028249 Creative Arts 2: Music, Movement and Dance
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particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): 48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 012219 Music, Movement and Dance
Description
This subject develops student knowledge and understanding of the K–6 creative arts strands of music and dance. Students focus on specific musical and dance skills and techniques, and the pedagogical underpinnings of approaches to teaching in the creative arts. Key skills in exploring, performing, creating, listening and responding to sound and silence through music from a range or genres and cultures is developed. The movement and dance components of the subject develop knowledge, skills and understanding about the elements of dance, and composing, performing and appreciating.
Subject learning objectives (SLOs)
| a. | Identify and apply knowledge of how students learn in music and dance |
|---|---|
| b. | Identify and apply knowledge, skills, understanding and teaching strategies in music and dance |
| c. | Apply effective classroom communication appropriate to music and dance |
| d. | Plan integrated lesson plans and units, using knowledge of student learning, content and effective music and dance teaching strategies |
| e. | Identify, apply and evaluate key principles of assessment for learning in music and dance |
| f. | Apply effective communication using diverse modes in academic and professional contexts |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
- Make judgements about their own learning and identify and organise their continuing professional development (GTS 3, 6) (1.3)
- Act as a developer of learning with colleagues and possess collaborative skills (GTS 7) (1.4)
- Employ contemporary technologies effectively for diverse purposes (GTS 2, 4) (1.5)
- Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
- Respond critically to national and global changes that affect learners, learning and the creation of a well-informed society (GTS 3) (3.1)
- Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
1. Professional Readiness
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5)
1.3 Make judgements about their own learning and identify and organize their continuing professional development (GTS 3, 6)
1.5 Employ contemporary technologies effectively for diverse purposes (GTS 2, 4)
2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry (GTS 3)
3. International and Intercultural Engagement
3.1 Respond critically to national and global changes that affect learners, learning and the creation of a well-informed society (GTS 3)
6. Effective Communication
6.1 Communicate effectively using diverse modes and technologies (GTS 2, 3, 4)
Graduate Teachers Standards
Standard 1.2.1 will be taught during Weeks 1-9 in tutorial, practised Weeks 1-9 in tutorial and assessed in assessment 2 criterion e
Standard 2.1.1 will be taught during Weeks 1-9 in tutorial, practised Weeks 1-9 in tutorial and assessed in assessment 1 criterion abcd, 2 bc and 3 abcde
Standard 3.5.1 will be taught during Weeks 1-9 in tutorial, practised Weeks 1-7 in tutorial and assessed in assessment 1 criterion bcd,2 acd
Standard 3.2.1 will be taught during Weeks 5-6 in tutorial, practised Weeks 5-6 in tutorial and assessed in assessment 3 criterion abcde
1.2.1 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching
- explored throughout the subject, reflecting on research related to practice within each tutorial
- assessed in Assessment task 2
2.1.1 Demonstrate knowledge and understanding of the concepts, substance and structure of content and teaching strategies of the teaching area
- explored and practised within tutorials, reflecting on concepts and teaching processes experienced and strategies demonstrated
- assessed in Assessment 1, 2 and 3
3.5.1 Demonstrate a range of verbal and non-verbal communication strategies to support student learning
- explored within tutorials, particularly discussing and practising the use of gesture to support music and dance learning
- assessed in Assessment Task 1 and Assessment task 2
3.2.1 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
- modelled and discussed in weekly tutorial notes and the planning notes of an integrated unit, experienced during the subject
- practised in brainstorming opportunity in preparation for Assessment 3
- assessed in Assessment Task 3
Teaching and learning strategies
Students will engage in a range of teaching and learning activities to support the development of understanding of the practice of teaching and learning in music and dance. These will include face-to-face workshops and Zoom sessions, and active engagement with learning activities, tools and technologies, modelling, group and individual practice-based learning, discussions, analysis of online materials and videos, and peer teaching.
Early feedback: ongoing, formative feedback will occur in each class as students experiment with performing, creating and micro-teaching in small in-class tasks. Students will also be supported in preparation for all assessment tasks, with in class planning and practice opportunities, and group discussions. Wherever possible workshops will be filmed and included online to offer revision support. Students will be encouraged to include teaching sequence content and processes in their ePortfolio, and to practise their learning during professional experience placements.
