MUSC13293 - Advanced Studio Teaching Methods
Term 1 - 2017


All details in this unit profile for MUSC13293 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

In this unit you will study a structured approach to the one to one teaching of an instrument or voice applying various educational theories with a particular focus on the application of the Dimensions of Learning in the private music studio. You will also investigate and develop those pedagogical skills and personal attributes necessary to become a successful studio music teacher.

Details

Career Level Undergraduate
Unit Level Level 3
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 12%
2. Written Assessment 12%
3. Written Assessment 12%
4. Written Assessment 12%
5. Written Assessment 12%
6. Written Assessment 40%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Length of assessment items Student evaluations The course coordinator will ensure the length of assessment items remains in proportion to the assessment task requirements.
On successful completion of this unit, you will be able to:
  1. Articulate the pedagogical skills required to teach your particular instrument/voice in the studio
  2. Describe the personal attributes necessary to teach your particular instrument/voice in the studio
  3. Plan a teaching program for your particular instrument/voice suitable for use in a studio
  4. Apply various educational theories, including the Dimensions of Learning, to the teaching strategies for your particular instrument/voice across different age-groups in the studio

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment  
2 - Written Assessment  
3 - Written Assessment  
4 - Written Assessment  
5 - Written Assessment  
6 - Written Assessment    

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
1. Communication
2. Problem Solving      
3. Critical Thinking
4. Information Literacy
5. Team Work        
6. Information Technology Competence        
7. Cross Cultural Competence      
8. Ethical practice    

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment          
2 - Written Assessment          
3 - Written Assessment          
4 - Written Assessment          
5 - Written Assessment          
6 - Written Assessment    

Prescribed Textbooks

Dimensions of Learning Teacher's Manual
Author/s: Robert Marzano & Debra Pickering Year: 1997
Edition: 2nd Publisher: Association for Supervision and Curriculum Development
City: Alexandria State: VA
Country: USA
View textbooks at the CQUniversity Bookshop
Note:

Students may choose to use an eBook version of this textbook. However, if you prefer, paper copies are still available at the CQUni Bookshop here: http://bookshop.cqu.edu.au

IT Resources

You will need access to the following IT resources:
  • Internet
  • CQUniversity Student Email
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorPeter Mckenzie (p.mckenzie@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Topic 1: Thinking about learning

Week 2 13-03-2017

Topic 2: Overview of the Dimensions of Learning

Pages 1 - 12

Week 3 20-03-2017

Topic 3: Dimension 1 - Attitudes and Perceptions

Pages 13 - 42

Written Assessment Due Monday (20 Mar 17) 05:00 PM AEST
Week 4 27-03-2017

Topic 4: Dimension 2 - Acquire and Integrate Knowledge

Pages 43 - 112

Week 5 03-04-2017

Topic 4: Dimension 2 - Acquire and Integrate Knowledge

Pages 43 - 112

Vacation Week 10-04-2017
Week 6 17-04-2017

Topic 4: Dimension 2 - Acquire and Integrate Knowledge

Pages 43 - 112

Week 7 24-04-2017

Topic 5: Dimension 3 - Extend and Refine Knowledge

Pages 113 - 188

Written Assessment Due Monday (24 Apr 17) 05:00 PM AEST
Week 8 01-05-2017

Topic 6: Dimension 4 - Use Knowledge Meaningfully

Pages 189 - 259

Written Assessment Due Monday (01 May 17) 05:00 PM AEST
Week 9 08-05-2017

Topic 7: Dimension 5 - Habits of Mind

Pages 261 - 302

Week 10 15-05-2017

Topic 8: Putting it all together

Written Assessment Due Monday (15 May 17) 05:00 PM AEST
Week 11 22-05-2017

Topic 9: Training for performance

Week 12 29-05-2017

Topic 10: Becoming a successful studio teacher

Written Assessment Due Monday (29 May 17) 05:00 PM AEST
Review/Exam Week 05-06-2017

Revision

Exam Week 12-06-2017
Written Assessment Due Monday (12 Jun 17) 05:00 PM AEST

1 Written Assessment

Assessment Title Written Assessment
Task Description

Dimension 1: Attitudes and Perceptions.

Length: 750 - 1000 words

Textbook reference: Chapter 1, pp. 13 – 42

Task:

1. Summarise, in your own words, the Dimension 1: Attitudes and Perceptions.

2. Provide specific examples of how you might apply this Dimension of Learning in ONE of the following studio teaching environments. You may use dot points for this section.

