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This occurrence is not offered in 2014
An introduction to music education in a broad perspective through a study of its philosophy, scope and practice in New Zealand and abroad.
Course Content(i) Values and methods in music education as exemplified in the philosophy of Carl Orff(ii) The New Zealand setting – early childhood,primary and secondary school music - the Music Education Syllabus – the Arts Curriculum – music in the community and private studios(iii) Musician life in teaching, systems, standards, management, motivation, technology, assessment in music education.
Any one of MUSI130, 131, 171, 102 or 105, orat least 30 points in non-music courses and evidence of music reading ability as approved by the Programme Coordinator.
LECTURE TIMETABLEFebruaryMon 18: Orff Workshop 1 Tue 19: Course introduction including seminar requirements Mon 25: Orff Workshop 2 Tue 26: Library resources (Education Library) MarchMon 4: Orff Workshop 3 Tue 5: Music education syllabus (1989) 1 Mon 11: Orff Workshop 4 Tue 12: Music for early childhood Mon 18: Musician life in teaching / Great minds Tue 19: Music in the primary school Mon 25: Systems and standards of music educationTue 26: Music in the secondary school [Assignment due] MID-SEMESTER BREAK AprilMon 22: Management and motivation; technology in music education: Assessment in musicTue 23: Music teachers in the community (1) Mon 29: Student seminars 1 Tue 30: Music teachers in the community (2) MayMon 6: Student seminars 2 Tue 7: Music education syllabus 1989 (2) Mon 13: Student seminars 3 Tue 14: Music in the Arts Curriculum Mon 20: Student seminars 4 [Seminars papers due] Tue 21: Music in the NZ Curriculum Mon 27: Final test (50%)Tue 28: Course review
Roger Buckton
ASSIGNMENT - due 26 March [limit 1200-2000 words - provide word count] These questions are based on Sound Ideas Vol 1 No. 1, Vol 1 No. 2, Vol 5 No. 1, Vol 5 No. 2, Vol 6 No 1. All five editions can be purchased as a package from the School of Music office for $20.(1) Choose any three of the four profiled music educators and write an essay on similarities and differences in their career paths and attitudes to music education. [Maximum 750 words] (2) Using all five journals as resources, discuss the question of specialism in primary school music education in New Zealand. [Maximum 1000 words] Note that there will also be a test question on the contents of these sources.2. SEMINAR presented during the period 29 April – 28 May These seminars are designed to give you the opportunity to develop a music education topic of your own choice for presentation to the rest of the class. The presentation should be no longer than 15 minutes plus a little extra time for questions. The presentation should also be in written form to be handed in no later than 6 June. The topic can be one which is of special interest and concern to you about an aspect such as methodology. It is hoped that at least one of the papers will be suitable for publication in Sound Ideas. As such, it is suggested that papers address a wide range of interested music educators.It might be that you prefer to compose a piece of music which has special significance in music education. The piece should be performed to the class and it is your responsibility to arrange for this to happen. You should provide written and verbal details as to how you would teach the piece (if appropriate, teach it to members of the class) and how it fits overall into your methodology.Select your topic by 19 March and be prepared to share a short outline of your topic and your planned approach to the study with the class.The written papers will be assessed for content. Presentation will be taken into consideration but is not an important factor in the marking criteria. Your proposed topic should be handed in for approval (with a brief précis of contents) with the assignment noted above. If there is a compelling reason why your presentation should be on a certain date(s) please note this also.Topics involving research with human subjects must comply with the University's Human Ethics policies. These will be discussed in class but if in doubt speak to the Course Co-ordinator. Topics (not titles) that have been included in the past: Music and religion Aesthetic education and music or children The musical characteristics of ... eg, very young children Musical perception before and at birth Psychological aspects of performance Learning and educational benefits of playing in bands, orchestras, etc Group teaching Music in a selected aspect of special education Aspects of music therapyPapers to be handed in no later than 28 May.
Campbell, Patricia Shehan. , Demorest, Steven M., Morrison, Steven J; Musician and teacher : an orientation to music education ; 1st ed; W.W. Norton, 2008.