Content (topics)
1. Knowledge of central concepts, skills and structure of the Music and Dance component of the Creative Arts key learning area of the Australian Curriculum, Foundation to Year 6
- Recent theory and practice in learning in music and dance
- Music concepts - rhythm, pitch, dynamics and expression, form and structure, timbre and texture.
- Musical skills – listening, composing, performing
- Dance elements - space, time, dynamics and relationships
- Dance skills – improvising, exploring, selecting, creating and structuring movement
2. Music and Dance pedagogies
- Models of pedagogy and teaching techniques
- Assessment strategies in individual and group settings
- Differentiation for diverse learners
3. Engagement with tools and activities that engender musical and movement development
- Musical sound sources – instruments, found sounds, technologies
- Symbolic representations – literacy, materials, props
- Repertoire – instrumental and vocal music, poems, stories, games, dances, pictures/images, cultural protocols related to the use of Aboriginal and Torres Strait Island material
Assessment
Assessment task 1: Individual Teaching Task - Music
| Objective(s): | a, b, c and f | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 5 minutes | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Group Task (with individual and group assessment)
| Objective(s): | a, b, c and f | ||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||||||||||||||
| Length: | 7 minutes per group | ||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Integrated Lesson Plan and Scope and Sequence Unit of work planning
| Objective(s): | a, b, d, e and f | ||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||||||||||||||||||
| Length: | Provided lesson plan and Scope and Sequence template | ||||||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Attendance is essential in this subject as learning, knowledge and development of skills is body-based, which involves collaborative composition and discussion, and there is no substitute for these activities.
Required texts
Board of Studies NSW (2006) K-6 Creative Arts Syllabus. Sydney: Board of Studies(online)
Audio track for Assessment 2:
Shenanigans (1994) Vol 2. Bush dances of New Holland. Northcote Victoria: SHenanigans Music. CC 49406, La Bastringue tr 10
https://open.spotify.com/album/52q9momM9Vkq3Fz4PJbdT9
Maes, P.-J., & Leman, M. (2013). The influence of body movements on children’s perception of music with an ambiguous expressive character. PLoS ONE, 8(1).
Phillips-Silver, J., & Keller, P. E. (2012). Searching for roots of entrainment and joint action in early musical interactions. Frontiers in Human Neuroscience, 6(00026), 1-11. doi:10.3389/fnhum.2012.00026
Phillips-Silver, J., & Trainor, L. J. (2007). Hearing what the body feels: Auditory encoding of rhythmic movement. Cognition, 105(3), 533-546. doi:10.1016/j.cognition.2006.11.006
Staveley, R. (2014). Neuroscience in practice in the music education classroom. Musicworks: Journal of the Australian Council of Orff Schulwerk, Volume 19
Recommended texts
Amoaku, W.K. (1990). African songs and rhythms for children.New York: Schott.
Anderson, W. M., & Lawrence, J. E. (2004). Integrating music into the elementary classroom. Belmont: Thomson/Schirmer.
Butler, P. (1991), Hickety Pickety: Fresh, original rounds for children. Melbourne: Dellasta Publishing.
Butler, P. (1993). On the susso: And other little aussie rounds. Melbourne, Vic: Dellasta Publishing.
Calantropio, S. (2005). Pieces and Processes.New York: Schott.
Colwell, R. & Richardson, C. (Eds). (2002). The new handbook of research on music teaching and learning. New York: Oxford University Press.
Crees, G & C. (2008). Off the wall dances compilation.Sydney: G & C Crees.
Davies, S. (1993). Rainbows, trees and tambourines. Australia: Two Up Music Education.
Davies-Splitter, S. (2013). Beat Street: Teacher’s manual.East Bentleigh, Victoria: Welcome to Music.
Flohr, J. (2005). The musical lives of young children. New Jersey: Prentice Hall.
Frazee, J. (2007). Orff Schulwerk today: Nurturing musical expression and understanding.New York: Schott.
Fuoco-Lawson, G. (1989). Street games. New York: Schott.
Goodkin, D. (1997). A Rhyme in Time.New York: Schott.
Goodkin, D. (1998). Name games: Activities for rhythmic development.Miami Florida: Warner Brothers Publication.
Goodkin, D. (2002). Sound Ideas: Activities for the Percussion Circle.New York: Schott.
Goodkin, D. (2007). Now’s the time: Teaching Jazz to all ages. San Francisco: Pentatonic Press.
