Learning Area Music A (Classroom) 2

This subject has the following teaching availabilities in 2015:

170 hours

You must have successfully completed the following subject/s prior to enrolling in this subject

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 Overview, Learning Outcomes 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 Disability Liaison website: http://www.services.unimelb.edu.au/disability

This subject is an introduction to the field of music education where teacher candidates will examine music curricula in international, Australian and Victorian educational contexts. There will be a focus on planning for teaching and learning music in the secondary school. Teacher candidates will engage in theoretical and practical studies to become familiar with a range processes, pedagogies and repertoire for developing composing, performing and listening knowledge and skills. Teacher candidates will develop skills in interpreting and applying current curriculum frameworks and policies, assessment and evaluation, resources for music teaching, as well as designing and teaching music programs appropriate for a range of diverse educational contexts.

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

• use a variety of strategies to support learning processes in music;
• design, implement and evaluate teaching and learning programs suitable for music in the classroom
• select and adapt developmentally appropriate repertoire and resources for the classroom;
• implement current music curriculum and assessment policies;
• articulate recent developments in music education advocacy and research

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

4.2 Manage classroom activities

4.3 Manage challenging behaviour

4.4 Maintain student safety

5.1 Assess student learning

A written research assignment (1, 600 words) due mid semester, 40%

A curriculum project (2400 words) due end of semester, 60%

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.

Collection of readings

This subject is not available as a breadth subject.

On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:

• Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of changes.
• Be flexible and able to adapt to change through knowing how to learn;
• Understand the significance of developing their practice on the basis of research evidence;
• Work in teams with skills in cooperation, communication and negotiation;
• Be independent of mind, responsible, resilient, self-regulating;
• Have a conscious personal and social values base.