Overview
In this unit, you will study the fundamental theoretical and practical aspects of effective studio teaching in music for the beginner student. You will gain knowledge and skills in a number of internationally recognised music teaching philosophies and methods including those developed by Suzuki, Orff and Kodaly. You will also gain an understanding of core principles underpinning the studio teaching business industry. This includes developing a studio teaching business plan and associated risk analysis, as well as exploring current technologies that relate to marketing and promoting a music studio teaching business.
Details
Pre-requisites or Co-requisites
For entry into this unit, you must have completed 36 credit points in this course.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2022
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Compare and contrast the various pedagogical methods used in studio music teaching for beginner music students
- Articulate the pedagogical strategies for assisting beginner music students to develop good performance practice for a particular instrument/voice in the studio
- Generate a business plan and risk analysis for a music studio teaching business
- Create a marketing and promotional plan for a music studio teaching business.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 35% | ||||
| 2 - Written Assessment - 35% | ||||
| 3 - Practical and Written Assessment - 30% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 35% | ||||||||||
| 2 - Written Assessment - 35% | ||||||||||
| 3 - Practical and Written Assessment - 30% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
p.mckenzie@cqu.edu.au
Module/Topic
Module 1: Introduction to Studio Teaching. What is it?
The Beginner Student
Reflection Task
Chapter
Events and Submissions/Topic
Module/Topic
Module 2: The Suzuki Method
Chapter
Events and Submissions/Topic
Module/Topic
Module 2: The Suzuki Method
Chapter
Events and Submissions/Topic
Module/Topic
Module 3: Orff Schulwerk Method
Chapter
Events and Submissions/Topic
Module/Topic
Module 3: Orff Schulwerk Method
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module 4: Kodaly Method
Chapter
Events and Submissions/Topic
Module/Topic
Module 4: Kodaly Method
Chapter
Events and Submissions/Topic
Module/Topic
Module 5: Dalcroze Method
Chapter
Events and Submissions/Topic
Module/Topic
Module 6: Questioning how we teach music
Chapter
Events and Submissions/Topic
Module/Topic
Module 7: Studio Teaching Website Design and Business Fundamentals
Chapter
Events and Submissions/Topic
Module/Topic
Module 7: Studio Teaching Website Design and Business Fundamentals
Chapter
Events and Submissions/Topic
Module/Topic
Module 7: Studio Teaching Website Design and Business Fundamentals
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Task:
You are to demonstrate your broad understanding of an internationally recognised teaching method in music for beginner students in the one-to-one studio environment.
You will write in essay format, a series of responses to the following questions relating to a chosen teaching methodology:
Teaching Methodology choices:
Suzuki Method
Kodaly Method
Orff Schulwerk Method
Provide responses to the following:
1. Give a description of the method. Include in your essay a historical sketch of the development of the movement and a discussion of the philosophy, including the specific concepts relating to this method. (700 words)
2. What are the strengths of the Method? What are its weaknesses? (500 words)
3. Imagine that a parent contacts you about instruction for their child. What information would you present in the initial contact regarding this method? (300 words)
4. What are the skills acquired through this method of education that are applicable beyond the scope of music education (learned life skills)? (500 words)
5. Contrast this Method with a traditional style of teaching. What are the similarities? What are the differences? What do you perceive to be unique about this method (500 words)
Assignment format:
· Use 12 point Times New Roman font for the body of the essay.
· 1.5 spacing throughout
· You may use sub-headings if you wish to organise your assignment via the questions.
· Include in-text references (citations) throughout the assignment.
· Include a Reference List at the end of the assignment in APA style, 7th edition. (Minimum 6 references)
*The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations
Week 8 Friday (6 May 2022) 11:59 pm AEST
Submit through Moodle assessment page
Week 10 Friday (20 May 2022)
Through Moodle assessment page
Assessment Criteria
- Succinct explanation of the teaching method overview (20%)
- Pedagogical strengths and issues have been addressed thoroughly (15%
- Clear and well-argued response on the importance of this method to the specific performing arts teaching environment (15%)
- Succinct explanation of critical skills acquired using this teaching method (15%)
- Ability to articulate the pedagogical similarities and differences of this method with a traditional teaching method (15%)
- Evidence of wide reading & referencing system precision (12%)
- Grammatical accuracy and spelling (8%)
- Compare and contrast the various pedagogical methods used in studio music teaching for beginner music students
- Communication
- Critical Thinking
- Information Literacy
2 Written Assessment
Task:
You will articulate your knowledge and application of a specific teaching method and develop a series of lesson plans for a beginner student in your chosen area of focus in the one-to-one studio teaching environment.
Length: 2000 words
Prepare a portfolio of lesson plans suitable for a beginner student in their first year of study.
