Overview
In this unit you will study a structured approach to the one to one teaching of an instrument or voice applying various educational theories with a particular focus on the application of the Dimensions of Learning in the private music studio. You will also investigate and develop those pedagogical skills and personal attributes necessary to become a successful studio music teacher.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
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 - 2020
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.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student evaluations
Assessment workload
Ensure students are supported through the term with resources to complete all assessment tasks.
- Articulate the pedagogical skills required to teach your particular instrument/voice in the studio
- Describe the personal attributes necessary to teach your particular instrument/voice in the studio
- Plan a teaching program for your particular instrument/voice suitable for use in a studio
- Apply various educational theories, including the Dimensions of Learning, to the teaching strategies for your particular instrument/voice across different age-groups in the studio
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 12% | ||||
| 2 - Written Assessment - 12% | ||||
| 3 - Written Assessment - 12% | ||||
| 4 - Written Assessment - 12% | ||||
| 5 - Written Assessment - 12% | ||||
| 6 - Written Assessment - 40% | ||||
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 - First Nations Knowledges | ||||
| 11 - 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 | 11 | |
| 1 - Written Assessment - 12% | |||||||||||
| 2 - Written Assessment - 12% | |||||||||||
| 3 - Written Assessment - 12% | |||||||||||
| 4 - Written Assessment - 12% | |||||||||||
| 5 - Written Assessment - 12% | |||||||||||
| 6 - Written Assessment - 40% | |||||||||||
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 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
p.mckenzie@cqu.edu.au
Week 1
Begin Date: 09 Mar 2020Module/Topic
Topic 1: Thinking about learning
Chapter
Events and Submissions/Topic
Week 2
Begin Date: 16 Mar 2020Module/Topic
Topic 2: Overview of the Dimensions of Learning
Chapter
Pages 1 - 12
Events and Submissions/Topic
Week 3
Begin Date: 23 Mar 2020Module/Topic
Topic 3: Dimension 1 - Attitudes and Perceptions
Chapter
Pages 13 - 42
Events and Submissions/Topic
Week 4
Begin Date: 30 Mar 2020Module/Topic
Topic 4: Dimension 2 - Acquire and Integrate Knowledge
Chapter
Pages 43 - 112
Events and Submissions/Topic
Week 5
Begin Date: 06 Apr 2020Module/Topic
Topic 4: Dimension 2 - Acquire and Integrate Knowledge
Chapter
Pages 43 - 112
Events and Submissions/Topic
Vacation Week
Begin Date: 13 Apr 2020Module/Topic
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 20 Apr 2020Module/Topic
Topic 4: Dimension 2 - Acquire and Integrate Knowledge
Chapter
Pages 43 - 112
Events and Submissions/Topic
Week 7
Begin Date: 27 Apr 2020Module/Topic
Topic 5: Dimension 3 - Extend and Refine Knowledge
Chapter
Pages 113 - 188
Events and Submissions/Topic
Week 8
Begin Date: 04 May 2020Module/Topic
Topic 6: Dimension 4 - Use Knowledge Meaningfully
Chapter
Pages 189 - 259
Events and Submissions/Topic
Week 9
Begin Date: 11 May 2020Module/Topic
Topic 7: Dimension 5 - Habits of Mind
Chapter
Pages 261 - 302
Events and Submissions/Topic
Week 10
Begin Date: 18 May 2020Module/Topic
Topic 8: Putting it all together
Chapter
Events and Submissions/Topic
Week 11
Begin Date: 25 May 2020Module/Topic
Topic 9: Training for performance
Chapter
Events and Submissions/Topic
Week 12
Begin Date: 01 Jun 2020Module/Topic
Topic 10: Becoming a successful studio teacher
Chapter
Events and Submissions/Topic
Review/Exam Week
Begin Date: 08 Jun 2020Module/Topic
Revision
Chapter
Events and Submissions/Topic
Exam Week
Begin Date: 15 Jun 2020Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Dimension 1: Attitudes and Perceptions.
