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This occurrence is not offered in 2014
An introduction to philosophical, psychological, historical and pedagogical issues relevant to New Zealand music education today.
The course is divided into two parts:1. Basic studies2. Seminar, in which the student will carry out a more detailed study of a topic selected in consultation with Roger Buckton.Basic Studies: (i) An overview of the nature of music education with an emphasis on pedagogy through the philosophy and methods of Carl Orff(ii) Musician life in teaching, systems, standards, management, motivation, technology, assessment in music education(iii) Teaching music – in schools and community-based programmes(iv) Aspects of psychology of music(v) David Elliott's Music Matters
MUSI235
FebruaryMon 18: Orff Workshop 1 Wed 20: Course introduction/library session Mon 25: Orff Workshop 2 / Seminar presentations (1) Wed 27: MERC and community based researchMarchMon 4: Orff Workshop 3 Wed 6: Developing a music lesson Mon 11: Orff Workshop 4 / Seminar presentations (2) Wed 13: School based teaching - times to be arranged Mon 18: Musician life in teaching / Great minds Wed 20: School based teaching - times to be arranged Mon 25: Systems and standards of music educationWed 27: School based teaching - times to be arrangedMID-SEMESTER BREAK AprilMon 22: Management and motivation; technology in music education: Assessment in musicWed 24: Aspects of psychology of music (1) Mon 29: Student seminars 1 May Wed 1: Aspects of psychology of music (2) Mon 6: Student seminars 2 Wed 8: Aspects of psychology of music (3) Mon 13: Student seminars 3 Wed 15: Elliott's "Music Matters" (1) Mon 20: Student seminars 4 [Seminars papers due] Wed 22: Elliott's "Music Matters" (2) Mon 27: Final test (40%)Wed 29: Course review
Roger Buckton
ESSAY ASSIGNMENT Choose one of the following:Either(1) "General musical abilities seem to develop and grow as a result of an enculturation process, but are more specifically sharpened by training." (Buckton and Manins, 1987)Choosing a community based music group/organisation, discuss the application of this statement.Recommended references: see Texts in Course OutlineOr(2) "All children/people are musical, more or less, and in a myriad of ways" (Patricia Sheehan Campbell)Discuss this statement in relation to children/people and its implications for teachers.Question one is designed to encourage students to study research findings on the development of musical abilities, together with a detailed study of a commonly based music group/organisation. It then requires critical discussion on the interplay and content of training on the enculturation process.Question two is designed to encourage you to research, consider and argue the place of music education in the community. Both essays require views objectively and clearly stated, clarity of written expression associated with scholarly use of opinion and references. Please state number of words.SEMINAR A substantial part of this course involves a study of a selected music education topic. Some areas for choice of topic are suggested below. You will need to establish that there is supporting literature and that your own background knowledge is adequate.Select your topic by 11 March and be prepared to share a short outline of your topic and your planned approach to the study with the class. In the seminar presentation of 25 minutes in length (allow 5 minutes for questions), you are encouraged to include audio visual in your presentation and if appropriate, prepare a class handout. The seminar presentation will be reviewed by the Course Co-ordinator and a couple of students in the class. Presentation will, however, not be part of the assessment. The form of the folio will vary according to the topic chosen. The following may be a helpful guide:1. Extended essay - appropriate for a topic that is based on book/article research as would be the case in historical research.2. Survey report with introduction, data, results and conclusion - appropriate for a topic based on enquiry or survey research, as might suit some of the psychology in music topics.3. Documentary report - appropriate for a topic of a bibliographical nature. The folio may consist of précis of articles/books, with your own comments, the whole tied together in a conclusion.You are encouraged to incorporate other disciplines that have come into your university or general music studies and/or teaching. In short we would like to learn something new from your work. In the past, a number of these papers have formed the basis for later publication and 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.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 Coordinator. 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 therapy Length 2,000–4,000 words
CAMPBELL, Patricia Sheehan, Musician and Teacher, New York, Norton, 2008Recommended: CHOKSKY, Lois, The Kodaly Method, Prentice-Hall, 1974SMALL, Christopher, Music-Society-Education, New York, Schirmer Books, 1977.SWANWICK, Keith, Music, mind, and education, London, Routledge, 1988TAIT, Malcolm and HAACK, Paul, Principles and processes of music education, New York, Teachers College Press, 1984The Arts in the New Zealand Curriculum, Wellington, Learning Media, 2000Sound Ideas, School of Music. Various recommended volumes. Available at the School of Music office for student price $4.00.Others:ELLIOTT, David J, Music Matters, New York, Oxford University Press, 1995FRAZEE, Jane, Discovering Orff, New York, Schott, 1987BUCKTON, Roger, Sing song of six year olds, Wellington, N.Z.C.E.R., 1983FLETCHER, Peter, Education and music, New York, O.U.P., 1987GLENN, Neal E. & TURRENTINE, Edgar M., Introduction to advanced study in music education, Iowa, Brown Co., 1968MADSEN, Clifford K. & MADSEN, Charles H., Experimental research in music education, Englewood Cliffs, New Jersey, Prentice-Hall, 1970REIMER, Bennett, A philosophy of music education, Englewood Cliffs, New Jersey, Prentice-Hall, 1970STORR, Anthony, Music and the mind, London, Ballantine Books, 1992 Psychology of musicABELES, H. F., HOFFER, C. R., & KLOTMAN, R. H. (1994). Foundations of music education (2nd ed.). New York: Schirmer.BUCKTON, R. and MANINS, S., 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.LUNDIN, R. W. (1985). An objective psychology of music. Malabar, Florida: Krieger.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.Selected articles in the following periodicals:Journal of Research in Music EducationBulletin of the Council for Research in Music EducationPsychology of MusicSound Ideas and the e-journal of studies in music educationWeb sites: • Access to MERC data base of all NZ music education books and papers and e-Journal of studies in music education online at http://www.merc.canterbury.ac.nz • Course materials and class blog on LEARN http://www.learn.canterbury.ac.nz/• ARTS ONLINE Music sections http://artsonline.tki.org.nz/music/
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.
Domestic fee $1,496.00
International fee $6,775.00
* 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 .