Goodkin, D. (2008).Intery Mintery nursery rhymes for body, voice and Orff ensemble. San Francisco: Pentatonic Press.
Goodkin, D. (2012). All blues: Jazz for the Orff ensemble. San Francisco, Calif.: Pentatonic Press.
Harding, J. (2013). From wibbleton to wobbleton: Adventures in the elements of music and movement. Chicago: Pentatonic Press.
Haselbach, B. (1971). Dance Education – basic principles and models for nursery and primary school. New York: Schott.
Hoermann, D. & Bridges, D. (1985). Catch a song. Sydney: Educational Supplies Pty. Ltd.
Judah-Lauder, C. (2001). Canya conga? Bridgewater Va:Beatin’Press Publications.
Judah-Lauder, C. (2001). Hand Drums on the Move. Bridgewater Va:Beatin’Press Publications.
Judah-Lauder, C. (2004). To Drum: Hand drum activities for grades 1-8. Bridgewater Va: Beatin’Press Publications.
Kwami, R. W. (1998). African Songs for School and Community.New York, US: Schott.
Lopez-Ibor, S. & Maschat, V. (2007). Singing drives away sorrow: Songs, games and dances from Latin-America.New York: Schott.
Lopez-Ibor, S. (2011). Blue is the sea: Music, dance and visual arts. San Francisco, California: Pentatonic Press.
Madin, J. (2002). Marimba Music 1.Geelong West, Vic: Marimba Music.
Madin, J. (1997). Marimba Music 2.Geelong West, Vic: Marimba Music.
Madin, J. (2006). Marimba Songs.Geelong West, Vic: Marimba Music.
Maubach, C. (2007). Dancing Around the World.Victoria: VOSA.
Minton, S.C. (1997). Choreography: A basic approach using improvisation.Champaign: Human Kinetics.
NSW DET Professional Support and Curriculum Unit, (1997). Sync or swing: A resource for teaching music K-6. Sydney: NSW Department of Education and Training.
NSW DET Professional Support and Curriculum Unit, (1999). Vocal-Ease, Modules 1 & 2: A K-6 resource for the classroom. Sydney: NSW Department of Education and Training.
NSW DET Professional Support and Curriculum Unit, (2002). Vocal-Ease, Modules 3 & 4: A K-6 resources for the classroom. Sydney: NSW Department of Education and Training.
NSW DET Professional Support and Curriculum Unit, (2002). Quantum leaps. Sydney: NSW Department of Education and Training.
Robertson, A. (1988). The dance handbook. Harlow: Longman.
Rooyackers, P. (1996). 101 Dance games for children: Fun and creativity with movement. Alameda: Hunter House.
Rooyackers, P. (2003). 101 More dance games for children: New fun and creativity with movement. Alameda: Hunter House.
Schiller, P. & Moore, T. (1993). Where is Thumbkin? Over 500 activities to use with songs you already know. Mt Rainier: Gryphon House.
Schrader, C. A. (1996). A sense of dance: Exploring your movement potential. Champaign: Human Kinetics.
Shenanigans. (1993). Music for children. Northcote Victoria: Shenanigans Music.
Shenanigans. (1994). Vol 1. Childrens dances of Terra del Zur. Northcote Victoria: Shenanigans Music.
Shenanigans. (1994). Vol 2. Bush dances of New Holland. Northcote Victoria: Shenanigans Music.
Shenanigans. (1997). Vol 3. Dances of Terra Australis.Northcote Victoria: Shenanigans Music.
Shenanigans. (2001). Dance like a kangaroo.Northcote Victoria: Shenanigans Music.
Shenanigans. (2001). There’s a wombat in my room. Northcote Victoria: Shenanigans Music.
Shenanigans. (2004). Animal magic. Northcote Victoria: Shenanigans Music.
Smith-Autard, J. M. (1996). Dance composition. London: A & C Black.
Solomon, J. (1995). CongatTown.US; IMP/Faber
Solomon. J. (1997). Body rondo book.US; IMP/Faber
Steen, A. (1993). Exploring Orff.New York: Schott.
Terry, K. (2002). Body Music Part 1.US: Keith Terry.
Terry, K. (2007). Body Music Part 2.US: Keith Terry.
Terry, K. (1998). Crosspulse - Serpentine.US: Redwood.
Van de Plas, A. (2006). Dances for children 2006. The Netherlands: Van de Plas publications.