The planning of a course in popular music for pre-service music education trainees raises issues through which relationships between course content and course design can be analysed. Specifically, ways in which teaching approach, course delivery, and assessment tasks are responses to students' backgrounds and Australian music syllabus expectations for the teaching of popular music are discussed. Investigation of popular music practices and aesthetics from music education perspectives demonstrates how music teaching and learning strategies can be derived from the characteristics of music being studied.
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