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Unit outline_

KEYB3002: Pedagogy Piano 1

Semester 1, 2024 [Normal day] - Sydney

KEYB3002 is the first semester of a two semester course in piano pedagogy. Students are introduced to principles and pedagogical models for the beginning piano student. Learning theories as applicable to child development will be explored, introductory piano methods, technique and repertoire.

Unit details and rules

Academic unit Performance
Credit points 3
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Clemens Leske, clemens.leske@sydney.edu.au
The census date for this unit availability is 2 April 2024
Type Description Weight Due Length
Presentation hurdle task Micro teaching
Viva voce presentation of a pre-determined work
30% Multiple weeks 10-12 minutes
Outcomes assessed: LO1 LO6 LO5 LO4 LO3 LO2
Participation Participation
Participation
10% Ongoing Ongoing
Outcomes assessed: LO1 LO6 LO5 LO4 LO3 LO2
Assignment Technical development literature reviews and Q&A
Literature review due week 12 Q&A due week 13
60% Week 12
Due date: 13 May 2024 at 23:59
1750 words + Q&A
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
hurdle task = hurdle task ?

Assessment summary

  • Technical development literature reviews: Students will present reviews of assigned sources relevant to the field of technical development of the beginning or intermediate student, focussing on or two short piano pieces or students will present their evaluations and comparisons of two assigned teaching methods, examining the pros and cons of each method. A Q&A will occur the following week
  • Micro teaching: viva voce presentation of a pre-determined work of beginner or inetrmediate standard
  • Participation: Students will teach a segment from a piece chosen by the instructor to a class member. Students will be assigned the teaching topic on technique.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The following assessment criteria are used for performance work in this unit of study:

Result name

Mark range

Description

High distinction

85 - 100

Comprehensive and outstanding technical control and musical integrity in relation to developmental expectations. Musical individuality consistently projected to create a persuasive personal representation of the work. Performance flair indicative of soloist standard. A mark of 95 or above indicates extraordinary technical virtuosity and musical artistry.

Distinction

75 - 84

Excellent technical, musical and stylistic achievement. Consistently coherent and expressive performance. Some personal interpretation of the work suggesting soloist potential. 

Credit

65 - 74

Confident technique with evidence of solid musicality and some stylistic achievement. Occasional lapses indicative of unresolved technical, artistic and/or stylistic issues. Projects potential for further development.

Pass

50 - 64

Satisfactory level of preparation and musical engagement. Some inconsistencies in musicianship, style and/or technique. Musical imagination and overall performance sense developing though some insecurity in this area.

Fail

0 - 49

Unsatisfactory technical achievement and/or unsatisfactory level of musical and artistic engagement. Limitations may be of such a scale and consistency as to call into question the student’s future direction in the programme.

The following assessment criteria are used for written work in this unit of study:

Result name

Mark range

Description

High distinction

85 - 100

Demonstrates high level of initiative in research and reading; sophisticated critical analysis of evidence; high level engagement with theoretical issues, innovative use of reading/research material and impressive command of underlying debates and assumptions; properly documented and written with style, originality and precision.

Distinction

75 - 84

Demonstrates initiative in research and wide, appropriate reading; complex understanding of question and ability to critically review material in relation to underlying assumptions and values; analyses material in relation to empirical and theoretical contexts; properly documented; clear, well-developed structure and argument with some signs of literary style.

Credit

65 - 74

Evidence of broader understanding than pass level; offers synthesis with some critical evaluation of material; coherent argument using a range of relevant evidence; some evidence of independent thought, good referencing. A high credit (70-74) shows some evidence of ability to problematise and think conceptually.

Pass

50 - 64

Written work meets basic requirements in terms of reading/research; relevant material; tendency to descriptive summary rather than critical argument; makes a reasonable attempt to avoid paraphrasing; reasonably coherent structure; often has weaknesses in particular areas, especially in terms of narrow or underdeveloped treatment of question; acceptable documentation.

Fail

0 - 49

Work may fail for any or all of the following reasons: Unacceptable paraphrasing; irrelevance of content; poor spelling; poor presentation; grammar or structure so sloppy it cannot be understood; failure to demonstrate understanding of content; insufficient or overlong word length.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Week 01 1. Introduction to the unit; 2. Introduction to cognitive learning principles; 3. The instrument; 4. First lesson; 5. Physiology Lecture (1 hr)  
Week 02 1. Fundamentals of teaching; 2. Revision of child developmental stages; 3. Comparison of theoretical pedagogical models; 4. The power of the ear : clap/sing, then play Lecture (1 hr)  
Week 03 1. Physiology; 2. Elementary technique; 3. Reading music; 4. Comparison of reading methods; 5. Lesson structure Lecture (1 hr)  
Week 04 1. Rhythm: motivic vs. metered; 2. Theory and musicianship; 3. Aural and sight-reading (SR); 4. Repertoire considerations Lecture (1 hr)  
Week 05 1. Technique / posture / physiology; 2. Ensemble playing; 3. Dynamic touch; 4. Pedalling Lecture (1 hr)  
Week 06 1. Concept of style and its teaching via repertoire choice; 2. Baroque; 3. Articulation; 4. Fingers, wrist, arm, torso Lecture (1 hr)  
Week 07 Classical; Romantic; In-class: sight-reading (SR) and brief lesson strategy Lecture (1 hr)  
Week 08 Impressionism; 20th/21st Centuries; VOICING : examples from Bach to Schumann to Debussy Lecture (1 hr)  
Week 09 1. Ornamentation general: How to practise?; 2. How to practise; 3. Tempo considerations; 4. Performance preparation and motivation Lecture (1 hr)  
Week 11 Micro-teaching viva voce presentation, in-class Lecture (1 hr)  
Week 12 Micro-teaching viva voce presentation, in-class. Lecture (1 hr)  
Week 13 Micro-teaching viva voce presentation, in-class. Lecture (1 hr)  

Attendance and class requirements

Attendance: Students are expected to attend a minimum of 90% of timetabled activities for a unit of study, unless granted exemption by the Dean, Head of School or professor most concerned. The Dean, Head of School or professor most concerned may determine that a student fails a unit of study because of inadequate attendance. Alternatively, at their discretion, they may set additional assessment items where attendance is lower than 90%.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 3 credit point unit, this equates to roughly 60-75 hours of student effort in total.

Required readings

  • How to Teach Piano Successfully: James Bastien (Illinois, 1977)
  • The Well-Tempered Keyboard Teacher: Uszler, Gordon, Mach (Schirmer, New York, 2000)
  • What Every Pianist Needs to Know About the Body: Thomas Mark (GIA, Chicago, 2000)
  • The Technique of Piano Playing: Jószef Gát (Collett’s, London, 1980)
  • The Groundwork of the Leschetistky Method: Malwine Brée (Schott, 1902)
  • Guide to the Pianist’s Repertoire: Maurice Hinson (IUP, 2013)
  • Teaching Piano: A Comparative Guide: Denis Agay (Yorktown Music Press, New York, 1981)

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. compare and evaluate different types of piano methods for the beginning piano student and how they reflect pedagogical principles studied during this unit
  • LO2. learn repertoire and provide a critique of various repertoire anthologies
  • LO3. utilise creative approaches to teaching foundation areas of musical skills, including technique, rhythm, touch and reading skills and general musicianship
  • LO4. commence the exploration of your own approach to teaching basic music skills based on a considered philosophical standpoint
  • LO5. understand basics of human anatomy
  • LO6. reflect on their teaching styles by presenting micro teaching modules for peer and teacher review.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered.

More information can be found on Canvas.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.