Overview
The effective delivery of an instrumental music curriculum is contingent on the knowledge and ability of the teacher in two associated areas: multi-instrument instruction and conducting technique. Through beginner-intermediate studies of multi-instrument and conducting techniques, you will have the opportunity to develop the pedagogical skills and concepts required to deliver successful group instrumental music instruction and ensemble direction for beginner-intermediate students. Non-percussion majors must study percussion and drummers/percussionists must study an instrument from the woodwind or brass families. You will be required to develop skills on an unfamiliar instrument, performing repertoire and exercises on this instrument relative to the beginner-intermediate level. Additionally, you will continue to develop ensemble directing skills and conducting techniques for beginner-intermediate ensembles. In undertaking this unit, you will be required to have access to the instruments chosen for your study.
Details
Pre-requisites or Co-requisites
Pre-Requisite: Students must have completed MUSC13413 Multi-Instrument Fundamentals and Ensemble Direction 1
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 2 - 2024
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).
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
Assessment Overview
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.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
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 Personal communication
Depth and variety of resources
Continue the use of the external platform in providing extensive learning materials for a wide variety of instruments.
- Perform beginning-intermediate student repertoire on an instrument that is not your primary instrument of study from the woodwind, brass, percussion instrument families
- Demonstrate practical conducting techniques required for the musical direction of a beginner-intermediate ensemble
- Explain the technical challenges of your chosen instruments of study and pedagogical methods for the successful development of beginner and intermediate students.
N/A
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Practical Assessment - 50% | |||
| 2 - Practical Assessment - 30% | |||
| 3 - Reflective Practice Assignment - 20% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 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 | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Webcam
- Zoom
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.
j.smyth-tomkins@cqu.edu.au
Module/Topic
Conducting:
Review Module 2: Laban Theory of Movement and associated articulation gestures.
Multi Instrument:
Study of your chosen instruments, progressing through the online lesson content at your own pace.
Chapter
Events and Submissions/Topic
Module/Topic
Conducting:
Module 3: The pattern serves the music
Multi Instrument:
Study of your chosen instruments, progressing through the online lesson content at your own pace.
Chapter
Events and Submissions/Topic
Module/Topic
Conducting:
Module 3: The pattern serves the music
Multi Instrument:
Study of your chosen instruments, progressing through the online lesson content at your own pace.
Chapter
Events and Submissions/Topic
Module/Topic
Conducting:
Module 3: The pattern serves the music
Multi Instrument:
Study of your chosen instruments, progressing through the online lesson content at your own pace.
Chapter
Events and Submissions/Topic
Module/Topic
Conducting:
Module 4: Advanced fundamentals
Multi Instrument:
Study of your chosen instruments, progressing through the online lesson content at your own pace.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Conducting:
Module 4: Advanced fundamentals
Multi Instrument:
Study of your chosen instruments, progressing through the online lesson content at your own pace.
Chapter
Events and Submissions/Topic
Module/Topic
Conducting:
Module 4: Advanced fundamentals
Multi Instrument:
Study of your chosen instruments, progressing through the online lesson content at your own pace.
Chapter
Events and Submissions/Topic
Module/Topic
Multi Instrument:
Study of your chosen instruments, progressing through the online lesson content at your own pace.
Chapter
Events and Submissions/Topic
Module/Topic
Multi Instrument:
Study of your chosen instruments, progressing through the online lesson content at your own pace.
Chapter
Events and Submissions/Topic
Module/Topic
Multi Instrument:
Study of your chosen instruments, progressing through the online lesson content at your own pace.
Chapter
Events and Submissions/Topic
Module/Topic
Multi Instrument:
Study of your chosen instruments, progressing through the online lesson content at your own pace.
Chapter
Events and Submissions/Topic
Module/Topic
Multi Instrument:
Study of your chosen instruments, progressing through the online lesson content at your own pace.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
In this unit, all students study beginner percussion, in particular snare drum. All that is required for this unit is a practice pad, a pair of drum sticks and a Tradition of Excellence (Book 1 for Percussion). All other supplementary materials for practice will be provided by the Unit Coordinator.
1 Practical Assessment
The objective of this practical assessment is to demonstrate developing conducting techniques relative to directing a beginner-to-intermediate ensemble. By submitting a video recording, you will showcase your ability to apply techniques discussed in "Become a Master Conductor" (Module 1, 2, 3 and 4), including preparation, downbeats and releases, articulation(s), time signatures, and dynamics. Additionally, you will select and conduct materials from the Level 0.5 - 2.0 repertoire recordings provided on Moodle.
Assessment Task:
Prepare and submit a video demonstrating your ensemble conducting skills.
- Technique Development from "Become a Master Conductor" Modules 1, 2, 3 and 4: Demonstrate preparation, downbeats and releases, articulation(s), time signatures (2/4, 3/4, 4/4), fermata, dynamics, and left hand control, as discussed in the modules
- Deadbeat Exercise: Accurately conduct the deadbeat exercise provided on Moodle
- Presentation: Ensure a clear view of yourself facing towards the camera throughout the recording - from at least your waist up. Use a metronome where necessary to maintain tempo and rhythm accuracy. State the name of each gesture at the beginning of the exercise.
