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  2. Directing School Music Ensembles [MUE4105]

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

    Directing School Music Ensembles

  • Unit Code

    MUE4105

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

In this unit, students will examine the unique pedagogy and methodologies associated with running a variety of instrumental ensembles in secondary schools. The unit will examine different ensemble contexts, including orchestral, concert band, jazz band, rock band and choral ensembles, and consider behavioural and constructivist approaches to ensemble direction. In addition, it will examine the differences between junior and senior secondary ensembles. It will examine teacher / student relationships, motivation, performance and group performance anxiety, assessment, administration and the legal responsibilities faced by ensemble directors in schools, as well as the role of ensembles within the broader Curriculum Framework and emerging Australian Arts Curriculum.

Equivalent Rule

Unit was previously coded MUE4305

Learning Outcomes

On completion of this unit students should be able to:

  1. Compare various existing philosophies and methodologies of music education as they pertain to ensemble direction.
  2. Demonstrate an understanding of the administrative and legal responsibilities associated with running a secondary school music ensemble.
  3. Demonstrate effective ensemble conducting and directing skills.
  4. Differentiate relevant pedagogy across a range of ensembles from concert band, choir and orchestra to jazz and rock bands.
  5. Evaluate both behavioural and constructivist approaches to ensemble direction.
  6. Interpret the Curriculum Framework and Australian Arts Curriculum, particularly as they relate to secondary school ensembles.
  7. Souce appropriate repertoire for the range of ensembles found in secondry school.

Unit Content

  1. Behaviourist and constructivist approaches to ensemble direction.
  2. Pedagogy and methodologies associated with running concert bands, choirs, orchestras, jazz bands and rock bands.
  3. Pedagogy, with specific reference to repertoire for each ensemble.
  4. Performance and assessment as it relates to the Curriculum Framework and Australian Arts Curriculum.
  5. Practical conducting skills.
  6. Related areas including group performance anxiety, administrative and legal responsibilities.

Additional Learning Experience Information

Lecture, Direct instruction, Demonstration, Workshops, Collaborative small group learning, Problem solving, Blackboard documents and resources, Scores, Hard copy resources, Technology including keyboards, computers and sound equipment (where available).

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
PortfolioRepertoire review and conducting50%
AssignmentConcert organisation problem solving50%

Text References

  • ^ www.curriculum.wa.edu.au/internet/_documents/MUS_public/Music_resource_package_for_practical_component
  • Parncutt, R., & McPherson, G. (Eds.). (2002). The science & psychology of music performance - creative strategies for teaching and learning. New York: Oxford University Press.
  • Nowak, J., & Nowak, H. (2002). Conducting the music, not the musicians. New York: Fischer.
  • Labuta, J. (2005). Basic conducting techniques. (5th ed.). New Jersey: Prentice Hall.
  • Hunsberger, D., & Ernst, R. (1993). The art of conducting. (2nd ed.). New York: McGraw-Hill.
  • Crozier, R., & Scaife, N. (Eds.). (2004). All together: Teaching music in groups. London: ABRSM.
  • Swanwick, K. (1999). Teaching music musically. London: Routledge.

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.

MUE4105|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

    Directing School Music Ensembles

  • Unit Code

    MUE4105

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

In this unit, students will examine the unique pedagogy and methodologies associated with running a variety of instrumental ensembles in secondary schools. The unit will examine different ensemble contexts, including orchestral, concert band, jazz band, rock band and choral ensembles, and consider behavioural and constructivist approaches to ensemble direction. In addition, it will examine the differences between junior and senior secondary ensembles. It will examine teacher / student relationships, motivation, performance and group performance anxiety, assessment, administration and the legal responsibilities faced by ensemble directors in schools, as well as the role of ensembles within the broader Curriculum Framework and emerging Australian Arts Curriculum.

Equivalent Rule

Unit was previously coded MUE4305

Learning Outcomes

On completion of this unit students should be able to:

  1. Compare various existing philosophies and methodologies of music education as they pertain to ensemble direction.
  2. Demonstrate an understanding of the administrative and legal responsibilities associated with running a secondary school music ensemble.
  3. Demonstrate effective ensemble conducting and directing skills.
  4. Differentiate relevant pedagogy across a range of ensembles from concert band, choir and orchestra to jazz and rock bands.
  5. Evaluate both behavioural and constructivist approaches to ensemble direction.
  6. Interpret the Curriculum Framework and Australian Arts Curriculum, particularly as they relate to secondary school ensembles.
  7. Souce appropriate repertoire for the range of ensembles found in secondry school.

Unit Content

  1. Behaviourist and constructivist approaches to ensemble direction.
  2. Pedagogy and methodologies associated with running concert bands, choirs, orchestras, jazz bands and rock bands.
  3. Pedagogy, with specific reference to repertoire for each ensemble.
  4. Performance and assessment as it relates to the Curriculum Framework and Australian Arts Curriculum.
  5. Practical conducting skills.
  6. Related areas including group performance anxiety, administrative and legal responsibilities.

Additional Learning Experience Information

Lecture, Direct instruction, Demonstration, Workshops, Collaborative small group learning, Problem solving, Blackboard documents and resources, Scores, Hard copy resources, Technology including keyboards, computers and sound equipment (where available).

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
PortfolioRepertoire review and conducting50%
AssignmentConcert organisation problem solving50%

Text References

  • ^ www.curriculum.wa.edu.au/internet/_documents/MUS_public/Music_resource_package_for_practical_component
  • Swanwick, K. (1999). Teaching music musically. London: Routledge.
  • Parncutt, R., & McPherson, G. (Eds.). (2002). The science & psychology of music performance - creative strategies for teaching and learning. New York: Oxford University Press.
  • Nowak, J., & Nowak, H. (2002). Conducting the music, not the musicians. New York: Fischer.
  • Labuta, J. (2005). Basic conducting techniques. (5th ed.). New Jersey: Prentice Hall.
  • Hunsberger, D., & Ernst, R. (1993). The art of conducting. (2nd ed.). New York: McGraw-Hill.
  • Crozier, R., & Scaife, N. (Eds.). (2004). All together: Teaching music in groups. London: ABRSM.

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.

MUE4105|1|2