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Unit outline_

MUED1007: Australian Indigenous Music and Education

Semester 2, 2024 [Normal day] - Sydney

This unit comprises an introduction to the music and dance expressions of Australian Aboriginal and Torres Strait Islanders in their various geographical, historical, social and cultural settings, with an emphasis on recent, mass mediated expressions. The Unit provides students with a broad understanding of Australian First Nation societies, past and present, and introduces them to issues of ethical responsibility involved in the study of Australian Indigenous music and dance. It addresses a range of practical issues related to collaborating with First Nations musicians and the incorporation of Australian Indigenous music within school music education programs.

Unit details and rules

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

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Thomas Fienberg, thomas.fienberg@sydney.edu.au
Guest lecturer(s) April Campbell, april.campbell@sydney.edu.au
Nardi Simpson, nardi.simpson@sydney.edu.au
Eric Avery, eric.avery@sydney.edu.au
Clint Bracknell, clint.bracknell@sydney.edu.au
Myfany Turpin, myfany.turpin@sydney.edu.au
Lecturer(s) Thomas Fienberg, thomas.fienberg@sydney.edu.au
The census date for this unit availability is 2 September 2024
Type Description Weight Due Length
Participation Co-composition participation
Co-composition Participation (10%)
10% Multiple weeks N/A
Outcomes assessed: LO1 LO6 LO5 LO4 LO3 LO2
Assignment hurdle task Co-composition Reflective Essay
Co-composition Reflective Essay
40% STUVAC
Due date: 05 Nov 2024 at 23:59
1200 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
Presentation hurdle task Early feedback Task - in-class presentation
Prepare/deliver personalised Acknowledgement of Country #earlyfeedbacktask
0% Week 03 1-2mins
Outcomes assessed: LO3
Assignment Sell the song - song score/lead sheet
Ultimate guitar chart/lead sheet submitted to Canvas
15% Week 05
Due date: 01 Sep 2024 at 23:59
8 minutes
Outcomes assessed: LO1 LO3 LO4 LO5
Presentation Sell the song - contextual information, performance
Contextual information, performance in class
35% Week 06 8mins
Outcomes assessed: LO1 LO5 LO4 LO3
hurdle task = hurdle task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

See Canvas for full details of Assessments.

Assessment criteria

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 sydney.edu.au/students/guide-to-grades.

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 Australian Indigenous Music in the Classroom: Teaching songs and Pedagogical considerations; Reflections and Music in Maningrida. Guest School Teacher: Luke Chapman Lecture and tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6
Week 02 Walking Together, Working Together: Acknowledging Country and an Introduction to Aboriginal Education in NSW; Speaking and singing language in Sydney; Music and Country. Lecture and tutorial (2 hr) LO1 LO2 LO3 LO5 LO6
Week 03 Early Feedback Task: Personalised acknowledgements of Country; Perspectives on Gumbayngirr musicking with the Donovans Lecture and tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6
Week 04 The importance of music educators in Aboriginal education, Language through music at Ti Tree School. Guest Lecturers: Deborah Cheetham-Fraillon; Associate Professor Myfany Turpin, April Ngampart Campbell Lecture and tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6
Week 05 Rock band a brave new third space for Indigenous language. Guest lecturer: Professor Clint Bracknell Lecture and tutorial (2 hr) LO1 LO2 LO3 LO4 LO6
Week 06 Sell The Song session (student performances) Lecture and tutorial (2 hr) LO3 LO4 LO5
Week 07 Collaboration in action: Sound Circle and Barayagal Choir. Guest artists: Nardi Simpson and Kevin Hunt Lecture and tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6
Week 08 Resource selection; strategies for embedding Classical Aboriginal Music Genres; introducing co-composition Lecture and tutorial (2 hr) LO1 LO2 LO3 LO5 LO6
Week 09 Yarning and music in practice: Warrangu River Story. Guest artist: Rhyan "Dobby" Clapham Lecture and tutorial (2 hr) LO1 LO2 LO3 LO4 LO5 LO6
Week 10 Yarning with Uncle Wes Marne AM, Venue: Evans High School Blacktown Friday 11 October, Time TBC Field trip (2 hr) LO1 LO2 LO3 LO4 LO5 LO6
Week 11 Co-composition Workshop. Guest Artist: Eric Avery Lecture and tutorial (2 hr) LO3 LO4 LO5 LO6
Week 12 Co-composition Rehearsal Lecture and tutorial (2 hr) LO3 LO4 LO5 LO6
Week 13 Co-composition Recording Session with Eric Avery Lecture and tutorial (2 hr) LO3 LO4 LO5 LO6

Attendance and class requirements

  • Lecture recording: Lectures for this unit of study will be recorded and made available to students via the Learning Management System (LMS) 
     
  • 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

Barney, K. (2009). Hop, skip and jump: Indigenous Australian women performing within and against Aboriginalism. Journal of Music Research Online, 1, 1-19.

Barney, K., & Mackinlay, E. (2010). Creating rainbows from words and transforming understandings: enhancing student learning through reflective writing in an Aboriginal music course. Teaching in Higher Education, 15(2), 161-173.

Bartleet, B.-L., & Carfoot, G. (2013). Desert harmony : stories of collaboration between Indigenous musicians and university students. International Education Journal : Comparative Perspectives, 12(1), 180-196.

