Learning Area Music B CoCurricular 2

This subject has the following teaching availabilities in 2016:

170 hours

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 will continue the focus on co-curricular music in international, Australian and Victorian educational contexts and the integration with classroom programs. Teacher candidates will vocal and instrumental pedagogies and assessment at the upper secondary to Year 12 exit level with particular reference to curriculum authorities exit examinations. Teacher candidates will examine curriculum development, implementation and assessment, as applied to co-curricular contexts, as well as elements of arranging and conducting for upper secondary student. This subject will also include an examination of strategies for a variety of school productions and ensembles.

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

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

• A written assignment: musical arrangement or composition (equivalent to 1,000 words), due mid semester (25%)
• A co-curricular project (2,400 words), due end of semester (60%)
• A 10 minute practical conducting workshop/test (equivalent to 600 words,) due end of semester (15%)

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

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.