Katrina McFerran (nee Skewes)
Lecturer in Music Therapy at the Faculty of Music, responsible for coordinating Music Therapy for Child Clients and two of the core Music Therapy Methods units.
"Music Therapy Methods 2"
Teaching and assessing practical music skills to be applied in music therapy practice is fraught with challenges. The students involved are in the second semester of a 2 year professional coursework masters (the MMusThrp) and are just beginning to understand what they have signed up for. In this class we are asking them to develop the music skills they have been practicing for more than 20 years into an entirely new model. Instead of learning music from a score and practicing it hundreds of times, we teach them to improvise. In class they are expected to make up new soundscapes and free improvisations on the piano in front of a whole class. This is incredibly challenging for students who are used to performing well-rehearsed pieces. Alongside the logistical challenges exist the psychological stressors of performing, stepping into the unknown and putting aside everything they have worked so hard to achieve.
As the project developed, it became clear that what I envisaged was quite complex to roll out. It would have been impossible for me to develop this independently within the LMS. The team, headed by David Adam and ably supported by Gordon Yau and Josella Rye helped me work up the content week after week.
Download the full ‘Music Therapy Methods’ testimonial [PDF 2 pages 40kb]
Associate Professor Dawn Gleeson
- Director of first year studies in Biology
- 2003 Australian Award for university teaching (Biological Sciences, Health and related studies)
- 2003 David White Award for exemplary teaching at University of Melbourne (Science, Health, Agriculture, Veterinary Science)
“Learning to use the compound microscope”
Biology practical classes require regular use of the compound microscope and it is important that a student comes to the practical with knowledge of how to get the best images. We needed a module that could cater for a diverse range of students, some who had never handled a microscope and others who had used a microscope regularly.
We also wanted to produce a module that was ‘real” and truly mimicked the use of the microscope in the laboratory. The finished module provides students with a real experience. While focussing for example students can not just click on a button and the image is in focus. A student actually has to move the focus knobs backwards and forwards to get the best image.
This module has been developed in a most professional and efficient manner by the team at Design and Development. It was a truly collaborative effort between the academic project managers and the Design and Development staff. It has been an excellent example of combining the academic with the technical expertise to provide a module which will enhance learning and teaching in biology.
Download the full testimonial report Learning to use the compound microscope [PDF 2 pages 44kb]