Length: 750 - 1000 words
Textbook reference: Chapter 1, pp. 13 – 42
Task:
1. Summarise, in your own words, the Dimension 1: Attitudes and Perceptions.
2. Provide specific examples of how you might apply this Dimension of Learning in ONE of the following studio teaching environments. You may use dot points for this section.
NOTE: You must choose one instrument/discipline for the term. (Eg. You might like to do the 5 worksheets on guitar teaching, piano teaching, voice teaching, small choir teaching, dance class teaching).
- One to one lesson in voice, instrument, drama (speech) or dance;
- Small group lesson (up to 3 participants) for voice, instrument, drama (speech) or dance;
- Large group lesson (more than 3 participants) for voice, instrument, drama (speech) or dance. The large group-teaching environment could be a choir, stage band, percussion ensemble, drama or dance class.
3. Discuss why this particular Dimension of Learning is important in this particular studio-teaching environment. You may wish to refer to the goals and concerns shown on pp 39 – 42. Support your discussion with reference to other research about learning and teaching in the performing arts.
Word Count: 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 3 Friday (27 Mar 2020) 11:45 pm AEST
Upload via Moodle site
Week 4 Friday (3 Apr 2020)
Moodle
All assessment criteria are equally weighted:
- Succinct definition of the Dimension of Learning being discussed
- Appropriate examples of the application of this Dimension of Learning in a performing arts teaching environment
- Clear and well argued discussion on the importance of this Dimension of Learning to the specific performing arts teaching environment
- Evidence of wide reading & referencing system precision
- Articulate the pedagogical skills required to teach your particular instrument/voice in the studio
- Describe the personal attributes necessary to teach your particular instrument/voice in the studio
- Apply various educational theories, including the Dimensions of Learning, to the teaching strategies for your particular instrument/voice across different age-groups in the studio
- Communication
- Critical Thinking
- Information Literacy
2 Written Assessment
Dimension 2: Acquire and integrate knowledge.
Length: 750 - 1000 words
Textbook reference: Chapter 2, pp. 43 - 112
Task:
1. Summarise in your own words, the Dimension 2: Acquire and integrate knowledge.
2. Provide specific examples of how you might apply this Dimension of Learning in ONE of the following studio teaching environments. You may use dot points for this section.
NOTE: You must choose one instrument/discipline for the term. (Eg. You might like to do the 5 worksheets on guitar teaching, piano teaching, voice teaching, small choir teaching, dance class teaching).
- One to one lesson in voice, instrument, drama (speech) or dance;
- Small group lesson (up to 3 participants) for voice, instrument, drama (speech) or dance;
- Large group lesson (more than 3 participants) for voice, instrument, drama (speech) or dance. The large group teaching environment could be a choir, stage band, percussion ensemble, drama or dance class.
3. Discuss why this particular Dimension of Learning is important in this particular studio-teaching environment. You may wish to refer to the goals and concerns shown on pp 83 – 85 and pp 106 - 108. Support your discussion with reference to other research about learning and teaching in the performing arts.
Word Count: 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 5 Thursday (9 Apr 2020) 11:45 pm AEST
Upload via Moodle site
Week 6 Friday (24 Apr 2020)
Moodle
All assessment criteria are equally weighted:
- Succinct definition of the Dimension of Learning being discussed
- Appropriate examples of the application of this Dimension of Learning in a performing arts teaching environment
- Clear and well argued discussion on the importance of this Dimension of Learning to the specific performing arts teaching environment
- Evidence of wide reading & referencing system precision
- Articulate the pedagogical skills required to teach your particular instrument/voice in the studio
- Describe the personal attributes necessary to teach your particular instrument/voice in the studio
- Apply various educational theories, including the Dimensions of Learning, to the teaching strategies for your particular instrument/voice across different age-groups in the studio
- Communication
- Critical Thinking
- Information Literacy
3 Written Assessment
Dimension 3: Extend and refine knowledge.
Length: 750 - 1000 words
Textbook reference: Chapter 3, pp. 113 - 188
Task:
1. Summarise, in your own words, the Dimension 3: Extend and refine knowledge.
2. Provide specific examples of how you might apply this Dimension of Learning in ONE of the following studio teaching environments:
NOTE: You must choose one instrument/discipline for the term. (Eg. You might like to do the 5 worksheets on guitar teaching, piano teaching, voice teaching, small choir teaching, dance class teaching).
