Music and Movement for Young Children in ATSI Contexts

 

 

ABEC222
Music and Movement for Young Children in
ATSI Contexts

S1 External 2013

Institute of Early Childhood

Contents
General Information 2

Learning Outcomes 2

Assessment Tasks 3

Delivery and Resources 5

Policies and Procedures 5

Graduate Capabilities 6

Disclaimer

Macquarie University has taken all reasonable
measures to ensure the information in this
publication is accurate and up-to-date. However,
the information may change or become out-dated
as a result of change in University policies,
procedures or rules. The University reserves the
right to make changes to any information in this
this
publication without
publication are advised to check the website
version of this publication [or the relevant faculty
or department] before acting on any information in
this publication.

notice. Users

of

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Unit guide ABEC222 Music and Movement for Young Children in ATSI Contexts

General Information

Unit convenor and teaching staff

Unit Convenor

Amanda Niland

amanda.niland@mq.edu.au

Contact via amanda.niland@mq.edu.au

X5B Music Room Level 2

12cp and admission to BTeach(ECS)

Credit points

3

Prerequisites

Corequisites

Co-badged status

Unit description

This unit focuses on music and movement experiences for children aged from birth to five

years. Course materials explore research and theory on the role of music in children’s lives,

adopting a socio-cultural perspective on young children’s development and early childhood

curriculum. On-campus classes will provide practical experiences of music and dance from a

range of cultures, including that of Australia, giving you the opportunity to explore creative

approaches to music and dance for young children.

Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are
available at https://students.mq.edu.au/important-dates

Learning Outcomes
On successful completion of this unit, you will be able to:

Increased understanding of the place of music and dance as forms of communication

and meaning making in the lives of young children, their families, communities and

Knowledge of how young children develop skills and understandings related to music

cultures.

and movement

Understanding of the key elements and principles of music and dance

Increased confidence in participating in a range of games, dances, songs and other

https://unitguides.mq.edu.au/unit_offerings/13533/unit_guide/print

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Unit guide ABEC222 Music and Movement for Young Children in ATSI Contexts

movement and music activities suitable for young children

Demonstrable skills in planning, implementing and evaluating engaging and creative

music and movement experiences for children from birth to 5 years in accordance with

the principles, practices and outcomes of the Early Years Learning Framework.

Assessment Tasks

Name

Weighting

Due

25%

10%

25%

40%

14 February, 2013

14 February, 2013

24 April, 2013

19 May, 2013

Assessment task 1A

Task 1B

Task 2

Assessment task 3

Assessment task 1A
Due: 14 February, 2013
Weighting: 25%

Write an anecdotal observation of a video clip of a young child involved in music-making (part 1),
plus interpretation and implications (part 2), supported by references.

On successful completion you will be able to:

•

Increased understanding of the place of music and dance as forms of communication

and meaning making in the lives of young children, their families, communities and

cultures.

and movement

• Knowledge of how young children develop skills and understandings related to music

• Understanding of the key elements and principles of music and dance

• Demonstrable skills in planning, implementing and evaluating engaging and creative

music and movement experiences for children from birth to 5 years in accordance with

the principles, practices and outcomes of the Early Years Learning Framework.

Task 1B
Due: 14 February, 2013
Weighting: 10%

Present a picture book of your choice to the class, using elements of music and/or dance to
support the children’s engagement with the book. Hand in brief notes explaining the rationale for
your planning.

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Unit guide ABEC222 Music and Movement for Young Children in ATSI Contexts

On successful completion you will be able to:

•

Increased understanding of the place of music and dance as forms of communication

and meaning making in the lives of young children, their families, communities and

• Knowledge of how young children develop skills and understandings related to music

• Understanding of the key elements and principles of music and dance

•

Increased confidence in participating in a range of games, dances, songs and other

movement and music activities suitable for young children

cultures.

and movement

Task 2
Due: 24 April, 2013
Weighting: 25%

Select a song for children under 6 years and teach it to the class. Hand in notes outlining your
aims and teaching strategies.

On successful completion you will be able to:

• Knowledge of how young children develop skills and understandings related to music

and movement

• Understanding of the key elements and principles of music and dance

•

Increased confidence in participating in a range of games, dances, songs and other

movement and music activities suitable for young children

• Demonstrable skills in planning, implementing and evaluating engaging and creative

music and movement experiences for children from birth to 5 years in accordance with

the principles, practices and outcomes of the Early Years Learning Framework.

Assessment task 3
Due: 19 May, 2013
Weighting: 40%

Prepare a handout for early childhood staff that addresses the role of music in young children’s
lives, in relation to the following:

·

·

·

The role of music in identity formation (individuals, families, communities)

The value of music for the children’s development and learning

The value of early childhood music experiences for children’s musical development

On successful completion you will be able to:

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Unit guide ABEC222 Music and Movement for Young Children in ATSI Contexts

•

Increased understanding of the place of music and dance as forms of communication

and meaning making in the lives of young children, their families, communities and

• Knowledge of how young children develop skills and understandings related to music

cultures.

and movement

Delivery and Resources

Technology
iLearn

Information
links to e-reserve readings via iLearn

Assignment 3 submission via Turnitin, through iLearn

Changes since last offering
Assessment tasks: Curriculum planning linked to peer teaching/presentation tasks, major
assignment (previously curriculum planning) now professional documentation of a leaflet.

Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students
should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://www.mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://www.mq.edu.au/policy/docs/assessment/policy.html

Grading Policy http://www.mq.edu.au/policy/docs/grading/policy.html

Grade Appeal Policy http://www.mq.edu.au/policy/docs/gradeappeal/policy.html

Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html

Special Consideration Policy http://www.mq.edu.au/policy/docs/special_consideration/policy.html

In addition, a number of other policies can be found in the Learning and Teaching Category of
Policy Central.

Student Support
Macquarie University provides a range of Academic Student Support Services. Details of these
services can be accessed at: http://students.mq.edu.au/support/

UniWISE provides:

u/support/learning_skills/

• Online learning resources and academic skills workshops http://www.students.mq.edu.a

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Unit guide ABEC222 Music and Movement for Young Children in ATSI Contexts

• Personal assistance with your learning & study related questions.

• The Learning Help Desk is located in the Library foyer (level 2).

• Online and on-campus orientation events run by Mentors@Macquarie.

Student Enquiry Service
Details of these services can be accessed at http://www.student.mq.edu.au/ses/.

Equity Support
Students with a disability are encouraged to contact the Disability Service who can provide
appropriate help with any issues that arise during their studies.

IT Help
If you wish to receive IT help, we would be glad to assist you at http://informatics.mq.edu.au/hel
p/.

When using the university’s IT, you must adhere to the Acceptable Use Policy. The policy applies
to all who connect to the MQ network including students and it outlines what can be done.

Graduate Capabilities

Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge,
scholarly understanding, and specific subject content in their chosen fields to make them
competent and confident in their subject or profession. They will be able to demonstrate, where
relevant, professional technical competence and meet professional standards. They will be able
to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific
knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary
solutions to problems.

This graduate capability is supported by:

Learning outcomes

•

Increased understanding of the place of music and dance as forms of communication

and meaning making in the lives of young children, their families, communities and

• Knowledge of how young children develop skills and understandings related to music

cultures.

and movement

• Understanding of the key elements and principles of music and dance

•

Increased confidence in participating in a range of games, dances, songs and other

movement and music activities suitable for young children

• Demonstrable skills in planning, implementing and evaluating engaging and creative

music and movement experiences for children from birth to 5 years in accordance with

https://unitguides.mq.edu.au/unit_offerings/13533/unit_guide/print

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Unit guide ABEC222 Music and Movement for Young Children in ATSI Contexts

the principles, practices and outcomes of the Early Years Learning Framework.

Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate
and synthesise learning and knowledge from a range of sources and environments; to be able to
critique constraints, assumptions and limitations; to be able to think independently and
systemically in relation to scholarly activity, in the workplace, and in the world. We want them to
have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

•

Increased understanding of the place of music and dance as forms of communication

and meaning making in the lives of young children, their families, communities and

cultures.

• Understanding of the key elements and principles of music and dance

• Demonstrable skills in planning, implementing and evaluating engaging and creative

music and movement experiences for children from birth to 5 years in accordance with

the principles, practices and outcomes of the Early Years Learning Framework.

Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing
data and information in various forms; of drawing connections across fields of knowledge; and
they should be able to relate their knowledge to complex situations at work or in the world, in
order to diagnose and solve problems. We want them to have the confidence to take the initiative
in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcome

• Demonstrable skills in planning, implementing and evaluating engaging and creative

music and movement experiences for children from birth to 5 years in accordance with

the principles, practices and outcomes of the Early Years Learning Framework.

Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be
imaginative and open to experience and capable of innovation at work and in the community. We
want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcomes

• Knowledge of how young children develop skills and understandings related to music

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Unit guide ABEC222 Music and Movement for Young Children in ATSI Contexts

and movement

• Understanding of the key elements and principles of music and dance

• Demonstrable skills in planning, implementing and evaluating engaging and creative

music and movement experiences for children from birth to 5 years in accordance with

the principles, practices and outcomes of the Early Years Learning Framework.

Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms
effective with different audiences. We want our graduates to take with them the capability to
read, listen, question, gather and evaluate information resources in a variety of formats, assess,
write clearly, speak effectively, and to use visual communication and communication
technologies as appropriate.

This graduate capability is supported by:

Learning outcomes

•

Increased confidence in participating in a range of games, dances, songs and other

movement and music activities suitable for young children

• Demonstrable skills in planning, implementing and evaluating engaging and creative

music and movement experiences for children from birth to 5 years in accordance with

the principles, practices and outcomes of the Early Years Learning Framework.

Engaged and Ethical Local and Global citizens
As local citizens our graduates will be aware of indigenous perspectives and of the nation’s
historical context. They will be engaged with the challenges of contemporary society and with
knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded,
sensitive to others and inclusive, and to be open to other cultures and perspectives: they should
have a level of cultural literacy. Our graduates should be aware of disadvantage and social
justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcomes

•

Increased understanding of the place of music and dance as forms of communication

and meaning making in the lives of young children, their families, communities and

cultures.

•

Increased confidence in participating in a range of games, dances, songs and other

movement and music activities suitable for young children

• Demonstrable skills in planning, implementing and evaluating engaging and creative

music and movement experiences for children from birth to 5 years in accordance with

the principles, practices and outcomes of the Early Years Learning Framework.

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