own philosophy of music education, and will examine basic wide ranging content as a basis for designing their own lower secondary music curriculum. The fundamentals of learning theories will be applied to different methodologies such as Kodaly, Orff, Dalcroze and issues pertaining to motivation, creativity, management and planning will be explored. The unit will also examine in detail teaching strategies such as the Active Learning principles and Fautley's Group Composition model, and their implications for designing learning activities in lower secondary class music. These will then be applied across a variety of genres and settings with the aim of aligning with the WA K-10 music syllabus, and eventually the incoming Australian Arts Curriculum.

Equivalent Rule

Unit was previously coded MUE2120

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically appraise existing philosophies and methodologies in music education.
  2. Demonstrate a basic understanding of the Dalcoze, Kodaly and Orff methodologies.
  3. Demonstrate a working knowledge of the Active Listening principles and Fautley's Group Compositional model.
  4. Demonstrate an ability to plan both individual lessons and develop programs for lower secondary class music.
  5. Develop and use a range of both formative and summative assessment strategies.
  6. Plan creative and motivational music lessons which align with the WA K-10 music syllabus.
  7. Successfully argue the philosophical place of music within the lower secondary curriculum.

Unit Content

  1. Basic programming and lesson preparation, with particular regard to motivation, creativity and practical involvement.
  2. Detailed examination of the various and changing philosophies which guide the teaching of music, with particular regard to the WA K-10 music syllabus, and the emerging Australian Arts Curriculum.
  3. Detailed exploration within the Active Learning model and the Fautley Group Compositional model as teaching strategies in lower secondary school.
  4. Examination assessment, moderation and evaluation within the K-10 music syllabus. Examination of practical issues associated with teaching lower secondary music, including resourcing, gender issues, school politics and community involvement, given the changing contextual and social framework in which music is taught.
  5. Examination of assessment, moderation and evaluation within the K-10 music syllabus.
  6. Exploration of other methodologies such as Orff, Kodaly and Dalcroze and their practical application in the WA context.

Additional Learning Experience Information

Seminars and workshops, Backboard documents and materials, Independent study, Problem solving and creative based learning in groups.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentAssignment 140%
AssignmentAssignment 2 / Workshop60%

Text References

  • ^ http://K-10syllabus.det.wa.edu.au/output/outcomes/the-arts/music
  • Dorricott, I., & Allan, B. (2008). Listen to the music. (5th ed.). South Melbourne: Nelson Centage.
  • Wiggins, J. (2000), Teaching for music understanding. Sydney: McGraw HIll.
  • Swanwick, K. (1999). Teaching music musically. London: Routledge.
  • Peterson, N. (2009), An introduction to the concepts of music. South Melbourne: Nelson Centage.
  • Lowe, G., & Chong, S. (2009). The opera/music theatre resource. South Melbourne: Nelson Centage.
  • Lowe, G. (2007). The jazz/rock resource. South Melbourne: Nelson Centage.
  • Lowe, G, (1996). The rock book. South Melbourne: Nelson Centage.
  • Dorricott, I., & Allan, B. (2005). In tune with music, book 2. (3rd ed.). South Melbourne: Nelson Centage.
  • Dorricott, I., & Allan, B. (2011). In tune with music, book 1. (4th ed.). South Melbourne: Nelson Centage.

Journal References

  • Australian Journal of Music Education

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

MUE2125|1|1

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Teaching Music in Secondary School

  • Unit Code

    MUE2125

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit operates as an introduction to the teaching of lower secondary school class music. In this unit students will focus on developing their own philosophy of music education, and will examine basic wide ranging content as a basis for designing their own lower secondary music curriculum. The fundamentals of learning theories will be applied to different methodologies such as Kodaly, Orff, Dalcroze and issues pertaining to motivation, creativity, management and planning will be explored. The unit will also examine in detail teaching strategies such as the Active Learning principles and Fautley's Group Composition model, and their implications for designing learning activities in lower secondary class music. These will then be applied across a variety of genres and settings with the aim of aligning with the WA K-10 music syllabus, and eventually the incoming Australian Arts Curriculum.

Equivalent Rule

Unit was previously coded MUE2120

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically appraise existing philosophies and methodologies in music education.
  2. Demonstrate a basic understanding of the Dalcoze, Kodaly and Orff methodologies.
  3. Demonstrate a working knowledge of the Active Listening principles and Fautley's Group Compositional model.
  4. Demonstrate an ability to plan both individual lessons and develop programs for lower secondary class music.
  5. Develop and use a range of both formative and summative assessment strategies.
  6. Plan creative and motivational music lessons which align with the WA K-10 music syllabus.
  7. Successfully argue the philosophical place of music within the lower secondary curriculum.

Unit Content

  1. Basic programming and lesson preparation, with particular regard to motivation, creativity and practical involvement.
  2. Detailed examination of the various and changing philosophies which guide the teaching of music, with particular regard to the WA K-10 music syllabus, and the emerging Australian Arts Curriculum.
  3. Detailed exploration within the Active Learning model and the Fautley Group Compositional model as teaching strategies in lower secondary school.
  4. Examination assessment, moderation and evaluation within the K-10 music syllabus. Examination of practical issues associated with teaching lower secondary music, including resourcing, gender issues, school politics and community involvement, given the changing contextual and social framework in which music is taught.
  5. Examination of assessment, moderation and evaluation within the K-10 music syllabus.
  6. Exploration of other methodologies such as Orff, Kodaly and Dalcroze and their practical application in the WA context.

Additional Learning Experience Information

Seminars and workshops, Backboard documents and materials, Independent study, Problem solving and creative based learning in groups.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentAssignment 140%
AssignmentAssignment 2 / Workshop60%

Text References

  • ^ http://K-10syllabus.det.wa.edu.au/output/outcomes/the-arts/music
  • Dorricott, I., & Allan, B. (2008). Listen to the music. (5th ed.). South Melbourne: Nelson Centage.
  • Wiggins, J. (2000), Teaching for music understanding. Sydney: McGraw HIll.
  • Swanwick, K. (1999). Teaching music musically. London: Routledge.
  • Peterson, N. (2009), An introduction to the concepts of music. South Melbourne: Nelson Centage.
  • Lowe, G., & Chong, S. (2009). The opera/music theatre resource. South Melbourne: Nelson Centage.
  • Lowe, G. (2007). The jazz/rock resource. South Melbourne: Nelson Centage.
  • Lowe, G, (1996). The rock book. South Melbourne: Nelson Centage.
  • Dorricott, I., & Allan, B. (2005). In tune with music, book 2. (3rd ed.). South Melbourne: Nelson Centage.
  • Dorricott, I., & Allan, B. (2011). In tune with music, book 1. (4th ed.). South Melbourne: Nelson Centage.

Journal References

  • Australian Journal of Music Education

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

MUE2125|1|2