Music educators today must be equipped to teach from a perspective that acknowledges the cultural dimensions of music. Contributing to the development of such a perspective, this unit of study provides students with the opportunity to encounter a musical culture and nonfamiliar music system through direct practical experience, and to consider the implications this presents for teaching and learning. Issues including methodologies of teaching, learning and research; ethical considerations; and the availability and applications of resources are covered in the unit. This is taught through an immersion in a single non-western instrumental ensemble (such as Gamelan). In some years this unit may be offered as a voluntary option in a field location.

This unit will provide students with an opportunity to develop knowledge of and teaching skills related to music education approaches that have influenced current practice. Students will focus on a number of internationally recognised approaches to teaching music, for example, those developed by Orff and Kodaly; Comprehensive Musicianship, and the creativity movements of the 1960s and 1970s. More recent approaches reflecting multiculturalism, globalization, mediated learning, constructivism, Informal Learning and forms of enculturation and musical creativity evident in children's musical worlds will also be explored.

This unit comprises an introduction to the music and dance expressions of Australian Aboriginal and Torres Strait Islanders in their various geographical, historical, social and cultural settings, with an emphasis on contemporary, mass mediated expressions. The Unit provides students with a broad understanding of Australian indigenous societies, past and present, and introduces them to issues of ethical responsibility involved in the study of Australian indigenous music and dance. It addresses a range of practical issues related to the incorporation of Australian indigenous music within school music education programs.

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.

This unit introduces the study of the psychology to learning and instruction, presenting an overview of the historical relationships between education and psychology, and how cognitive research informs educational practices. It develops students' understandings of psychology's applicability to music education through discussion of relevant research, participation in class activities, and consideration of real-life situations. It aims to develop students' understanding of learners, the learning process, and how educators can optimise music instruction through adopting best practices based on research and understandings of psychology relevant to educational settings.

In this unit students will investigate a range of significant foundational ideas relevant to the learning and teaching of music as a human activity: a performed expressive system that is defined by specific historical, social and cultural situations and circumstances. Key Ideas in Music Education explores the place of music in human experience, what it means to be musical, and some of the ways musicality can be cultivated. Through four broad themes, Music education philosophy (justification and advocacy), Being musical (teacher skills and preparedness, Being creative (classroom applications), and Music theory (foundational knowledge), the unit provides a foundation upon which students can develop a clearer understanding of themselves as music educators.

This unit develops the knowledge and skills fundamental to the planning, teaching and evaluation of effective music learning experiences for children in the primary school. Students will participate in a range of practical activities in order to acquire a repertoire of developmentally appropriate music experiences for teaching and learning in K-6 settings. Students will become familiar with the approaches of current music and creative arts curriculum documents and resources, and will plan and implement sequential music experiences which facilitate the children's development of musical creativity, skills and concepts and which incorporate cultural diversity. This unit incorporates the first practice teaching experience in primary schools (Professional Experience 1). The Professional Experience is graded Pass/Fail only and consists of 7 single days and an eight day block in a primary school under the supervision of a classroom teacher. See Professional Experience 1 Handbook for further details.

This unit of study provides students with a broadly based view of the issues and challenges faced by teachers of adolescents in a high school music classroom setting and is designed to prepare students for secondary school Professional Experience. It explores the development unique to adolescents and the changes in behaviour through a study of developmental psychology. How does cognitive, social, emotional and biological changes influence adolescent behaviour in schools? The transition from childhood to adolescence is investigated and the major research and theories related to behaviour management are discussed. Topics studied are: adolescence and family, peer and personal relationships; development of identity; creating and managing learning environments; exploration of issues in adolescence such as moral dilemmas, rebellion and peer influence and their implications for high school classroom music teaching. Aspects of social cognition are discussed through the various scenarios that adolescents present to teachers in secondary school classrooms. With a substantive focus on developmental psychology and behavior management principles and practices, it contributes to the development of graduate teacher standards set by the NSW teacher's accreditation body (NESA).

This unit of study provides students with an overview of the development of jazz from its earliest stages to the present and from its origins in New Orleans to its contemporary expressions in Australia, Europe and elsewhere. An understanding of key stylistic and technical aspects of jazz will be undertaken through immersion in jazz-related skills of listening and transcription as well as idiomatic improvisation, which are developed progressively through weekly workshops.The unit is designed for students in the BMus(MusEd) degree program for whom it is a core requirement. Bringing an instrument to weekly sessions is mandatory - pianists should acquire a melodic for the unit.

This unit of study will examine the teaching and learning of composition in schools with a models-based pedagogy. Through the completion of small-scale arranging and composition exercises students will develop strategies to successfully integrate composition into their teaching and experience ways in which composition can be seen as a site of music learning. Students will survey sampling, sequencing and notation software, develop skills in software evaluation suitable for composition, and discuss how technology can enhance the teaching and learning of composition. Strategies for assessing composition work will be considered.