Recommended:FRAZEE, Jane, Discovering Orff, New York, Shott, 1987MILLS, Janet, Music in the primary school, Cambridge University Press 1991CHOKSKY, Lois, The Kodaly method, Prentice-Hall, 1974ELLIOTT, David J, Music Matters, New York, Oxford University Press, 1995Sound Ideas, School of Music. Volume 1 No. 1, Volume 2 No. 2, Volume 5 Nos 1 and 2, Volume 6 No 1. Available from the School of Music Resource Room ($20 for 5 issues).Contemporary Creative Music Approaches - a number of books by Murray Schafer, eg, Ear Cleaning: notes for an experimental music course. Scarborough, Ontario: Berdandol Music, 1969.PAYNTER, John and ASTON, Peter, Sound and silence, London: Cambridge: University Wellington: Psychology and Child DevelopmentABELES, H. F., HOFFER, C. R., & KLOTMAN, R. H. (1994). Foundations of music education (2nd ed.). New York: Schirmer.BUCKTON, R. and MANINS, S., (1987) Optimal ages and stages in developing musical activities and concepts, affective response to music, instrumental and vocal training: a survey of research literature. The Canterbury Series: Studies in Music Education, No. 2. School of Music, University of Canterbury.HALLAM, S. (1998). Instrumental teaching: A practical guide to better teaching and learning. Oxford: Heinemann.PARNCUTT, R., & MCPHERSON, G. E. (Eds.) (2002). The science and psychology of music performance: Creative strategies for teaching and learning. Oxford: Oxford University Press.SCHUTER-DYSON, R. and GABRIEL, C., The psychology of musical ability. London: Methuen, 1981.SLOBODA, J. A. (1985). The musical mind: The cognitive psychology of music. Oxford: Clarendon Press.SLOBODA, J. A. (1988). Generative processes in music: The psychology of performance, improvisation, and composition. Oxford: Clarendon Press.SPRUCE, G. (Ed.) (1996). Teaching music. London: Routledge.TIGHE, T. J., & DOWLING, W. J. (1993). Psychology and music: The understanding of melody and rhythm. Hillsdale, New Jersey: Lawrence Erlbaum.New Zealand official publicationsSyllabus for Schools Music Education, Early Childhood to Form Seven: Ministry of Education, 1990Music education for young children, Wellington: Learning Media 1993Music education, standard two to form two: a handbook for teachers. Wellington: Learning Media, 1992Music education in secondary schools, Wellington: Learning Media 1994The Arts in the New Zealand Curriculum, Wellington: Learning Media, 2000The New Zealand Curriculum (nzcurriculum.tki.org.nz/) Music Education in the Community SMALL, C., Music, society, education . . . New York, Schirmer Books, 1977Recent NZSME National Conference Books, ISME Community Music Commission and The Canterbury Series: Studies in Music Education Nos 1, 3, 4 and 5 publications are most useful sources.JENNINGS, J.M., Let the children play: the first twenty-five years of the Christchurch School of Instrumental Music 1955-1980. The Canterbury Series of Bibliographies, Catalogues and Source documents in Music No. 4.JENNINGS, J.M., The music teaching profession in New Zealand: a jubilee history of the Music Teachers' Registration Board of New Zealand. Music Teachers Registration Board of New Zealand Throughout the course, frequent reference will also be made to, and readings recommended from:(i) Yearbooks and other publications of the International Society for Music Education (ISME)(ii) The Journal of Research in Music Education(iii) Bulletin of the Council for Research in Music Education. (iv) Sound Ideas and the e-journal of studies in music educationWeb sites:* Access to MERC data base of all NZ music education books and papers http://www.merc.canterbury.ac.nz* Course materials and class blog at http://aha.canterbury.ac.nz* ARTS ON LINE Music sections http://www.artsonline.tki.org.nz
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The following shows how to translate grades to numerical scores:A+ 90–100; A 85–89; A- 80–84; B+ 75–79; B 70–74; B- 65–69; C+ 60–64; C 55–59; C- 50–54; D 40–49; E 0–39In a course at 100- or 200-level examiners may grant restricted credit (R) which will be equivalent to a pass for all purposes except as a prerequisite.Criteria for marking:i The extent to which the student demonstrates the ability to recognise aims and values beyond the immediately apparent and has read sufficiently widely to appreciate the potential value of music education.ii The extent to which the student demonstrates an understanding of the sources, not only for the details they contain but what has not been included.iii The ability to express views objectively and clearly.iv Clarity of written expression associated with scholarly use of opinion.
All items of assessment must be submitted by the due date and time. In the case of illness or critical circumstance which might make it impossible for an item to be submitted in time, contact must be made with the Course Coordinator before the due date and application made for an extension of time. The application must explain the circumstances of the delay, and any extension will be at the discretion of the Course Coordinator.
All essay and assignment material must be firmly secured (stapled, or bound in a folder), and contain on the front page or cover the following information: Student name, Course number, Lecturer. Unless the class is instructed to the contrary, the assignment should be posted in the appropriate box at the School of Music counter by the due date.
Domestic fee $748.00
International fee $3,388.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see Humanities .