- Length: 10mins
- Other: Ensure the repertoire you select allows for the demonstration of the techniques listed above.
Week 8 Monday (2 Sept 2024) 11:45 pm AEST
Week 10
- Preparations, downbeats and releases are clear and controlled
- Articulations are communicated effectively
- Beat patterns are controlled and reflect an accuracy of time
- Dynamic variations are communicated effectively
- Use of the left hand is deliberate and effective
- Demonstrate practical conducting techniques required for the musical direction of a beginner-intermediate ensemble
2 Practical Assessment
The objective of this assessment task is to demonstrate your understanding and development of beginning percussion techniques through a video-recorded performance. Utilising a group-method tutor book, your performance should showcase a range of exercises increasing in difficulty, include at least one solo with accompaniment, and incorporate the required scales or rudiments for this level.
Assessment Task:
Prepare a video recording of your performance lasting 10 to 15 minutes.
Content Requirements:
- Variety of Exercises: Demonstrate a variety of exercises from the group-method tutor book, showcasing a progression in difficulty. Be particular regarding the exercises you select to highlight particular developmental attributes reinforced by each exercise
- Solo Performance: Include at least one solo performance with accompaniment, highlighting your ability to play in accompanied or ensemble settings
- Rudiments: Perform the required rudiments for this level, demonstrating technical proficiency, rhythmic accuracy, and fluency
- Presentation: Clearly state the name of each piece, scale, or exercise, or indicate the number of the exercise being performed. Ensure that your performance is well-lit, properly framed, and free from distractions or interruptions.
Week 10 Friday (20 Sept 2024) 11:45 pm AEST
Week 12
Students will be assessed on a combination of criteria relating to the development of musical and technical skills as applied to their instrument and developmental level. The criteria for individual instruments may include the assessment of:
- Technical accuracy
- Fluency
- Rhythm
- Articulation
- Tonal quality
- Tempo
- Dynamics.
- Perform beginning-intermediate student repertoire on an instrument that is not your primary instrument of study from the woodwind, brass, percussion instrument families
3 Reflective Practice Assignment
In this assessment task you will compile a reflective practice assessment of your instrumental performance in Assessment Item 2. This should display a reflective approach to your personal development and performance, as well as consideration of the methods and approaches required in the teaching of this instrument to a beginner student. In completing this task, you must reflect on your practical performance on a musical instrument and identify areas for improvement.
Using your Assessment Item 2 recording, listen to your performance critically, answering the following questions, being as honest with yourself as possible.
General:
- How did you prepare for the performance?
- What went well during the performance?
- What were some technical challenges you encountered in preparing for this recording?
- Were there any mistakes or errors in your playing? If so, what were they and why do you think they happened?
- How did you handle any challenges during the performance?
- How could you have improved your performance?
- What will you do differently in future performances to address any weaknesses or challenges?
Specifics:
- Discuss four (4) instrument-specific technical challenges that you encountered in the process of learning your new instrument.
- Provide researched and considered approaches as to how you would work through these challenges with a beginner student.
Length:
1500 words
Assignment presentation:
- Title page with your name, student number and chosen instrument
- Must use 12 point Times New Roman font
- Must use 1.5 spacing for the body of the assignment
- You may use sub-headings to organise your assignment clearly
- You may refer to Youtube clips to demonstrate aspects of your discussion and reference appropriately
- Include in-text references
- Include a comprehensive reference list, adhering to the CQUniversity APA Style Guide
- All excerpts from URLs for music scores or recorded audio/video examples should include an in-text reference, and full details included in the reference list.
- Submit Microsoft Word (.docx) documents only.
*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.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
- Gen AI content is used to generate ideas and general structures
- Gen AI can be used for content editing.
Week 12 Friday (4 Oct 2024) 11:45 pm AEST
End of term.
- Preparation: The reflection should address how you prepared for the performance and what steps were taken to ensure readiness
- Challenges: The reflection should address any challenges you faced during the performance, such as technical difficulties, endurance or performance anxiety
- Errors: The reflection should address any mistakes or errors that were made during the performance
- Tempo and Rhythm: The reflection should address your comfort with the tempo/s and rhythm of the materials performed and any areas where you struggled
- Technical Elements: The reflection should address any specific technical elements, such as finger placement, posture, or breathing, that you struggled with during the performance
- Learning: The reflection should address what you learned from this performance about your rate of progress, playing ability and what you need to work on in the future
- Teaching: The reflection should address the steps you will take to help beginner musicians to overcome the identified technical challenges
- Organisation and Clarity: The reflection should be well organised and clearly written, with a clear introduction, body, and conclusion. The reflection should be free of grammar and spelling errors and contain in-text referencing where necessary.
- Explain the technical challenges of your chosen instruments of study and pedagogical methods for the successful development of beginner and intermediate students.
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?