NOTE: You must choose one instrument/discipline for the term. (Eg. You might like to do the 5 worksheets on guitar teaching, piano teaching, voice teaching, small choir teaching, dance class teaching).

  • One to one lesson in voice, instrument, drama (speech) or dance;
  • Small group lesson (up to 3 participants) for voice, instrument, drama (speech) or dance;
  • Large group lesson (more than 3 participants) for voice, instrument, drama (speech) or dance. The large group-teaching environment could be a choir, stage band, percussion ensemble, drama or dance class.

3. Discuss why this particular Dimension of Learning is important in this particular studio-teaching environment. You may wish to refer to the goals and concerns shown on pp 39 – 42. Support your discussion with reference to other research about learning and teaching in the performing arts.

Assessment Due Date Week 3 Monday (20-Mar-2017) 05:00 PM AEST
Return Date to Students Week 5 Monday (03-Apr-2017)
Weighting 12%
Assessment Criteria

All assessment criteria are equally weighted:

  • Succinct definition of the Dimension of Learning being discussed
  • Appropriate examples of the application of this Dimension of Learning in a performing arts teaching environment
  • Clear and well argued discussion on the importance of this Dimension of Learning to the specific performing arts teaching environment
  • Evidence of wide reading & referencing system precision
Referencing Style American Psychological Association (APA)
Submission Online

Submit online through the Moodle website

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Articulate the pedagogical skills required to teach your particular instrument/voice in the studio

2. Describe the personal attributes necessary to teach your particular instrument/voice in the studio

4. Apply various educational theories, including the Dimensions of Learning, to the teaching strategies for your particular instrument/voice across different age-groups in the studio

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy



2 Written Assessment

Assessment Title Written Assessment
Task Description

Dimension 2: Acquire and integrate knowledge.

Length: 750 - 1000 words

Textbook reference: Chapter 2, pp. 43 - 112

Task:

1. Summarise in your own words, the Dimension 2: Acquire and integrate knowledge.

2. Provide specific examples of how you might apply this Dimension of Learning in ONE of the following studio teaching environments. You may use dot points for this section.

NOTE: You must choose one instrument/discipline for the term. (Eg. You might like to do the 5 worksheets on guitar teaching, piano teaching, voice teaching, small choir teaching, dance class teaching).

  • One to one lesson in voice, instrument, drama (speech) or dance;
  • Small group lesson (up to 3 participants) for voice, instrument, drama (speech) or dance;
  • Large group lesson (more than 3 participants) for voice, instrument, drama (speech) or dance. The large group teaching environment could be a choir, stage band, percussion ensemble, drama or dance class.

3. Discuss why this particular Dimension of Learning is important in this particular studio-teaching environment. You may wish to refer to the goals and concerns shown on pp 83 – 85 and pp 106 - 108. Support your discussion with reference to other research about learning and teaching in the performing arts.

Assessment Due Date Week 7 Monday (24-Apr-2017) 05:00 PM AEST
Return Date to Students Week 8 Monday (01-May-2017)
Weighting 12%
Assessment Criteria

All assessment criteria are equally weighted:

  • Succinct definition of the Dimension of Learning being discussed
  • Appropriate examples of the application of this Dimension of Learning in a performing arts teaching environment
  • Clear and well argued discussion on the importance of this Dimension of Learning to the specific performing arts teaching environment
  • Evidence of wide reading & referencing system precision
Referencing Style American Psychological Association (APA)
Submission Online

Submit online through the Moodle website.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Articulate the pedagogical skills required to teach your particular instrument/voice in the studio

2. Describe the personal attributes necessary to teach your particular instrument/voice in the studio

4. Apply various educational theories, including the Dimensions of Learning, to the teaching strategies for your particular instrument/voice across different age-groups in the studio

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy



3 Written Assessment

Assessment Title Written Assessment
Task Description

Dimension 3: Extend and refine knowledge.

Length: 750 - 1000 words

Textbook reference: Chapter 3, pp. 113 - 188

Task:

1. Summarise, in your own words, the Dimension 3: Extend and refine knowledge.

2. Provide specific examples of how you might apply this Dimension of Learning in ONE of the following studio teaching environments:

NOTE: You must choose one instrument/discipline for the term. (Eg. You might like to do the 5 worksheets on guitar teaching, piano teaching, voice teaching, small choir teaching, dance class teaching).

