Music educators today must be equipped to teach from a perspective that acknowledges the cultural dimensions of music. Contributing to the development of such a perspective, this unit of study provides students with the opportunity to encounter a musical culture and nonfamiliar music system through direct practical experience, and to consider the implications this presents for teaching and learning. Issues including methodologies of teaching, learning and research; ethical considerations; and the availability and applications of resources are covered in the unit.

This unit will provide students with an opportunity to develop knowledge of and teaching skills related to music education approaches that have influenced current practice. Students will focus on a number of internationally recognised approaches to teaching music, including those developed by Orff and Kodály; Comprehensive Musicianship, and the creativity movements of the 1960s and 1970s. More recent approaches reflecting multiculturalism, globalization, mediated learning, constructivism, Informal Learning and forms of enculturation and musical creativity evident in children's musical worlds will also be explored.

This unit will provide students with an opportunity to develop knowledge of, and teaching skills relating to significant music education methods. Students will focus on a number of internationally recognised approaches to teaching music, for example those developed by Kodaly and Orff, as well as more recent innovations from the 20th and 21st centuries. Students will participate in learning experiences which develop their musical knowledge and are suitable for application to a variety of teaching situations, especially classroom teaching.

Examining the theory and practice of how to teach and how students learn music is important for intending teachers. This unit of study provides strategies and skills for reflective classroom music teaching. It is based around the need for teachers to create appropriate learning experiences through the understanding and effective use of pedagogy. The goal of this unit of study is the development of reflective classroom music teachers, who can design, implement and evaluate effective teaching and learning experiences. This unit of study covers: the relationships between schools, teachers and learners; recognition, discussion and demonstration of a variety of appropriate teaching strategies for music; methods for creating positive and reflective learning environments that support learning for all students; principles underlying theoretical models of pedagogy; practices of theoretical models for effective teaching and learning; understanding of relationships between teaching and learning.

This unit introduces the study of the psychology to learning and instruction, presenting an overview of the historical relationships between education and psychology, and how cognitive research informs educational practices. It develops students' understandings of psychology's applicability to music education through discussion of relevant research, participation in class activities, and consideration of real-life situations. It aims to develop students' understanding of learners, the learning process, and how educators can optimise music instruction through adopting best practices based on research and understandings of psychology relevant to educational settings.

This unit will provide students with an opportunity to investigate a sequence of key ideas that contribute to an understanding of music as a performed, expressive system that is defined by specific historical and cultural situations and circumstances. It examines not only how music contributes to making us human, but also how humans conceptualise and experience music. Further, it concentrates on ways music is transmitted, a crucial precursor to understanding pedagogy as well as particular pedagogical approaches in music education. Such knowledge is essential for the effective teaching and learning of music in today's globalized and globalizing world.

This unit of study explores the study of developmental psychology with a major emphasis on the change and development unique to adolescence. The unit investigates the question, "What is developmental psychology?" by examining different approaches to the study of human development through cognitive, social, emotional and biological influences. A summary of the milestones in human development from infancy throughout childhood is undertaken through a review of Piaget's Theory from the unit of study, Psychology of Learning and Instruction. The transition from the concrete operational stage (childhood) to formal operations (adolescence) in a school music classroom is the focus of study. The major emphasis of this unit of study is on adolescence; adolescence and family, peer and personal relationships; development of identity; exploration of issues in adolescence such as moral dilemmas, rebellion and peer influence; research and theories related to these topics and their implications for secondary school classroom teaching and music education are discussed. Aspects of social cognition are explored through various scenarios that adolescents present to teachers in secondary school classrooms.

This unit develops the knowledge and skills fundamental to the planning, teaching and evaluation of effective music learning experiences for children in the primary school. Students will participate in a range of practical activities in order to acquire a repertoire of developmentally appropriate music experiences for teaching and learning in K-6 settings. Students will become familiar with the approaches of current music and creative arts curriculum documents and resources, and will plan and implement sequential music experiences which facilitate the children's development of musical creativity, skills and concepts and which incorporate cultural diversity. This unit incorporates the first practice teaching experience in primary schools (Professional Experience 1). The Professional Experience is graded Pass/Fail only and consists of 7 single days and an eight day block in a primary school under the supervision of a classroom teacher. See Professional Experience 1 Handbook for further details.

This unit of study provides students with a broadly based view of the issues and challenges faced by teachers of adolescents in a high school setting. It is essential for the development of music educators and is designed to prepare students for secondary school Professional Experience. It explores the development unique to adolescents and the changes in behaviour through a study of developmental psychology. How does cognitive, social, emotional and biological changes influence adolescent behaviour in schools? The transition from childhood to adolescence is investigated and the major research and theories related to behaviour management are discussed. Topics studied are: adolescence and family, peer and personal relationships; development of identity; creating and managing learning environments; exploration of issues in adolescence such as moral dilemmas, rebellion and peer influence and their implications for high school classroom music teaching. Aspects of social cognition are discussed through the various scenarios that adolescence present to teachers in secondary school classrooms. With a substantive focus on developmental psychology and behavior management principles and practices, it contributes to the development of graduate teacher standards set by the teacher's accreditation body (AITSL).

