MMSC102
Practical Workshops in Music Education

ECTS Value: 5 ECTS

Contact Hours: 25

Self Study Hours: 60

Assessment Hours: 40

 

Overall Objectives and Outcomes

The rationale behind this module is to equip course participants with a set of skills to apply theories of pedagogy within practical workshops. Course participants will be exposed to a repertoire of practical and effective teaching methods to convey various musical topics including Rhythm, Pitch, Dynamic, Form and Timbre. The importance of enhancing listening, performing, composition and improvisation skills at each level will favour students’ self-appraisal, foster critical thinking and provide an assessment platform for prospective educators.

Delivery of key themes in music will be revisited through different models of learning such as a linear or spiral curriculum. The concepts of positive reinforcement, inclusive learning and constructive pedagogies in the practical music education context will be incorporated and underpinned within the delivery of this unit. Consideration of children’s conceptual, aural and physical readiness, together with their implications for education will aid the educator to shape and pace learning scenarios.

The unit will also prepare course participants to be reflective practitioners, equipping them with research tools and enabling them to become independent educators proficient in designing novel music lessons, responding to different abilities and aptitudes, while reflecting and adapting different musical topics to the needs and progress of their learners, whether working in a classroom or studio instrumental/vocal teaching context. The principles and processes of influential music educators along with successful international music curricula will be referred to and adapted to our local needs. With the latest installation of the music LO’s, prospective educators will be equipped with ways of striking a balance between accountability and creativity.

The effectiveness of cross-curricular learning driven by music will be flagged and sustained with tangible examples.  The use of ICT as a teaching tool will be embedded in the learning processes. Finally, lesson planning and typology of lessons will be discussed in the light of the opportunities and limitations of a scholastic year.

By the end of this module, the learner will be able to:

Competences

  1. Present music in education in a new light that is commensurate to our time and age;
  2. Employ innovative learning strategies for modern pedagogy including but not limited to: Crossover, Context-based, Incidental Learning;
  3. Differentiate between the education process (formal) and training (nonformal, informal) rationale by acknowledging the a priori as a consuequence of culture-bound and culture specific;
  4. Adopt a learning strategy incorporating gamification;
  5. Implement and monitor assessment and reporting programmes which incorporate a standards-referenced approach;
  6. Develop brief, intensive activities targeting specific academic skills which parallel with the contemporary demands of the learner lifestyles;
  7. Implement the SteAm Curriculum to improve creativity as a useful skill for any acadamic subject.

 

Knowledge

  1. Describe different teacher/student stress management approaches.
  2. Identify different blended learning approaches and create teacher direct/self directed activities
  3. Identify different technological tools for online technology enhanced learning and assessment;
  4. Develop knowledge and skills in a setting outside the physical classroom parameters and caters towards an experiential learning approach.

 

Skills

  1. Manage the implementation of relevant music programmes of study;
  2. Initiate and develop an ongoing programme of assessment and evaluation by which the effectiveness of achieving its aims and objectives may be measured;
  3. Modify and monitor music programmes to cater for the learning needs of all students,
  4. Use technology as a teaching and organisational tool;
  5. Nurture the student’s educational and social-emotional development;
  6. Design an adaptive programme of studies supporting and promoting inclusivity.

Assessment Methods

This module will be assessed through: Portfolio

Suggested Readings

Core Reading List

  1. Illich, I, (2000), Deschooling Society, London, Marion Boyars Pubishers.
  2. Burnard, P, (2017), Musical Creativities, London, Taylor and Francis.
  3. Leong, S, (2003), Musicianship in the 21st Century, Australian Music Centre.

Supplementary Reading List

  1. Neagu, G. (2019), Innovative Techniques and Methods in Comtemporary Musical Education, page: 53-64, Editura Universitatii Transilvania din Brasov
  2. Angel-Alvarado, R. (2019), The Crisis in Music Education resulting from the demise of educational institutions, Vol.44. Num 1, Revista Educacion – Journal of Education
  3. Georgii-Hemming, E, (2010), Teaching music in our time:Student music teachers’ reflections on music education, teacher education and becoming a teacher, Music Education Research
  4. Johnson, C, (2017), Teaching music online: Changing pedagogical approach when moving to the online environment, Vol 15, Num 3, London Review of Education
  5. Scott, C, (2015), The Futures of Learning 3: What kind of pedagogies for the 21st century? Education Research and Foresight Working Papers, UNESDOC
  6. Shorner-Johnson, K, (2017), Visible, legitimate, and beautiful justice: A case study of music education formalization within a Haitian NGO, Vol 35, Num3, page: 391-402, International Journal of Music Education




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