- One to one lesson in voice, instrument, drama (speech) or dance;
- Small group lesson (up to 3 participants) for voice, instrument, drama (speech) or dance;
- Large group lesson (more than 3 participants) for voice, instrument, drama (speech) or dance. The large group teaching environment could be a choir, stage band, percussion ensemble, drama or dance class.
3. Discuss why this particular Dimension of Learning is important in this particular studio-teaching environment. You may wish to refer to the goals and concerns shown on pp 185 - 188. Support your discussion with reference to other research about learning and teaching in the performing arts.
Word Count: 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 7 Friday (1 May 2020) 11:45 pm AEST
Upload via Moodle Site
Week 8 Friday (8 May 2020)
Moodle
All assessment criteria are equally weighted:
- Succinct definition of the Dimension of Learning being discussed
- Appropriate examples of the application of this Dimension of Learning in a performing arts teaching environment
- Clear and well argued discussion on the importance of this Dimension of Learning to the specific performing arts teaching environment
- Evidence of wide reading & referencing system precision
- Articulate the pedagogical skills required to teach your particular instrument/voice in the studio
- Describe the personal attributes necessary to teach your particular instrument/voice in the studio
- Apply various educational theories, including the Dimensions of Learning, to the teaching strategies for your particular instrument/voice across different age-groups in the studio
- Communication
- Critical Thinking
- Information Literacy
4 Written Assessment
Dimension 4: Use knowledge meaningfully.
Length: 750 - 1000 words
Textbook reference: Chapter 4, pp. 189 - 259
Task:
1. Summarise, in your own words, the Dimension 4: Use knowledge meaningfully.
2. Provide specific examples of how you might apply this Dimension of Learning in each of the following studio teaching environments. You may use dot points for this section.
NOTE: You must choose one instrument/discipline for the term. (Eg. You might like to do the 5 worksheets on guitar teaching, piano teaching, voice teaching, small choir teaching, dance class teaching).
- One to one lesson in voice, instrument, drama (speech) or dance;
- Small group lesson (up to 3 participants) for voice, instrument, drama (speech) or dance;
- Large group lesson (more than 3 participants) for voice, instrument, drama (speech) or dance. The large group teaching environment could be a choir, stage band, percussion ensemble, drama or dance class.
3. Discuss why this particular Dimension of Learning is important in this particular studio-teaching environment. You may wish to refer to the goals and concerns shown on pp 255 - 259. Support your discussion with reference to other research about learning and teaching in the performing arts.
Word Count: 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 9 Friday (15 May 2020) 11:45 pm AEST
Upload via moodle site.
Week 10 Friday (22 May 2020)
Moodle
All assessment criteria are equally weighted:
- Succinct definition of the Dimension of Learning being discussed
- Appropriate examples of the application of this Dimension of Learning in a performing arts teaching environment
- Clear and well argued discussion on the importance of this Dimension of Learning to the specific performing arts teaching environment
- Evidence of wide reading & referencing system precision
- Articulate the pedagogical skills required to teach your particular instrument/voice in the studio
- Describe the personal attributes necessary to teach your particular instrument/voice in the studio
- Apply various educational theories, including the Dimensions of Learning, to the teaching strategies for your particular instrument/voice across different age-groups in the studio
- Communication
- Critical Thinking
- Information Literacy
5 Written Assessment
Dimension 5: Habits of mind.
Length: 750 - 1000 words
Textbook reference: Chapter 5, pp. 261 - 302
Task:
1. Summarise, in your own words, the Dimension 5: Habits of mind.
2. Provide specific examples of how you might apply this Dimension of Learning in each of the following studio teaching environments. You may use dot points for this section.
NOTE: You must choose one instrument/discipline for the term. (Eg. You might like to do the 5 worksheets on guitar teaching, piano teaching, voice teaching, small choir teaching, dance class teaching).
