Music Performance Curriculum& Assessment

This subject has the following teaching availabilities in 2013:

120 hours (including non-contact time).

Music Learning, Teaching and Research

Evidence Based Music Pedagogy

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 examines the performance teaching curriculum from beginner to senior secondary levels including specific knowledge about VCE, VET and IB. Beginner methods, group teaching methods and ensemble materials are studied and supported by an examination of the principles of curriculum development and implementation and various assessment strategies as they apply to instrumental teaching. Particular reference will be made to current curriculum documents and materials. Additionally, the syllabi and role of public music examinations organisations will be addressed.

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

• effectively implement performance learning experiences for a range of students in various settings, applying theories, processes and curriculum studied elsewhere in the degree;
• identify and promote relationships between music performance learning and co-curricular musical learning (music literacy, music theory and aural training) and between music performance learning and extra-musical learning, particularly with regard to skills for life;
• express a working knowledge of acoustics as applied to the function and tuning of instruments, and performance situations as well as specific knowledge of their own instrument;
• demonstrate a broad knowledge of current music teaching philosophies and to develop a personal philosophy for instrumental / vocal teaching; and
• demonstrate teaching strategies that reflect a sound understanding of the creative process.

A written assignment (1200 words) due mid semester (30%); a written assignment (1200 words) due end of semester (30%); a practical project (1600 words equivalent) at the end of semester (40%).
100% attendance is expected, less than 80% will result in a fail in the subject.

A reading package will be available on 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 groups;
• demonstrate the capacity for critical and independent thought and reflection;
• demonstrate skills in evaluative thinking, and in the application of theoretical criteria to practical outcomes;
• demonstrate analytical skills in the context of program development; and
• plan effectively to meet deadlines.