  • One to one lesson in voice, instrument, drama (speech) or dance;
  • Small group lesson (up to 3 participants) for voice, instrument, drama (speech) or dance;
  • Large group lesson (more than 3 participants) for voice, instrument, drama (speech) or dance. The large group teaching environment could be a choir, stage band, percussion ensemble, drama or dance class.

3. Discuss why this particular Dimension of Learning is important in this particular studio-teaching environment. You may wish to refer to the goals and concerns shown on pp 185 - 188. Support your discussion with reference to other research about learning and teaching in the performing arts.

Assessment Due Date Week 8 Monday (01-May-2017) 05:00 PM AEST
Return Date to Students Week 10 Monday (15-May-2017)
Weighting 12%
Assessment Criteria

All assessment criteria are equally weighted:

  • Succinct definition of the Dimension of Learning being discussed
  • Appropriate examples of the application of this Dimension of Learning in a performing arts teaching environment
  • Clear and well argued discussion on the importance of this Dimension of Learning to the specific performing arts teaching environment
  • Evidence of wide reading & referencing system precision
Referencing Style American Psychological Association (APA)
Submission Online

Submit online through the Moodle website.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Articulate the pedagogical skills required to teach your particular instrument/voice in the studio

2. Describe the personal attributes necessary to teach your particular instrument/voice in the studio

4. Apply various educational theories, including the Dimensions of Learning, to the teaching strategies for your particular instrument/voice across different age-groups in the studio

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy



4 Written Assessment

Assessment Title Written Assessment
Task Description

Dimension 4: Use knowledge meaningfully.

Length: 750 - 1000 words

Textbook reference: Chapter 4, pp. 189 - 259

Task:


1. Summarise, in your own words, the Dimension 4: Use knowledge meaningfully.


2. Provide specific examples of how you might apply this Dimension of Learning in each of the following studio teaching environments. You may use dot points for this section.

NOTE: You must choose one instrument/discipline for the term. (Eg. You might like to do the 5 worksheets on guitar teaching, piano teaching, voice teaching, small choir teaching, dance class teaching).

  • One to one lesson in voice, instrument, drama (speech) or dance;
  • Small group lesson (up to 3 participants) for voice, instrument, drama (speech) or dance;
  • Large group lesson (more than 3 participants) for voice, instrument, drama (speech) or dance. The large group teaching environment could be a choir, stage band, percussion ensemble, drama or dance class.

3. Discuss why this particular Dimension of Learning is important in this particular studio-teaching environment. You may wish to refer to the goals and concerns shown on pp 255 - 259. Support your discussion with reference to other research about learning and teaching in the performing arts.

Assessment Due Date Week 10 Monday (15-May-2017) 05:00 PM AEST
Return Date to Students Week 12 Monday (29-May-2017)
Weighting 12%
Assessment Criteria

All assessment criteria are equally weighted:

  • Succinct definition of the Dimension of Learning being discussed
  • Appropriate examples of the application of this Dimension of Learning in a performing arts teaching environment
  • Clear and well argued discussion on the importance of this Dimension of Learning to the specific performing arts teaching environment
  • Evidence of wide reading & referencing system precision
Referencing Style American Psychological Association (APA)
Submission Online

Submit online through the Moodle website.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Articulate the pedagogical skills required to teach your particular instrument/voice in the studio

2. Describe the personal attributes necessary to teach your particular instrument/voice in the studio

4. Apply various educational theories, including the Dimensions of Learning, to the teaching strategies for your particular instrument/voice across different age-groups in the studio

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy



5 Written Assessment

Assessment Title Written Assessment
Task Description

Dimension 5: Habits of mind.

Length: 750 - 1000 words

Textbook reference: Chapter 5, pp. 261 - 302

Task:


1. Summarise, in your own words, the Dimension 5: Habits of mind.


2. Provide specific examples of how you might apply this Dimension of Learning in each of the following studio teaching environments. You may use dot points for this section.

NOTE: You must choose one instrument/discipline for the term. (Eg. You might like to do the 5 worksheets on guitar teaching, piano teaching, voice teaching, small choir teaching, dance class teaching).