- You may focus on any instrument or voice, and any age group.
- State the teaching methodology chosen (Suzuki, Orff, Kodaly or Dalcroze).
- Give the intended age of the beginner student at the start of the assignment.
Possible scenarios:
- Learning the notes of an instrument
- Reading basic rhythms
- Teaching basic instrumental/vocal techniques
- Learning repertoire
This portfolio will consist of two parts:
Part 1: Five lesson plans
- Create five different lessons suitable for a beginner student in their first year of study using a chosen teaching methodology. (lesson duration 30 minutes)
- For each lesson, develop a template that articulates the lesson layout/schedule. (Examples found on moodle site)
- The lesson plans should articulate the lesson format. This may include activity titles, learning objectives, resources/materials, lesson outline information.
- Include any teaching resources/materials/activities as an Appendix.
Part 2: Written Justification
- For each lesson provide an explanation of the challenges that the student will face when learning the material/concepts and a discussion on how to meet those challenges.
- Justify the choice in material used in the lesson (exercises/concepts/musical pieces) in relation to the chosen methodology
- Give a justification for the methodology chosen in terms of the musical development of the student and their continued motivation as a music student and performer.
- To support your justification, you must refer to published books or journal articles on these topics. This will involve some direct quotations as well as information that you paraphrase into your own words. Always use in-text references and include these in your reference list.
Assignment format:
- Use 12 point Times New Roman font for the body of the essay.
- 1.5 spacing throughout
- You may use sub-headings if you wish to organise your assignment. These may be in a different colour or different size font.
- Include in-text references (citations) throughout the assignment.
- Include a Reference List at the end of the assignment in APA style, 7th edition.
- You should have a minimum of 10 references for this assignment
- Do NOT cite from Wikipedia or other websites that do not have an acknowledged author.
- Include in your reference list all music scores used, media, Youtube sources, as well as books, academic journal articles, and articles from Oxford Music Online.
Week 12 Monday (30 May 2022) 11:59 pm AEST
Submit through Moodle assessment page
Exam Week Friday (17 June 2022)
Through Moodle assessment page
Assessment Criteria
- Logical teaching plan that is appropriate for the age group and teaching scenario (15%)
- Pedagogical issues have been addressed using the chosen methodology (10%)
- Understanding and application of the chosen methodology (15%)
- Support materials provided clearly support the teaching plan (15%)
- Detailed analysis and justification of methods used to meet these challenges for each lesson of the portfolio (20%)
- Ability to write clearly and logically (10%)
- Correct spelling, grammar, punctuation and clear lay-out (5%)
- Correct use of APA style for the in-text referencing and reference list (10%)
- Articulate the pedagogical strategies for assisting beginner music students to develop good performance practice for a particular instrument/voice in the studio
- Communication
- Critical Thinking
- Information Literacy
3 Practical and Written Assessment
Task:
Using free website development software (links provided on the Moodle site), create a website for a real or imaginary music teaching business that involves you as the centre of the business. This website must include an overview of your music teaching business (real or imaginary), contact details, biography, curriculum vitae of you as the centre of this business, appropriate photos, media and video content linked to your music teaching business.
Examples of music teaching businesses could be:
· Studio teaching business (face to face)
· Virtual studio business (online lessons)
Incorporation of all elements in the music teaching business website will include:
· Overview of the music teaching business
· Teaching philosophy/methodology
· Services provided
· Contact details
· Information on lesson prices/content purchasing
· Relevant policies
· Biography
· Curriculum vitae (CV)
· Photos & videos
· Other media
· The website is easy to navigate
· The professional curriculum vitae (CV) includes all essential information
· Accuracy of spelling and grammar
Submission Requirements:
Your assessment must be submitted as a Microsoft Word Document (.docx) and:
- Provide a link to access the website on the Word document
- Provide your name and student number on the Word Document.
Exam Week Friday (17 June 2022) 5:00 pm AEST
Submit through Moodle assessment page
Results will be returned after certification of grades
· Appropriate overview of the music teaching business (12.5%)
· Evidence of teaching philosophy/methodology (10%)
· Succinct explanation of services provided (12.5%)
· Appropriate contact details (5%)
· Appropriate information on lessons/products/services (7.5%)
· Clarity of relevant policies (10%)
· Inclusion of biography (5%)
· Inclusion of curriculum vitae (CV) (5%)
· Appropriate photos & videos and other media (5%)
· The website is easy to navigate (10%)
· The website design is considered and appropriate (12.5%)
· Accuracy of spelling and grammar (5%)
- Generate a business plan and risk analysis for a music studio teaching business
- Create a marketing and promotional plan for a music studio teaching business.
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