Choral and/or instrumental ensemble programs are a significant component of school music education and commonly involve the music teacher in various musical roles in addition to those of co-ordinator and/or administrator. This Unit of Study is creative and practical in nature and provides students with both a general understanding of the fundamental components of school choral and instrumental work and a more detailed understanding of how to establish, maintain and sustain successful school choral and instrumental music programs. Key pedagogical issues are considered and relevant skills are practised, including arranging for ensembles, and leading and conducting rehearsals..

This Unit of Study considers approaches to teaching music in a junior secondary school context (Years 7-10) and contributes to preparing students for a career in the challenging field of music education. Current syllabus documents are analysed, approaches to music curriculum construction are discussed, and pedagogical theories are examined. Repertoire, technology and media issues related to music education are addressed, as is resource selection and development. All of these components are studied in the broader context of creating and managing an engaging classroom learning environment and the fostering of self-motivated learners. This Unit of Study leads to a secondary school Professional Experience component in Semester 2.

This unit of study examines the practice of how to teach and how students learn in a junior secondary music classroom (Years 7-10). The second professional experience is a 6 week block practice teaching for 5 days a week and is designed to help you become a reflective classroom music teacher who utilizes appropriate pedagogy, creates valuable musical learning experiences and appropriate behavior management strategies through effective student engagement in the junior secondary school. The workshops each week outside of the professional experience placement will continue the work covered in Teaching Junior Secondary Music Education and Adolescent Development and Behaviour. This unit of study provides students with a practical application of the theory through a second Professional Experience and it contributes to the development of graduate teacher standards set by the teacher's accreditation body (NESA).

This unit will explore the possibilities offered by technology in music teaching and learning and the impact of technology on (music) education today. Pre-practicum weeks provide a broad range of practical skills including website authoring (Wordpress support is provided, but any platform can be used), multitrack sequencing, step sequencing, audio editing, notation, creating graphics or using copyright commons graphics, multi-angle filming, lighting, composition and editing. In subsequent weeks, students engage with new technologies both practically and philosophically, seeking to understand the sophistications of technology-based music practices such as DJiing, producing, remixing, as well as engaging with new approaches to teaching and learning such as flipped learning, online learning, blended learning, and the maker-movement. Students gain a practical understanding of synthesis and sampling.

This unit examines approaches to the teaching and learning of popular music, and the practices of its many cultures. This includes the study of the problems of defining popular music, of relevant literature, considerations of the place of popular music in music education, analysis methods suitable for investigating popular music at the high school level, songwriting and the performance of popular music, and emerging technologies in relation to popular music studies. Students engage in the latest research, philosophies, and pedagogies around popular music in formal music education, learning to prepare resources for learning and music-making, and eventually creating their own multi-tracked popular music.

This unit of study investigates the principles and practices of music teaching and learning at the senior secondary school level. It covers: aural skills, creativity, assessment, planning, repertoire, music analysis, musical understanding, resources and curriculum development. Musical content in this unit of study concentrates on music of the last 25 years with and Australian focus.

This unit of study prepares students to teach music in a culturally diverse society. Music of a range of cultures is investigated in relation to its structure and cultural context and varied approaches to teaching this music in a classroom context are explored. Provision is made for the collection, evaluation and development of music resources appropriate for teaching in culturally diverse educational settings.

This unit of study assists students in making the transition to music teaching professional. It draws on knowledge and skills derived from previous units of study, and provides students with a broader view of the social and professional contexts of teaching with reference to local, national and international educational settings. It focuses on special education, educational sociology and gender issues to explore aspects of individual difference (cognitive, social, emotional and physical). In combination with the practical teaching experience in the associated unit of study, Professional Experience 3 (MUED 4633), this unit provides a foundation and opportunity for students to become reflective practitioners in the field of music education. The focus on individual needs of school students provides a specific perspective on special education required for teaching in NSW schools.

This unit of study provides the final professional experience for music education students. The program consists of a 7-8 week teaching block (5 days a week) in a NSW secondary school. Students will be required to teach both junior and senior secondary school music classes (Years 7-12) and undertake the daily responsibilities and activities of a music teacher. It is envisaged that in the final weeks of this unit students will be responsible for a music teacher's full day teaching program. This last practice teaching experience enables the student music teacher to put into practice theoretical and practical content of all previous music education courses completed in their four year degree. It provides experiences, through which student teachers further develop an understanding of the ethical and professional requirements of being a teacher, successfully communicate with their students and fellow teaching colleagues and become independent, self-motivated practicing music teachers.