Teaching Aural Musicianship

This subject has the following teaching availabilities in 2015:

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

A program of activities designed to re-sensitise the teacher and musician to the elements of music. Beyond the examination and assessment requirements, beyond the tonal, beyond the meter this program aims to refresh the personal resource that ought to arouse the interest in unfamiliar music, and deepen appreciation of known works. Conventional wisdoms regarding aural training will also be examined, with acknowledgement of the various methods.

Activities are centred on improving perception of pitch, stimulation of short and longer term memory, feel for rhythm, and a multiple intelligences approach to harmonic perception. Activities useful in teaching aural perception and discussion of resources and materials to help the teacher are incorporated.

This subject can be taken as a single subject via the Community Access Program, or for credit towards the Master of Music Studies degree. Further information regarding the Community Access Program and Application forms can be accessed via this website - http://futurestudents.unimelb.edu.au/courses/single_subject_studies

On completion of this subject, students should have gained:

• Enhanced existing aural perception;
• An extended knowledge of various methodologies, and;
• An extended range of classroom activities for teaching.

In class participation, due in class during intensive teaching week, 10%;

Prepared Singing - two excerpts to be performed, at a time arranged from a list provided to students, 20%;

Prepared Rhythm - two excerpts to be performed, at a time arranged from a list provided to students, 20%;

Transcription Tasks - chosen from the text, due in class during intensive teaching week, 20%;

Final Assignment, due 2 weeks after final teaching date, 30%:

• Option 1 – lead an activity during one of the sessions. Choose an example from the text. You may augment the material with any other material you deem appropriate.
• Option 2 – A written piece of 1,500 words reflecting on the relationship of the activities presented here with your professional experience in aural development. Topic to be negotiated with the instructor.

A reading pack will be distributed prior to the first class.

This subject is not available as a breadth subject.

On completion of this subject, students should have developed:

• Singing and listening skills;
• Body percussion, and;
• Music reading skills.