  • One to one lesson in voice, instrument, drama (speech) or dance;
  • Small group lesson (up to 3 participants) for voice, instrument, drama (speech) or dance;
  • Large group lesson (more than 3 participants) for voice, instrument, drama (speech) or dance. The large group teaching environment could be a choir, stage band, percussion ensemble, drama or dance class.

3. Discuss why this particular Dimension of Learning is important in this particular studio-teaching environment. You may wish to refer to the goals and concerns shown on pp 298 - 302. Support your discussion with reference to other research about learning and teaching in the performing arts.

Assessment Due Date Week 12 Monday (29-May-2017) 05:00 PM AEST
Return Date to Students Exam Week Monday (12-Jun-2017)
Weighting 12%
Assessment Criteria

All assessment criteria are equally weighted:

  • Succinct definition of the Dimension of Learning being discussed
  • Appropriate examples of the application of this Dimension of Learning in a performing arts teaching environment
  • Clear and well argued discussion on the importance of this Dimension of Learning to the specific performing arts teaching environment
  • Evidence of wide reading & referencing system precision
Referencing Style American Psychological Association (APA)
Submission Online

Submit online through the Moodle website.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Articulate the pedagogical skills required to teach your particular instrument/voice in the studio

2. Describe the personal attributes necessary to teach your particular instrument/voice in the studio

4. Apply various educational theories, including the Dimensions of Learning, to the teaching strategies for your particular instrument/voice across different age-groups in the studio

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy



6 Written Assessment

Assessment Title Written Assessment
Task Description

Teaching Portfolio Assignment:

Your assignment will consist of a 10-week (assuming one lesson per week) teaching plan for one of the following age groups:

  • 5 – 8 year olds
  • 9 – 12 year olds
  • 13 – 16 year olds

You will be required to present a 10-week teaching plan for this age group and a discussion on its theoretical basis and pedagogical issues associated with the implementation of this plan using one of the following scenarios:

  • one to one teaching in music, drama or dance; or
  • small group teaching in music, drama or dance; or
  • large group teaching in music, drama or dance.

You should clearly identify the area of performing arts that will be the focus of your plan.

Examples:

  • A 10-week teaching plan for one-to-one lessons in piano for a student aged between 9 and 12 years old.
  • A 10-week teaching plan for a group of 3 violin students aged between 13 and 16.
  • A 10-week teaching plan for a choir of 5 to 8 year olds.
  • A 10-week teaching plan for a drama class of 9 to 12 year olds

Points to consider:

  1. You should clearly state whether the students in your group are beginners or have already had some level of training in this area.
  2. You need to clearly state the length of the lesson per week and explain the environment in which the lesson will be held.
  3. Outline the goals you wish to achieve in this 10-week plan and link these goals to the various Dimensions of Learning. You should include goals across all five Dimensions of Learning.
  4. Outline how you will achieve each of these goals and the specific exercises or activities that you will undertake to achieve these goals. You may wish to provide specific examples in sheet music form or diagrammatic as part of an appendix.
  5. Discuss the theoretical basis behind each of your strategies.
  6. Outline any further specific pedagogical issues that pertain to the particular performing arts discipline and how these will be addressed in the 10-week plan. For example:
    1. Breath control for wind players and singers
    2. Tonal development for instrumentalists and singers
    3. Safe and effective practice routines
    4. Development of clear speech for drama students
    5. Strength and flexibility development for dancers
Assessment Due Date Exam Week Monday (12-Jun-2017) 05:00 PM AEST
Return Date to Students After examination week.
Weighting 40%
Assessment Criteria
Content
Appropriate introduction and conclusion 5%
Logical teaching plan that is appropriate for the age group and teaching scenario 25%
Pedagogical issues have been addressed thoroughly 20%
Support materials provided clearly support the teaching plan 10%
Theoretical basis has been argued in a coherent manner 20%
Bibliography/reference list
Ability to reference sources in the body of the text 5%
Referencing system precision 5%
General points
Grammatical accuracy and spelling 5%
Presentation and organisation 5%
Referencing Style American Psychological Association (APA)
Submission Online

Submit online through the Moodle website.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

3. Plan a teaching program for your particular instrument/voice suitable for use in a studio

4. Apply various educational theories, including the Dimensions of Learning, to the teaching strategies for your particular instrument/voice across different age-groups in the studio

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

7. Cross Cultural Competence

8. Ethical practice




© 2017 CQUniversity
Page generated by apps-prod-02.cqu.edu.au at Sat Mar 25 19:47:26 AEST 2017