CQUniversity Unit Profile
MUSC13293 Advanced Studio Teaching Methods
Advanced Studio Teaching Methods
All details in this unit profile for MUSC13293 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

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

Career Level: Undergraduate
Unit Level: Level 3
Credit Points: 6
Student Contribution Band: 8
Fraction of Full-Time Student Load: 0.125

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 - 2021

Online

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).

Class and Assessment Overview

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

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: 12%
2. Written Assessment
Weighting: 12%
3. Written Assessment
Weighting: 12%
4. Written Assessment
Weighting: 12%
5. Written Assessment
Weighting: 12%
6. Written Assessment
Weighting: 40%

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.

Previous Student Feedback

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 evaluation

Feedback

Provide additional assessment Zoom Q&A sessions

Recommendation

Staff will provide Q&A sessions throughout the term to assist students with their assessment.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Articulate the pedagogical skills required to teach your particular instrument/voice in the studio
  2. Describe the personal attributes necessary to teach your particular instrument/voice in the studio
  3. Plan a teaching program for your particular instrument/voice suitable for use in a studio
  4. 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 Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

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

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
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 and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

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.

Teaching Contacts
Peter McKenzie Unit Coordinator
p.mckenzie@cqu.edu.au
Schedule
Week 1 Begin Date: 08 Mar 2021

Module/Topic

Topic 1: Thinking about learning

Chapter

Events and Submissions/Topic

Week 2 Begin Date: 15 Mar 2021

Module/Topic

Topic 2: Overview of the Dimensions of Learning

Chapter

Pages 1 - 12

Events and Submissions/Topic

Week 3 Begin Date: 22 Mar 2021

Module/Topic

Topic 3: Dimension 1 - Attitudes and Perceptions

Chapter

Pages 13 - 42

Events and Submissions/Topic

Written Assessment Due: Week 3 Friday (26 Mar 2021) 11:45 pm AEST
Week 4 Begin Date: 29 Mar 2021

Module/Topic

Topic 4: Dimension 2 - Acquire and Integrate Knowledge

Chapter

Pages 43 - 112

Events and Submissions/Topic

Week 5 Begin Date: 05 Apr 2021

Module/Topic

Topic 4: Dimension 2 - Acquire and Integrate Knowledge

Chapter

Pages 43 - 112

Events and Submissions/Topic

Written Assessment Due: Week 5 Friday (9 Apr 2021) 11:45 pm AEST
Vacation Week Begin Date: 12 Apr 2021

Module/Topic

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 19 Apr 2021

Module/Topic

Topic 4: Dimension 2 - Acquire and Integrate Knowledge

Chapter

Pages 43 - 112

Events and Submissions/Topic

Week 7 Begin Date: 26 Apr 2021

Module/Topic

Topic 5: Dimension 3 - Extend and Refine Knowledge

Chapter

Pages 113 - 188

Events and Submissions/Topic

Written Assessment Due: Week 7 Friday (30 Apr 2021) 11:45 pm AEST
Week 8 Begin Date: 03 May 2021

Module/Topic

Topic 6: Dimension 4 - Use Knowledge Meaningfully

Chapter

Pages 189 - 259

Events and Submissions/Topic

Week 9 Begin Date: 10 May 2021

Module/Topic

Topic 7: Dimension 5 - Habits of Mind

Chapter

Pages 261 - 302

Events and Submissions/Topic

Written Assessment Due: Week 9 Friday (14 May 2021) 11:45 pm AEST
Week 10 Begin Date: 17 May 2021

Module/Topic

Topic 8: Putting it all together

Chapter

Events and Submissions/Topic

Week 11 Begin Date: 24 May 2021

Module/Topic

Topic 9: Training for performance

Chapter

Events and Submissions/Topic

Written Assessment Due: Week 11 Friday (28 May 2021) 11:45 pm AEST
Week 12 Begin Date: 31 May 2021

Module/Topic

Topic 10: Becoming a successful studio teacher

Chapter

Events and Submissions/Topic

Review/Exam Week Begin Date: 07 Jun 2021

Module/Topic

Revision

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 14 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Written Assessment Due: Exam Week Monday (14 June 2021) 11:45 pm AEST
Assessment Tasks

1 Written Assessment

Assessment Title
Written Assessment

Task Description

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.


Assessment Due Date

Week 3 Friday (26 Mar 2021) 11:45 pm AEST

Upload via Moodle site


Return Date to Students

Week 5 Friday (9 Apr 2021)

Moodle


Weighting
12%

Assessment Criteria

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


Referencing Style

Submission
Online

Submission Instructions
Submit online through the Moodle website

Learning Outcomes Assessed
  • 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


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Literacy

2 Written Assessment

Assessment Title
Written Assessment

Task Description

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.


Assessment Due Date

Week 5 Friday (9 Apr 2021) 11:45 pm AEST

Upload via Moodle site


Return Date to Students

Week 6 Friday (23 Apr 2021)

Moodle


Weighting
12%

Assessment Criteria

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


Referencing Style

Submission
Online

Submission Instructions
Submit online through the Moodle website.

Learning Outcomes Assessed
  • 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


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Literacy

3 Written Assessment

Assessment Title
Written Assessment

Task Description

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.


Assessment Due Date

Week 7 Friday (30 Apr 2021) 11:45 pm AEST

Upload via Moodle Site


Return Date to Students

Week 9 Friday (14 May 2021)

Moodle


Weighting
12%

Assessment Criteria

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


Referencing Style

Submission
Online

Submission Instructions
Submit online through the Moodle website.

Learning Outcomes Assessed
  • 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


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Literacy

4 Written Assessment

Assessment Title
Written Assessment

Task Description

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.


Assessment Due Date

Week 9 Friday (14 May 2021) 11:45 pm AEST

Upload via moodle site.


Return Date to Students

Week 11 Friday (28 May 2021)

Moodle


Weighting
12%

Assessment Criteria

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


Referencing Style

Submission
Online

Submission Instructions
Submit online through the Moodle website.

Learning Outcomes Assessed
  • 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


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Literacy

5 Written Assessment

Assessment Title
Written Assessment

Task Description

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.


Assessment Due Date

Week 11 Friday (28 May 2021) 11:45 pm AEST

Upload via Moodle


Return Date to Students

Review/Exam Week Friday (11 June 2021)

Moodle


Weighting
12%

Assessment Criteria

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


Referencing Style

Submission
Online

Submission Instructions
Submit online through the Moodle website.

Learning Outcomes Assessed
  • 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


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Literacy

6 Written Assessment

Assessment Title
Written Assessment

Task Description

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:

  1. You should clearly state whether the students in your group are beginners or have already had some level of training in this area.
  2. You need to clearly state the length of the lesson per week and explain the environment in which the lesson will be held.
  3. 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.
  4. 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.
  5. Discuss the theoretical basis behind each of your strategies.
  6. 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:
    1. Breath control for wind players and singers
    2. Tonal development for instrumentalists and singers
    3. Safe and effective practice routines
    4. Development of clear speech for drama students
    5. Strength and flexibility development for dancers


Assessment Due Date

Exam Week Monday (14 June 2021) 11:45 pm AEST


Return Date to Students

Exam Week Friday (18 June 2021)

After examination week.


Weighting
40%

Assessment Criteria

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%


Referencing Style

Submission
Online

Submission Instructions
Submit online through the Moodle website.

Learning Outcomes Assessed
  • 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


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Cross Cultural Competence
  • Ethical practice

Academic Integrity Statement

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?