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  2. Contemporary Music Teaching Practices [MUE3120]

Faculty of Education and Arts

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

    Contemporary Music Teaching Practices

  • Unit Code

    MUE3120

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

In this unit students will be introduced to various methodologies and conventions associated with the teaching and performance practices of a range of contemporary and jazz music styles. Beside examination of the social and political contexts of examples of both genres, students will examine the philosophical issues associated with teaching these genres and their implications on task design and motivation in preparation for teaching the WACE Music Areas of Study and the emerging Australian Arts Curriculum. Practical components of this course will include the creation and recreation of the many styles of contemporary and jazz music styles and their pedagogical implications for teaching in Secondary Schools.

Learning Outcomes

On completion of this unit students should be able to:

  1. Appraise methodologies associated with the effective teaching of contemporary music and jazz.
  2. Demonstrate an ability to plan both individual lessons and develop programs in contemporay music and jazz for lower secondary class music.
  3. Demonstrate skills in programming contemporary music and jazz with the aim of preparing students to undertake the WACE Contemporary and Jazz Music Course of study.
  4. Develop and use a range of formative and summative assessment strategies.
  5. Develop basic practical skills required to effectively teach contemporary music and jazz within the Curriculum Framework.
  6. Discuss the philosophy of and issues associated with teaching contemporary music and jazz within the wider curriculum.

Unit Content

  1. Basic understanding of the content, with emphasis on the social, political and sub-cultural issues associated with teaching contemporary music and jazz.
  2. Examination of practical issues associated with teaching contemporary music and jazz, such as resourcing and facilities and its implications within the K-10 music syllabus.
  3. Exploration of appropriate teaching methodologies for teaching contemporary music and jazz with the aim of preparing students for the WACE Contemporary and Jazz Music Courses of study.
  4. Further examination of Active Listening and Fautley Group composition models as frameworks for developing planning and programming skills in contemporary music and jazz.
  5. Knowledge of creation and performance practices, and development of appropriate teaching skills.

Additional Learning Experience Information

Lectures, Blackboards documents and materials, Workshop, Problem 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
AssignmentSolo and group performing skills assessment40%
AssignmentResearch based assignment40%
WorkshopSoftware and arranging task20%

Text References

  • Charlton, K. (2011). Rock music styles. (6th ed.). Sydney: McGraw-Hill.
  • Tanner, P., Megill, D., & Gerow, M. (2008). Jazz. (11th ed.). Dubuque: Brown & Benchmark.
  • Joyner, D. (2003). American Popular Music. Sydney: McGraw-Hill
  • Starr, L. & Waterman, C. (2010). American Popular Music: From minstrelry to MP3. (3rd Ed). New York, OUP
  • Lowe, G. (2014). The Rock Book (2nd Ed). Melbourne: Cengage Nelson - Reference Book, Student Workbook & Teachers Manual)
  • Lowe, G. (2007). The jazz / rock resource. Sydney: Nelson Centage.
  • Gridley, M. (2009). Jazz styles - history and analysis. (10th ed.). New Jersey: Prentice-Hall.

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.

MUE3120|1|1

Faculty of Education and Arts

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

    Contemporary Music Teaching Practices

  • Unit Code

    MUE3120

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

In this unit students will be introduced to various methodologies and conventions associated with the teaching and performance practices of a range of contemporary and jazz music styles. Beside examination of the social and political contexts of examples of both genres, students will examine the philosophical issues associated with teaching these genres and their implications on task design and motivation in preparation for teaching the WACE Music Areas of Study and the emerging Australian Arts Curriculum. Practical components of this course will include the creation and recreation of the many styles of contemporary and jazz music styles and their pedagogical implications for teaching in Secondary Schools.

Learning Outcomes

On completion of this unit students should be able to:

  1. Appraise methodologies associated with the effective teaching of contemporary music and jazz.
  2. Demonstrate an ability to plan both individual lessons and develop programs in contemporay music and jazz for lower secondary class music.
  3. Demonstrate skills in programming contemporary music and jazz with the aim of preparing students to undertake the WACE Contemporary and Jazz Music Course of study.
  4. Develop and use a range of formative and summative assessment strategies.
  5. Develop basic practical skills required to effectively teach contemporary music and jazz within the Curriculum Framework.
  6. Discuss the philosophy of and issues associated with teaching contemporary music and jazz within the wider curriculum.

Unit Content

  1. Basic understanding of the content, with emphasis on the social, political and sub-cultural issues associated with teaching contemporary music and jazz.
  2. Examination of practical issues associated with teaching contemporary music and jazz, such as resourcing and facilities and its implications within the K-10 music syllabus.
  3. Exploration of appropriate teaching methodologies for teaching contemporary music and jazz with the aim of preparing students for the WACE Contemporary and Jazz Music Courses of study.
  4. Further examination of Active Listening and Fautley Group composition models as frameworks for developing planning and programming skills in contemporary music and jazz.
  5. Knowledge of creation and performance practices, and development of appropriate teaching skills.

Additional Learning Experience Information

Lectures, Blackboards documents and materials, Workshop, Problem 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
AssignmentSolo and group performing skills assessment40%
AssignmentResearch based assignment40%
WorkshopSoftware and arranging task20%

Text References

  • Charlton, K. (2011). Rock music styles. (6th ed.). Sydney: McGraw-Hill.
  • Tanner, P., Megill, D., & Gerow, M. (2008). Jazz. (11th ed.). Dubuque: Brown & Benchmark.
  • Lowe, G. (2014). The Rock Book (2nd Ed). Melbourne: Cengage Nelson - Reference Book, Student Workbook & Teachers Manual)
  • Joyner, D. (2003). American Popular Music. Sydney: McGraw-Hill
  • Starr, L. & Waterman, C. (2010). American Popular Music: From minstrelry to MP3. (3rd Ed). New York, OUP
  • Lowe, G. (2007). The jazz / rock resource. Sydney: Nelson Centage.
  • Gridley, M. (2009). Jazz styles - history and analysis. (10th ed.). New Jersey: Prentice-Hall.

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.

MUE3120|1|2