Skip to main content
Unit outline_

MUED1008: Fundamentals of Teaching

Semester 2, 2023 [Normal day] - Sydney

Examining the theory and practice of how to teach and how students learn music is important for intending teachers of groups and individuals. This unit of study provides strategies and skills for reflective music teaching creating appropriate learning experiences through understanding and applying effective use of pedagogy. The goal is the development of reflective music teachers, who can design, implement and evaluate effective teaching and learning experiences. As an introductory education unit principles underlying theoretical models of pedagogy for effective teaching and learning, effective lesson planning and a range of teaching strategies using both traditional and digital resources that meet the needs of all learners from diverse backgrounds with a range of learning needs, styles and abilities are explored.

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

Yes

Teaching staff

Coordinator Rachel White, rachel.a.white@sydney.edu.au
Lecturer(s) Rachel White, rachel.a.white@sydney.edu.au
Type Description Weight Due Length
Assignment Written reflection (ePortfolio)
Written reflection
30% Week 05
Due date: 01 Sep 2023 at 23:00
500-750 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO7 LO9
Assignment Lesson plan sequence
Two lesson plans and one assessment rubric
30% Week 09
Due date: 06 Oct 2023 at 23:00
750-1000 words (with some leeway)
Outcomes assessed: LO4 LO6 LO8 LO10
Assignment Group micro-teaching
Group teaching presentation
40% Week 12
Due date: 23 Oct 2023 at 13:00
10 - 15 minutes
Outcomes assessed: LO2 LO3 LO4 LO6 LO8 LO10

Assessment summary

  • Written reflection (ePortfolio): Choose ONE of the theories or models of teaching discussed in the workshops in Weeks 1 – 4, and reflect on how you could effectively utilise it in your own teaching, using either a cohort that you may be working with currently (such as a school band or sectional, or after school music class) or a cohort you plan to work with in the future (such as a Year 2 class, or a support unit in a high school).
  • Lesson plan sequence: Using the cohort that you described in your first assessment, you are to write a series of two lesson sequences, the second building on content learned in the first, using the provided template. Each lesson should contain content and activities that could fill a lesson of between 45 minutes – 1 hour. Lesson sequences can be written in dot point form. Some examples will be provided on Canvas. You also need to write a marking rubric related to an activity in your lessons. Create a comprehensive assessment description and rubric for an activity related to your lesson plans. This could be a particular activity within one of the lessons, or connect to an ‘end product’ of the cumulative work in both lessons (eg. A performance or composition).
  • Group micro-teaching: In groups of 2 – 3 students, devise a short (10 – 15 minute) activity that contains content that relates to one or more of the following:
    - The topics/contexts listed for study in the Stage 5 or Stage 6 Music courses (see relevant syllabuses)
    - One or two of the concepts of music (see all NSW Music syllabuses K – 12)
    - Composition techniques

Detailed information for each assessment can be found on Canvas.

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 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.

WK Topic Learning activity Learning outcomes
Week 01 - Course overview and introduction to teaching music - What is a teacher? - Major theoretical paradigms and theorists of teaching and learning - Constructivism (Vygotsky), behaviourism (Skinner, Bandura), cognitivism (Piaget) Workshop (2 hr) LO5 LO7
Week 02 - Learners and learning – who are we teaching? - Diversity in the classroom - Differentiation Workshop (2 hr) LO1 LO2 LO4
Week 03 - Authentic learning - Project-based learning - Kodaly, Dalcroze, Orff, Montessori Workshop (2 hr) LO1 LO4 LO6 LO7
Week 04 - Special education and inclusive education - Learning disabilities - Gifted learners Workshop (2 hr) LO1 LO3 LO4 LO6
Week 05 - The effective teacher: developing instructional skills - Teaching and learning strategies - Direct instruction, demonstration, cooperative learning, basic questioning Workshop (2 hr) LO1 LO4 LO6
Week 06 - Curriculum vs syllabus - Designing lessons - Details for Assessment 2 - Assessment and rubric design Workshop (2 hr) LO1 LO4 LO6
Week 07 • Managing the music learning environment • Managing space, time, content and behaviour Workshop (2 hr) LO8
Week 08 • Behaviour management strategies continued • Functional learning environments • Details for Assignment 3 Workshop (2 hr) LO1 LO3 LO4 LO5 LO6 LO8
Week 09 - Musical storytelling - Exemplar lessons - Conceptual learning Independent study (2 hr) LO1 LO3 LO4 LO6
Week 11 - ICT in the music classroom Workshop (2 hr) LO3 LO8 LO10
Week 12 - Cross-curriculum priorities and general capabilities • Child protection module • Communication strategies - Group micro-teaching Workshop (2 hr) LO1 LO3 LO4 LO6 LO9
Week 13 - Controversial issues in schools • Professional and ethical decision making - Group microteaching (if needed) Workshop (2 hr) LO3 LO4 LO6 LO9

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

on canvas

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. explain the role and identify the relationship between the teacher and the learner
  • LO2. demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the music education of students from Aboriginal and Torres Strait Islander backgrounds
  • LO3. identify professional and ethical issues relevant to the learning environment (including child protection, social inclusion and community engagement)
  • LO4. recognise, discuss and demonstrate a variety of teaching strategies to develop appropriate teaching and learning experiences for music students with a range of interests and abilities
  • LO5. understand introductory theory of child growth and development (cognitive psychology)
  • LO6. recognise, discuss and apply instructional strategies to create a positive and reflective learning environment supporting learning for all students
  • LO7. discuss principles underlying theoretical models of pedagogy, explain, compare and evaluate the practices of theoretical models for effective teaching and learning
  • LO8. demonstrate practical strategies for developing lesson plans
  • LO9. summarise and explain the concept of teaching as reflective practice and apply strategies of reflection to improving classroom practices (focusing on research enhanced learning and teaching)
  • LO10. use ICT for the benefit of all learners in a meaningful way.

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.

As a result of student feedback from the last time this unit of study was run, the following changes were made: - Changes to assessments to reflect the 3-credit point nature of the unit - Inclusion of a teaching presentation to reflect the return to face-to-face classes.

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.