Bennett, L. (2022). Black fulla, White fulla: Can there be a truly balanced collaboration? In Barney, K. (Ed.) Musical collaboration between Indigenous and Non-Indigenous people in Australia: Exchanges in the third space (pp. 9–22).  Routledge. https://doi.org/10.4324/9781003288572-2  

Bracknell, C. (2019). Identity, language and collaboration in Indigenous music. In T. Rowse, L. Bamblett, & F. Myers (Eds.), The difference that identity makes (pp. 100-125). Canberra: Aboriginal Studies Press.

Bracknell, C. (2022). Rock band: A third, brave space for Indigenous language. In K. Barney (Ed.) Musical collaboration between Indigenous and Non-Indigenous people in Australia: Exchanges in the third space (pp. 23–42). Routledge. https://doi.org/10.4324/9781003288572-3

Burgess, C., Thorpe, K., Egan, S., & Harwood, V. (2022). Towards a conceptual framework for Country-centred teaching and learning. Teachers and Teaching28(8), 925–942. https://doi.org/10.1080/13540602.2022.2137132 

Dunbar-Hall, P. (2005). Colliding Perspectives? Music Curriculum as Cultural Studies. Music Educators Journal, 91, 33-37.

Fienberg, T. (2023a). Music, literature, and community: Reflections on a framework for learning through and from Aboriginal and Torres Strait Islander music. Research Studies in Music Education, 45(3), 444–462. https://doi.org/10.1177/1321103X231192311 

Fienberg, T. (2023b). Reaching out: Yarning, sharing, and learning with First Nations artists through social media. Action, Criticism, and Theory for Music Education, 22(4) 44–78. https://doi.org/10.22176/act22.4.44

Fienberg T. & Higgison, D. (2022). Finding Solid Ground: Industry collaboration and mentoring Aboriginal and Torres Strait Islander students in Australian schools. In K. Barney (Ed.) Musical collaboration between Indigenous and Non-Indigenous people in Australia: Exchanges in the third space (pp. 109–121). Routledge. https://doi.org/10.4324/9781003288572-8     

Guy, S. (2015). Bodies, myth, and music: How contemporary Indigenous music contesting a mythologized Australian nationalism. eSharp 23, 1–21.

Locke, T., & Prentice, L. (2016). Facing the Indigenous 'Other': Culturally Responsive Research and Pedagogy in Music Education. The Australian Journal of Indigenous Education, 45(2), 139-151. doi:http://dx.doi.org/10.1017/jie.2016.1

Mackinlay, E. (2008). Making Space as White Music Educators for Indigenous Australian Holders of Song, Dance and Performance Knowledge: The Centrality of Relationship as Pedagogy. Australian Journal of Music Education(1), 2-6.

Mackinlay, E. (2010). A pedagogy of heart which beats to the rhythm of relationships: thinking about ourselves as music educators in relation to Indigenous Australia. Australian Kodaly Journal, 1, 17-23.

Mackinlay, E. (2016). A diffractive narrative about dancing towards decoloniality in an Indigenous Australian Studies performance classroom. In B.-L. Bartleet, D. Bennett, A. Power, & N. Sunderland (Eds.), Engaging first peoples in arts- based service learning: towards respectful and mutually beneficial educational practices (pp. 213–226). London: Springer.

NSW Aboriginal Education Consultative Group Inc & NSW Department of Education. (2020). Walking together working together: Partnership agreement between the NSW Aboriginal Education Consultative Group Inc & NSW Department of Education 2020-2030.  https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/aec/media/documents/partnershipagreement.pdf 

Simpson, N. (2020). Coda. In A. Harris (Ed.) Representing Australian Aboriginal music and dance 1930-1970 (pp. 149-153). Bloomsbury Collections.

Webb, M. & Bracknell, C. (2021). Educative power and the respectful curricular inclusion of Aboriginal and Torres Strait Islander music.  In A. A. Kallio, H. Westerlund, S. Karlsen, K. Marsh & E. Sæther (Eds.), The Politics of Diversity in Music Education (pp. 71-86). Springer.

Yunkaporta, T., & Kirby, M. (2011). Yarning up Indigenous pedagogies : a dialogue about eight Aboriginal ways of learning. In N. Purdie, G. Milgate, H. R. Bell (Eds.) Two way teaching and learning : toward culturally reflective and relevant education (pp. 205–213). ACER Press.

 

 

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. identify key differences between Aboriginal and Torres Strait Islands music and present a strong case for prioritising them in formal music education
  • LO2. critique competing understandings of Aboriginal and Torres Strait Islander music
  • LO3. demonstrate awareness and understanding of the complexities inherent in concepts of Aboriginal and Torres Strait Islands music past and present, including notions of identity, history and geography
  • LO4. competently perform appropriate selections of Aboriginal and Torres Strait Islands music
  • LO5. describe, compare and demonstrate different pedagogical strategies for including (or increasing representation of) Aboriginal and Torres Strait Islands music in school learning and teaching programs in imaginative and ethical ways
  • LO6. identify ways music can contribute to healing from traumatic experiences

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
LO1         
LO2         
LO3         
LO4         
LO5         
LO6         

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

Each year after this unit is delivered, thoughtful suggestions for improvement made through the USS and other channels are considered and incorporated into future versions of the unit.

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.