TEAL710-17C (HAM)

Secondary Curriculum: Music Y11-13

15 Points

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Te Kura Toi Tangata
Faculty of Education
Te Hononga Curriculum and Pedagogy

Staff

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Convenor(s)

Trevor Faville

Trevor Faville
To be advised
trevor.faville@waikato.ac.nz

Lecturer(s)

Joan-Marie Kay

Joan-Marie Kay
6213
TC.2.57
To be advised
joan-marie.kay@waikato.ac.nz

Michael Williams

Michael Williams
9369
IJ.2.02
To be advised
michael.williams@waikato.ac.nz

Administrator(s)

: janene.harris@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5 or 9 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
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Paper Description

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This paper assists with the planning of music curricula and with the development, design and implementation of music learning activities at senior secondary school level, years 11-13.

Participants will be able to acquire additional skills and knowledge pertaining to lesson planning, music lesson implementation, planning and management of long-term music curriculum development as well as government and school policies. The paper also provides insights into music education philosophies and mission statements, strategies and pedagogical foundations. Individual studio, instrumental and vocal music scenarios and classroom-based music learning in the senior secondary schools will be addressed. Current trends for senior music education in the context of information and communications technologies form part of the studies. Music support agencies and music policy issues as well as praxis aspects of instrumental and vocal music are important topics, which will be addressed in this paper.

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Paper Structure

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Teaching and learning strategies will include lectures, seminars, workshop style presentations, student presentations and group work. Campus external excursions may be used where appropriate. Students will be encouraged to demonstrate an understanding of the distinctive inquiry process of the discipline.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Develop skills and knowledge in music teaching for years 11-13/NCEA Level 1-3.
    Linked to the following assessments:
  • Advance a critical understanding of contemporary music education.
    Linked to the following assessments:
  • Build overall skills and knowledge in music pedagogy for teaching in New Zealand.
    Linked to the following assessments:
  • Gain experience in short and long term planning for secondary school curricula.
    Linked to the following assessments:
  • Explore resources and teaching strategies for music education in bicultural/multicultural contexts.
    Linked to the following assessments:
  • Design and implement a range of assessment practices suitable for Year 11-13.
    Linked to the following assessments:
  • Work with music technological requirements for the curriculum.
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  • Apply, and also reflect on aspects of NCEA for senior music.
    Linked to the following assessments:
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Assessment

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All assignments must be submitted to pass the paper.

The paper will be assessed in accordance with the Policy on Assessment and Assignments as detailed in the policy statements of this document.

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 1:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 1:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Assignment One
27 Apr 2017
4:00 PM
20
  • Online: Submit through Moodle
✔
2. Assignment Two
10 Aug 2017
4:00 PM
30
  • Online: Submit through Moodle
✔
3. Assignment Three
26 Oct 2017
4:00 PM
50
  • Online: Submit through Moodle
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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The Curriculum for New Zealand (2007) available from the internet,
http://nzcurriculum.tki.org.nz/

NZQA subject resources. Available from the internet,
http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/music/levels/

NCEA on TKI Music. Available from the internet,
http://ncea.tki.org.nz/Resources-for-Internally-Assessed-Achievement-Standards/The-arts/Music

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Recommended Readings

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Bennett, R. (1984). Cambridge Assignments in Music: General Musicianship. London: Cambridge University Press.

Sweetman, S. (2012). On Song. New Zealand: Penguin Books.

Piston, W. (1995). Orchestration. New York: W W Norton and Co.

Swaford, J. (1992). The New Guide to Classical Music. London: Pan Macmillan.

Bowman, D. (2005). Sound Matters. Teachers manual. Student Work book, Audio CDs. London:
Schott Musik International.

Bowman, D. (1993). Aural Matters. Book and CD. London: Schott Musik International.

Choksy, L. (2001). Teaching Music In The Twenty-First Century. New Jersey: Prentice Hall.

Ferguson, D. (undated). The ultimate ear-training workbook. Vol 1 and Vol 2. NZ: Learning Ideas Limited.

Hemmo, P. (1998). Beginning Classroom Guitar: A Musician’s Approach. Belmont, California: Wadsworth.

Hoffer, C. (2001). Teaching Music in the Secondary Schools. Belmont, California: Wadsworth.

Goodall, H. (2000). Big Bangs - Five Musical Revolutions.

Goodkin, D. (2004). Now’s the time - teaching Jazz for all ages. San Francisco: Pentatonic Publication.

Gordon, S., McBridie-Smith, S. & Uszler, M. (2000). The well-tempered keyboard teacher. Belmont, California: Wadsworth.

Paynter, J. (1982). Music in the Secondary School Curriculum. Cambridge: Cambridge University Press.

Pink, D. (2005). A Whole New Mind. United States: Riverhead Books.

Schleuter, S. (1997). A sound approach to teaching instrumentalists: An application of content and learning sequences. Belmont, California: Wadsworth.

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Other Resources

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Websites

Arts Online: http://artsonline.tki.org.nz
Arts Online Unit Planning: http://artsonline.tki.org.nz/iup/
Music Education New Zealand Aotearoa: http://www.menza.org.nz/Home.html
Music Educators National Council (USA): http://www.menc.org/index2.html
Musicnet: http://arts.unitec.ac.nz/interact/musicnet
Orff New Zealand Aotearoa: http://www.orffnz.org/
Sounz Centre for New Zealand Music: http://www.sounz.org.nz
Institute of Registered Music Teachers of New Zealand: http://www.irmt.org.nz

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Online Support

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Moodle.
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Workload

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Expected workload per week is a combination of lecture time and online time to a total of four hours per week.
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Linkages to Other Papers

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Prerequisite(s)

students must have completed papers at 300 level in a subject that supports the teaching of Music in secondary schools

Corequisite(s)

Equivalent(s)

Restriction(s)

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