University of Technology Sydney

028290 Creative Arts 3: Music, Movement and Dance 2

Warning: The information on this page is indicative. The subject outline for a 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 2021 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp
Result type: Grade, no marks

Description

This subject builds upon the music and dance skills, techniques and pedagogy in 028249 Creative Arts 2: Music, Movement and Dance. Music skills in the areas of singing and choral, instrumental and ensemble, and improvising and orchestration, develop students' ability to provide a wide music culture in school-based settings. Basic dance skills aim to focus on students' ability to improvise and compose movement works, gain insight into the art of choreography and reflect on the pedagogical issues for teaching and learning in the school-based setting. In both music and dance, active learning experiences are informed by collaborative engagement with peers, tutors, professional fields and research. Professional skills in programming, scope and sequence, and assessment are applied to practice-based settings, gaining insights into the NSW K–6 Creative Arts syllabus.

Subject learning objectives (SLOs)

a. Apply melodic and rhythmic notation (reading and writing) skills in music (GTS 2.1)
b. Perform, improvise and compose in music and dance (GTS 2.1)
c. Identify and apply skills in leading vocal, instrumental and dance classwork and ensembles (GTS 2.1)
d. Analyse, design, scope and sequence programs for learning in music and dance (GTS 2.3)
e. Plan and teach musical and dance skills (GTS 2.1)
f. Identify and apply key components the NSW K-6 Creative Arts Syllabus to design and organise lessons (GTS 7.2)
g. Source, examine and implement appropriate repertoire, technologies, materials and resources for teaching in Music and Dance (GTS 3.4)

Teaching and learning strategies

Students 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 include face-to-face 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 workshop as students experiment with performing, creating and micro-teaching in small workshop tasks.

Content (topics)

The focus of this subject is on the development in knowledge of central concepts, skills and structure of the Music and Dance component of the Creative Arts key learning area of the NSW Creative Arts Syllabus K-6 and the Australian Curriculum, Foundation to Year 6, to enable practitioners to develop pedagogical skills and strategies, and make informed decision and appropriate educational decisions. The topics include:

Recent theory and practice in learning music and dance.
Application of music concepts of Duration, Pitch, Dynamics, Tone Colour, Structure and Texture in speech, song, instrumental pieces using improvisation and composition.
Application of dance elements of Action, Dynamics/Energy, Time, Space, Relationships/Body, and Structure using improvisation and choreography.
Knowledge of the NSW K-6 Creative Arts Syllabus.
Planning, programming, assessment and scope and sequence in music and dance.
Extra-curricular music and dance.
Music and Dance technologies.
Music and Dance of other cultures, including Indigenous Australia.
Materials and resources.
Music and Dance literacy.
Teaching skills and strategies specific to music and dance.

Minimum requirements

Attendance at all workshops is essential in this subject as learning, knowledge and development of skills is body-based, involves collaborative composition and discussion, and there is no substitute for these activities. An attendance roll will be taken at each workshop. A maximum of one workshop only can be missed, and students should advise the tutor in a timely manner if they are unable to attend. Students who miss more than one workshop will be refused to have their final assessment marked (see Rule 3.8).

References

Bond, J. (2003). Share the music. New York, US: Macmillan/McGraw-Hill.

Burton, S. L., & Reynolds, A. (2018). Engaging musical practices: A sourcebook for elementary general music. Lanham: Rowman & LIttlefield.

Carline, S. (2011). Lesson plans for creative dance: Connecting with literature, arts, and music: Human Kinetics 10%.

Frazee, J. (2006). Orff schulwerk today: Nurtuting musical expression and understanding. New York, N.Y.: Schott.

Frazee, J. (2012). Arful - playful - mindful: A new orff-schulwerk curriculum for music making and music. New York, N.Y.: Schott.

Gallagher, J. D. (2015). Movement and music: Developing activities for young children. Upper Saddle River, New Jersey: Pearson.

Gill, R. (1982). Singing, saying, dancing, playing. Kent Town, South Australia: Rigby Education.

Hargreaves, D. J. (2017). The psychology of musical development. Cambridge, UK: Cambridge University Press.

Hoermann, D. B. (1991). A developmental music program. Brookvale, NSW, Australia: Dominie.

Houlahan, M. (2008). Kodály today: A cognitive approach to elementary music education. Oxford. U.K.: Oxford University Press.

Huhtinen-Hilden, L. (2018). Taking a learner-centred approach to music education: Pedagogical pathways. New York, N.Y.: Routledge.

Kaufmann, K. A. (2006). Inclusive creative movement and dance. Champaign, IL: Human Kinetics.

Khanna, S. (Writer). (2014). Outback choir. In ABC (Producer). Sydney Australia: Australian Broadcasting Corporation.

Leask, J. (1995) Upbeat music education in the classroom. Sydney Australia: Bojangles Music; Ashton Scholastic.

Oussoren-Voors, R. (2017). Write dance: Music themes, numbers, letters & words. London: Sage.

Paine, L., & Association, N. D. T. (2014). Complete guide to primary dance. Champaign, IL

Human Kinetics.

Scott, S. J. (2017). Music education for children with autism spectrum disorder: A resource for teachers. New York, N.Y.: Oxford University Press.

Shelby, N. (Writer). (2015). PS dance! Dance education in public schools. First Run Features (video).

Sinclair, C., Jeanneret, N. C., & O’Toole, J. (2012). Education in the Arts. South Melbourne, Vic: Oxford University Press.

Spurgeon, D. (1991). Dance moves: From improvisation to dance. Sydney Australia: Harcourt Brace Jovanovich.

Steen, A. (1992). Exploring orff: A teacher’s guide. Mainz: Schott.

Turnbull, F. S. (2018). Learning with music: Games and activities for the early years. Abingdon, Oxon; New York, NY

Watkin, D. F., V. (Writer). (2016). Ella: The first indigenous dancer invited into the Australian ballet. Sydney, Australia: Ronin Films.

Weikart, P. (1998). Teaching movement and dance: A sequential approach to rhythmic movement (4th ed.). Ypsilanti, MI, United States: The High/Scope Press.

Journals

Australian Journal of Music Education

British Journal of Music Education

Dance Education in Practice

Dance Forum

International Journal of Music Education

Journal of Dance Education

Journal of Research in Music Education

Music Education Technology

Research in Dance Education