In this unit of study students apply their musical knowledge to the broader community of music learners as they engage in specifically designed music programs for low socioeconomic (SES) and disadvantaged students in schools and other community based settings in Sydney. Students will: critically examine widely held perceptions about people from low-SES backgrounds and disadvantaged backgrounds; develop an understanding of the musical needs of learners with limited access to musical knowledge; demonstrate basic skills in musical instruction in relation to school aged learners; apply musical knowledge to low-SES and disadvantaged school and community learners; understand and be sensitive to issues of cultural and social diversity; contribute to service provision in collaboration with schools and the broader community; communicate musical knowledge effectively to school aged students. Students will develop a project involving creative, practical music making among students in identified schools and organisations in the local community.

This unit of study provides students with an overview of the development of jazz from its earliest stages to the present and from its origins in New Orleans to its contemporary expressions in Australia, Europe and elsewhere. An understanding of stylistic and technical aspects of jazz will be undertaken through immersion in jazz-related skills of listening and transcription as well as idiomatic improvisation, which will be developed progressively through weekly workshops.The unit is especially designed for students in the BMus(MusEd) degree program for whom it is a core requirement, but is also available to students in other degree programs (apart from Jazz Performance students).

This Unit of Study prepares students for careers in secondary music teaching. Current junior secondary syllabus documents are analysed, pedagogical theories are examined and practical strategies for teaching group listening, performance, creative and musicological skills and understandings are explored. Areas addressed include the scaffolding of learning through lesson planning and programming, classroom management, and resource selection and development. Technology and media issues related to music education are also considered. All of these components are studied in the broader context of creating and sustaining a challenging classroom learning environment. This unit of study includes the second Professional Experience (practice teaching) session of the Music Education degree program.

This unit of study will examine the teaching and learning of composition in schools. Through the completion of small-scale composition exercises using recent Australian compositions as a model, students will develop strategies to successfully integrate composition into their teaching and experience ways in which composition can be seen as a site of music learning. Students will survey sampling, sequencing and notation software, develop skills in software evaluation suitable for composition, and discuss how technology can enhance the teaching and learning of composition. Strategies for assessing composition work will be considered.

Choral and/or instrumental ensemble programs are a significant component of school music education and commonly involve the music teacher in various musical roles in addition to those of co-ordinator and/or administrator. This Unit of Study is creative and practical in nature and provides students with both a general understanding of the fundamental components of school choral and instrumental work and a more detailed understanding of how to establish, maintain and sustain successful school choral and instrumental music programs. Key pedagogical issues are considered and relevant skills are practised, including creating scores and leading and conducting rehearsals.

The purpose of this unit is to examine methods for teaching popular music. This includes study of relevant literature, investigation of the place of popular music in music education, analysis methods suitable for popular music, composition and performance of popular music, and technology aspects of popular music studies.

This unit of study investigates the principles and practices of music teaching and learning at the senior secondary school level. It covers: aural skills, creativity, assessment, planning, repertoire, music analysis, musical understanding, resources and curriculum development. Musical content in this unit of study concentrates on music of the last 25 years with and Australian focus.

This unit of study prepares students to teach music in a culturally diverse society. Music of a range of cultures is investigated in relation to its structure and cultural context and varied approaches to teaching this music in a classroom context are explored. Provision is made for the collection, evaluation and development of music resources appropriate for teaching in culturally diverse educational settings.

This unit of study assists students in making the transition to music teaching professional. It draws on knowledge and skills derived from previous units of study, and provides students with a broader view of the social and professional contexts of teaching with reference to local, national and international educational settings. It focuses on special education and gender issues to explore of aspects of individual difference (cognitive, social, emotional and physical). In combination with the practical teaching experience in the associated unit of study, Professional Experience 3, this unit provides a foundation and opportunity for students to become reflective practitioners in the field of music education. The focus on individual needs of school students provides a specific perspective on special education required for teaching in NSW schools.

This unit of study provides the final professional experience for music education students. The program consists of a nine-week teaching block (4 days a week) in a New South Wales secondary school. Students will be required to teach both junior and senior secondary school music classes and undertake the daily responsibilities and activities of a music teacher. It is envisaged that in the final weeks of this unit students will be responsible for a music teacher's full day teaching program. This last practice teaching experience enables the student music teacher to put into practice theoretical and practical content of all previous music education courses completed in their four year degree. It provides experiences, through which student teachers further develop an understanding of the ethical and professional requirements of being a teacher, successfully communicate with their students and fellow teaching colleagues and become independent, self-motivated practicing music teachers.