Module Details

Module Code: MUSC8006
Title: Class Teaching 4
Long Title: Class Teaching 4
NFQ Level: Advanced
Valid From: Semester 1 - 2021/22 ( September 2021 )
Duration: 1 Semester
Credits: 5
Field of Study: 2121 - Music & Performing Arts
Module Delivered in: 1 programme(s)
Module Description: This module refines classroom teaching skills and further explores psychological, sociological and philosophical aspects of music education.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Compile a comprehensive teaching resource file
LO2 Teach musicianship to upper levels of the primary school
LO3 Critically analyse current music education issues
LO4 Evaluate theoretical aspects of current educational thinking
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 3
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
Collating and indexing all resources
Skill development
Enhancing teaching skills through an eclectic approach to developing a teaching style
Applying learning
Experiencing a variety of teaching approaches and developing an individual approach
Mentoring programme
Observing and working with practitioners to refine developing skills
Resource development
A review of resources available to music practitioners to keep current with developing ideas
Theories and Research
An exploration of current theoretical and pedagogical issues in music education
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Practical/Skills Evaluation % of Total Mark 40
Timing Every Week Learning Outcomes 2
Assessment Description
Portfolio of student observations of classroom
practice and supervisor feedback on class delivery
Assessment Type Project % of Total Mark 30
Timing Sem End Learning Outcomes 1
Assessment Description
Conclusion of indexing and cross-referral of resource file
Assessment Type Project % of Total Mark 20
Timing Sem End Learning Outcomes 3,4
Assessment Description
Educational Theory Project: a review of current literature on a specific topic
Assessment Type Written Report % of Total Mark 10
Timing Week 7 Learning Outcomes 3,4
Assessment Description
A review of assigned academic article(s)
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
Independent & Directed Learning (Non-contact) Non Contact Teaching placement experiences Every Week 1.00 1
Independent & Directed Learning (Non-contact) Non Contact Research Every Week 3.00 3
Lecture Contact Class teaching methods Every Week 1.00 1
Lecturer-Supervised Learning (Contact) Contact Microteaching/observation Every Week 1.00 1
Lecture Contact Educational theory for music teachers Every Week 1.00 1
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
  • Choksy, Lois. (1981), The Kodaly Context, Prentice-Hall, Englewood Cliffs, NJ, [ISBN: 0 13 516666-7].
  • Creech, Andrea, Maria Varvarigou and Susan Hallam. (2020), Contexts for Music Learning and Participation: Developing and sustaining musical possible selves, [online]. Palgrave Macmillan, [ISBN: 9783030482619].
  • Michael Houlahan & Philip Tacka. (2008), Kodaly Today, Oxford University Press, New York, [ISBN: 0-19-531409-0].
  • Michael Houlahan & Philip Tacka. (2015), Kodaly in the Kindergarten, Oxford University Press, New York, [ISBN: 0-19-939649].
  • Feierabend, John M.. (2003), The Book of Echo Songs, GIA Publications.
  • Jorgensen, Estelle. (2014), Pictures of Music Education, [Online and Print]. indiana University Press, [ISBN: 9780253001733].
Supplementary Book Resources
  • McNally, Jo. (2006), Young Voiceworks, OUP, Oxford, [ISBN: 0 19 343555 1].
  • Ross, M. (1993), Assessing Achievement in the Arts, Open University Press, UK, [ISBN: 0335190618].
  • Stannard, Kevin. (2003), Junior Voiceworks, OUP, Oxford, [ISBN: 0 19 343551 9].
  • Steen, Arvida. (1992), Exploring Orff: A Teacher's Guide, Schott, NY, [ISBN: 0 930448 76 6].
  • Swanwick, Keith. (1994), Musical Knowledge: Intuition, Analysis and Music Education, Routledge, London; New York, [ISBN: 0415100968 (HBK.)].
  • Colwell, Richard, ed.. (1992), Handbook of Research on Musical Teaching and Learning, Schirmer.
  • Swanwick, Keith, ed.. (1999), Teaching Music Musically, Routledge, London.
  • MacPherson, Gary, ed.. (2006), The Child as Musician - a Handbook of Musical Development, Oxford U.P..
  • Spruce, Gary, ed.. (1996), Teaching Music, Open University, London.
  • Elliott, David J.. (1995), Music Matters: A New Philosophy of Music Education, Oxford U.P..
  • Sloboda, John. (2005), Exploring the Musical Mind: Cognition, Emotion, Ability, Function, Oxford U.P..
  • Chris Philpott (Editor), Gary Spruce (Editor). (2012), Debates in Music Teaching, Routledge, London, [ISBN: 978-0-415-59762-3].
  • Estelle R. Jorgensen. (2008), The art of teaching music, Indiana University Press, Bloomington, [ISBN: 978-0-253-35078-7].
  • Andrews, Laura J. and Sink, Patricia E.. (2002), Integrating Music and Reading Instruction: Teaching Strategies for Upper-Elementary Grades, R&L Education/National Association for Music Education, [ISBN: 978-1-56545-1].
This module does not have any article/paper resources
Other Resources
  • Journal, British Journal of Music Education.
  • Journal, International Society for Music Education.
  • Website, Holy Names University, California. www.kodaly.hnu.edu.
  • Website, www.oup.com/us/kodalyinkindergarten.
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_GMUSC_8 Bachelor of Music (Honours) 8 Elective