School of Rock and Informal Education

This subject has the following teaching availabilities in 2016:

This subject has a quota of 24 students.

Places will be allocated based on date of enrolment until the quota is reached. Anyone enrolling after the quota has been reached will be notified by the MGSE Student Centre at least one week prior to the start of teaching.

Pre-teaching period:

During the pre-teaching period students will be required to complete reading and explore 'online web portal materials' that will be provided via LMS.

170 hours

No background knowledge is required.

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

Many popular musicians acquire their skills and knowledge outside education institutions and traditional music teaching. Informal learning in music has become the focus of ongoing international research over the last decade and outcomes of this research have had a significant impact on music pedagogy in a growing number of schools throughout the UK, Australia (in particular, Victoria) and Canada. This subject examines the nature of rock and pop musicians' informal learning practices through practical music-making, selected readings, and research in the field that includes the analysis of music and investigation of the impact of digital technologies on these practices. Students will model these creative and artistic collaborative processes by forming their own ensembles, selecting repertoire, composing, arranging, recording, and performing. The experiential nature of the subject is supported by direct studies undertaken in music sites including community music venues.

Students will:

• develop an understanding of the pedagogical theories that inform music practice,
• develop musical knowledge and skills related to the integration of listening, composing, arranging and performing,
• explore working collaboratively in informal music making groups,
• learn about contemporary music technology including digital audio production and recording technology and desktop software,
• develop an understanding of online music instruction, creation and collaboration and other web-based music resources, and
• develop informal collaborative arts processes as a basis for learning, and creative and artistic practice.

• Group music performance. (1,000 word equivalent) due end of the intensive teaching period, 25%
• Music Venue Site Visit Project Essay (1,400 words) due 2 weeks after the end of the intensive teaching period, 35%
• Essay (1,600 words) due 5 weeks after end of the intensive teaching period, 40%

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

This subject potentially can be taken as a breadth subject component for the following courses:

• Bachelor of Arts
• Bachelor of Biomedicine
• Bachelor of Environments
• Bachelor of Science

You should visit learn more about breadth subjects and read the breadth requirements for your degree, and should discuss your choice with your student adviser, before deciding on your subjects.

This subject will assist students to acquire the following graduate attributes:

• expand their analytical and cognitive skills through learning experiences in diverse settings
• have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations
• be critical and creative thinkers, with an aptitude for continued self-directed learning
• be adept at learning in a range of ways, including through information and communication technologies