- One to one lesson in voice, instrument, drama (speech) or dance;
- Small group lesson (up to 3 participants) for voice, instrument, drama (speech) or dance;
- Large group lesson (more than 3 participants) for voice, instrument, drama (speech) or dance. The large group teaching environment could be a choir, stage band, percussion ensemble, drama or dance class.
3. Discuss why this particular Dimension of Learning is important in this particular studio-teaching environment. You may wish to refer to the goals and concerns shown on pp 298 - 302. Support your discussion with reference to other research about learning and teaching in the performing arts.
Word Count: 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 11 Friday (29 May 2020) 11:45 pm AEST
Upload via Moodle
Review/Exam Week Monday (8 June 2020)
Moodle
All assessment criteria are equally weighted:
- Succinct definition of the Dimension of Learning being discussed
- Appropriate examples of the application of this Dimension of Learning in a performing arts teaching environment
- Clear and well argued discussion on the importance of this Dimension of Learning to the specific performing arts teaching environment
- Evidence of wide reading & referencing system precision
- Articulate the pedagogical skills required to teach your particular instrument/voice in the studio
- Describe the personal attributes necessary to teach your particular instrument/voice in the studio
- Apply various educational theories, including the Dimensions of Learning, to the teaching strategies for your particular instrument/voice across different age-groups in the studio
- Communication
- Critical Thinking
- Information Literacy
6 Written Assessment
Teaching Portfolio Assignment:
Your assignment will consist of a 10-week (assuming one lesson per week) teaching plan for one of the following age groups:
- 5 – 8 year olds
- 9 – 12 year olds
- 13 – 16 year olds
You will be required to present a 10-week teaching plan for this age group and a discussion on its theoretical basis and pedagogical issues associated with the implementation of this plan using one of the following scenarios:
- one to one teaching in music, drama or dance; or
- small group teaching in music, drama or dance; or
- large group teaching in music, drama or dance.
You should clearly identify the area of performing arts that will be the focus of your plan.
Examples:
- A 10-week teaching plan for one-to-one lessons in piano for a student aged between 9 and 12 years old.
- A 10-week teaching plan for a group of 3 violin students aged between 13 and 16.
- A 10-week teaching plan for a choir of 5 to 8 year olds.
- A 10-week teaching plan for a drama class of 9 to 12 year olds
Points to consider:
- You should clearly state whether the students in your group are beginners or have already had some level of training in this area.
- You need to clearly state the length of the lesson per week and explain the environment in which the lesson will be held.
- Outline the goals you wish to achieve in this 10-week plan and link these goals to the various Dimensions of Learning. You should include goals across all five Dimensions of Learning.
- Outline how you will achieve each of these goals and the specific exercises or activities that you will undertake to achieve these goals. You may wish to provide specific examples in sheet music form or diagrammatic as part of an appendix.
- Discuss the theoretical basis behind each of your strategies.
-
Outline any further specific pedagogical issues that pertain to the particular performing arts discipline and how these will be addressed in the 10-week plan. For example:
- Breath control for wind players and singers
- Tonal development for instrumentalists and singers
- Safe and effective practice routines
- Development of clear speech for drama students
- Strength and flexibility development for dancers
Review/Exam Week Friday (12 June 2020) 11:45 pm AEST
After examination week.
| Content | |
| Appropriate introduction and conclusion | 5% |
| Logical teaching plan that is appropriate for the age group and teaching scenario | 25% |
| Pedagogical issues have been addressed thoroughly | 20% |
| Support materials provided clearly support the teaching plan | 10% |
| Theoretical basis has been argued in a coherent manner | 20% |
| Bibliography/reference list | |
| Ability to reference sources in the body of the text | 5% |
| Referencing system precision | 5% |
| General points | |
| Grammatical accuracy and spelling | 5% |
| Presentation and organisation | 5% |
- Plan a teaching program for your particular instrument/voice suitable for use in a studio
- Apply various educational theories, including the Dimensions of Learning, to the teaching strategies for your particular instrument/voice across different age-groups in the studio
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Cross Cultural Competence
- Ethical practice
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?
