Module Details
| Module Code: |
MUSC7015 |
| Title: |
Introduction to MusicEducation
|
|
Long Title:
|
Introduction to MusicEducation
|
| NFQ Level: |
Intermediate |
| Valid From: |
Semester 1 - 2016/17 ( September 2016 ) |
| Field of Study: |
2121 - Music & Performing Arts
|
| Module Description: |
This module provides an introduction to music education through an exploration of current theoretical and practical approaches.
|
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Demonstrate awareness of current approaches to music teaching and learning |
| LO2 |
Develop the ability to plan and deliver elements of musical learning in a classroom setting |
| LO3 |
Plan and deliver an instrumental lesson |
| LO4 |
Demonstrate knowledge of key concepts, principles and theories within developmental Psychology, as applicable to music teaching |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
|
|
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
|
| No incompatible modules listed |
Co-requisite Modules
|
| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
|
| No requirements listed |
| Indicative Content |
|
Music in the classroom
Introduction to musical learning in the elementary classroom using games, songs, movement and visual stimuli. Exploring aural awareness of pulse and pitch, and response to narrative, mood, dynamics and tempo. Classroom management and its relationship to effective learning. An introduction to the philosophies and pedagogies of Kodály, Orff and Dalcroze.
|
|
Instrumental teaching
Motivation strategies, establishing an instrumental teaching practice, exploration of the role of the teacher and elements of individual tuition common to all instrumental study.
|
|
Developmental Psychology
Contemporary models of Education and the role played by Developmental Psychology within these; Piaget's approach to cognitive development and its applicability to music teaching; Socio-cultural factors in the development of cognition and learning. Information processing approaches: Theories of Personality, including Freud and Erikson; Multiple Intelligences and their application in the classroom.
|
|
Module Content & Assessment
|
| Assessment Breakdown | % |
|---|
| Coursework | 100.00% |
Assessments
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
|
The University reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Music in the classroom |
Every Week |
1.00 |
1 |
| Lecture |
Contact |
Introduction to instrumental pedagogy |
Every Week |
1.00 |
1 |
| Lecture |
Contact |
Developmental Psychology |
Every Week |
1.00 |
1 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Study, research |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| This module has no Part Time workload. |
|
Module Resources
|
| Recommended Book Resources |
|---|
-
Micheál Houlahan. (2008), Kodály Today: A Cognitive Approach to Elementary Music Education, Oxford University Press, [ISBN: 9780195314090].
-
Choksy, Lois. (1988), The Kodaly Method, Prentice Hall, Englewood Cliffs, N.J., [ISBN: 0 13 516873 2 01].
-
Taka, Philip and Micheal Houlahan. (1995), Sound Thinking: Developing Musical Literacy, Boosey and Hawkes, [ISBN: 0-91 13932-53-1].
| | Supplementary Book Resources |
|---|
-
Bean, John and Oldfield, Amelia. (1991), Pied Piper: Musical Activities to Develop Basic Skills, Jessica Kingsley Publishers, London, [ISBN: 1853029947].
-
Choksy, Lois. (1981), The Kodály Context, Prentice Hall, Englewood Cliffs, N.J., [ISBN: 978-013516666].
-
Deliege, I. and Sloboda, J. (editors). (1996), Musical Beginnings: Origins and Development of Musical Competence, OUP, [ISBN: 978-0198523321].
-
Forrai, Katalin. (1998), Music in the Preschool, Revised. Kultura Foreign Trading Co., Budapest, [ISBN: 0958629706].
-
Frazee, J and Kreuter, K. (1987), Discovering Orff, Schott, New York, [ISBN: 0930448995].
-
Humphreys, Tony. (1996), A Different Kind of Teacher, Newleaf, Dublin, [ISBN: 978-071712489].
-
Simpson, K.. (1981), Some Great Music Educators, 2nd. Stanley Thornes, UK, [ISBN: 0853600651].
-
Department of Education and Science. (1999), Primary Music Curriculum, Dublin.
| | This module does not have any article/paper resources |
|---|
| Other Resources |
|---|
-
Website, American Association for Music Education. www.menc.org.
-
Website, The Educational CyberPlayground. www.edu-cyberpg.com.
|
|
