Module Details
| Module Code: |
MUSC8004 |
| Title: |
Class Teaching 2
|
|
Long Title:
|
Class Teaching 2
|
| NFQ Level: |
Advanced |
| Valid From: |
Semester 1 - 2018/19 ( September 2018 ) |
| Field of Study: |
2121 - Music & Performing Arts
|
| Module Description: |
This module develops classroom teaching and management skills further.
|
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Refine delivery of music learning at junior primary level. |
| LO2 |
Develop a comprehensive portfolio of lesson plans and resource material. |
| LO3 |
Demonstrate a broad range of teaching strategies and methods and their appropriate use and application in the teaching of music |
| LO4 |
Exhibit a broad range of techniques and methods of classroom management and their appropriate use and application in the context of teaching music |
| 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).
|
| Class Teaching 1 |
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 |
|
Resource development
Further development of an efficient resource file applying retrieval techniques.
|
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Skill development
Developing age-appropriate teaching strategies and further developing an individual teaching style.
|
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Musicianship Skills
How to analyse and develop musicianship skills through a spiral curriculum
|
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Classroom immersion
Experiencing varied teaching practice settings and developing self-evaluative and analytical skills
|
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Mentoring programme
Observing and working with practitioners to apply their developing skills
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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 |
| Lab |
Contact |
Microteaching/small group work |
Every Week |
1.00 |
1 |
| Lecture |
Contact |
Classroom methodology |
Every Week |
1.00 |
1 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Observation and teaching practice experiences |
Every Week |
1.00 |
1 |
| Lecture |
Contact |
Psychology |
Every Week |
1.00 |
1 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Associated reading and research |
Every Week |
3.00 |
3 |
| 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 |
|---|
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Gage, N. L. & Berliner, David. (1998), Educational Psychology, 6th. Houghton Mifflin Co., Boston & New York, [ISBN: 0 39 5797942].
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Michael Houlahan & Philip Tacka. (2008), Kodaly Today, Oxford University Press, New York, [ISBN: 19-531-409-0].
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Michael Houlahan & Philip Tacka. (2015), Kodaly in the Kindergarten, Oxford University Press, New York, [ISBN: 0-19-939649].
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Feierabend, John M. and Kahan, Jane L.. (2003), The Book of Movement Exploration, GIA Publications.
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Feierabend, John M.. (2003), The Book of Beginning Circle Games, GIA Publications.
| | Supplementary Book Resources |
|---|
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Banks, O.. (1976), The Sociology of Education, Batsford, London, [ISBN: 0713431733].
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Choksy, Lois. (1999), The Kodaly Method II, Prentice-Hall, New Jersey, [ISBN: 0 13 949173 2].
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Cole, Michael & Shelia. (1996), The Development of Children, WH Freeman, New York, [ISBN: 0 71 672 8591].
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Forrai, Katalin. (1998), Music in the preschool, 2nd. James Ferguson Pty Ltd, Brisbane, [ISBN: 0 9586297 06].
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Galloway, D., Rogers, C. et. al. (1998), Motivating the Difficult to Teach, Longman, New York, [ISBN: 0582231558].
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Hargreaves, Dav. J.. (1986), The Developmental Psychology of Music, Cambridge University Press, Cambridge, [ISBN: 0 521 314151].
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Reynolds, Cecil R. & Gutkin, Terry B.. (1982), The Handbook of School Psychology, John Wiley & Sons, New York, [ISBN: 0471011819].
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Swanwick, K.. (1994), Musical Knowledge, Routledge, London, [ISBN: 0415100976].
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Gordon, Edwin E.. (1991), Jump Right In to Listening: Music for Young Children, GIA Publications.
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Gordon, Edwin E.. (2012), Learning Sequences in Music, A Contemporary Music Learning Theory, 4th. GIA Publications.
| | This module does not have any article/paper resources |
|---|
| Other Resources |
|---|
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Website, www.oup.com.us/kodalyinkindergarten.
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