Music Learning, Teaching and Research

This subject has the following teaching availabilities in 2012:

120 hours (including non-contact time)

None

None

None

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject provides students with an overview of the various factors that influence the provision of an effective music education for young people. This includes historical, philosophical, psychological, sociological and methodological factors that provide a context for instrumental music teaching. Students are introduced to a wide range of music teaching methodologies that their own future pupils are likely to have experienced: these are the Dalcroze, Orff, Kodály, Suzuki, Yamaha, Musical Futures, Wider Opportunities, SingUp and other contemporary approaches, including the applications of information and communication technologies to music learning. Students will be introduced to the role of the music teacher as a researcher with an overview of the nature of scholarly and practitioner-based research, the major paradigms, methods and data collection / analysis techniques, and reporting / dissemination conventions that apply to music performance learning and teaching.

On completion of this subject, students should be able to:

• demonstrate an understanding of and critical responsiveness to a variety of historical, philosophical, psychological, sociological and methodological (including technological) factors that shape students’ learning, learning experiences and educational outcomes; and
• demonstrate an awareness of the potential role that music performance teachers may have as educational researchers, and acquire skills and knowledge regarding the nature of educational enquiry in the area of music performance together with the principles and methods that may facilitate research in a variety of music performance educational settings.

Contribution to seminar discussions (10%); an essay of 2500 words due mid semester (50%); a draft proposal for a small-scale research project (2000 words) due end of semester (40%).
100% attendance is expected, less than 80% will result in a fail in the subject.

Campbell, P.S. (2008), Musician and Teacher: An Orientation to Music Education, New York: W.W. Norton and Company.
Readings will be available online through the LMS prior to the commencement of the subject.

This subject is not available as a breadth subject.

On completion of this subject, students should be able to:

• demonstrate skills in cooperation, communication and negotiation that allow for effective working in teams;
• demonstrate the capacity for critical and independent thought and reflection; and
• demonstrate skills in objectively reviewing scholarly literature and applying research principles and methods to relevant areas of investigation.