Learning Area Music B CoCurricular 1

This subject is not offered in 2013.

125 hours of total commitment. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Teacher Candidates must meet the minimum academic study requirements for teaching in specialist areas, in accordance with the Victorian Institute of Teaching's Specialist Area Guidelines, for entry into this subject.

EDUC90463 Learning Area Music A (classroom) 1 (co-req or pre-req)

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For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H

This subject is an introduction to the field of music education where teacher candidates will examine co-curricula music in international, Australian and Victorian educational contexts eg VELS. The main focus is co-curricular music in the school setting and its integration with the classroom. This includes vocal and instrumental pedagogies from beginner to Year 12 exit level in the context of both group and individual tuition, and ensemble direction. Teacher candidates will examine curriculum development, implementation and assessment, as applied to co-curricular contexts, as well as elements of arranging and conducting. Particular reference will be made to curriculum authorities current policies and material. Music-specific literacy, such as developing the ability to articulate abstract musical concepts relate to performance, and numeracy (eg, ratio, tuning) will also be examined.

On completion of this subject, teacher candidates will be able to:

• understand the role of co-curricular music in school settings;
• use a variety of strategies to support learning processes in music;
• design, implement and evaluate teaching and learning programs suitable for co-curricular music
• select and adapt developmentally appropriate repertoire and resources for co-curricular music
• have a knowledge of and be able to implement current music curriculum and assessment policies.

The subject covers a range of the National Professional Standards for Teachers (for Graduate Teachers). In particular, the subject will contribute to students attaining the following standards:

1.2 Understanding how students learn

1.3 Support students with diverse linguistic, cultural, religious and socioeconomic backgrounds

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.5 Use effective classroom communication

4.1 Support student participation

4.3 Manage challenging behaviour

4.4 Maintain student safety

5.1 Assess student learning

Written assignment and practical test (2000 words equivalent), due mid semester, 50%

Curriculum project and practical test (2000 words equivalent), due end of semester, 50%

Collection of readings

This subject is not available as a breadth subject.

On the completion of this course graduates will have the knowledge, skills and understanding to enable them to:

• Understand Secondary education as part of a spectrum of learning and development, linked to primary schooling and to post-schooling outcomes of further study and/or employment.
• Develop in-depth knowledge of the complexity and diversity of primary students’ learning and development
• Be expert in the disciplines they teach and committed to continual updating of their discipline knowledge;
• Be able to intelligently and creatively plan, implement and critique mandated curriculum.
• Be able to use data to identify and address the learning needs and capacities of individual students
• Be able to intentionally draw on a range of teaching practices to extend individual student’s learning and development
• Shape and deliver responsive and inclusive curricula.
• Be a self-reflective teacher who can work constructively and innovatively through relationships with parents, colleagues and the community across a range of contexts.