Course Objectives

The course aims to develop students’ musical understanding and skills and to prepare them for planning and teaching musical activities in kindergartens.

Students will:

• gain insight into music as an arts and cultural subject.
• gain knowledge of children’s musical development and expression.
• acquire skills in singing, play, and dance/movement so that they will be able to function as role models when leading musical activities in kindergartens.
• develop expertise in planning, facilitating and evaluating musical work in kindergartens.
• develop a theoretical basis for analysis and reflection in relation to musical activities in kindergartens.

Course Description

Music is an arts subject that includes song, dance, performing and listening activities. Music has its own practical rules and forms, represented by a non-verbal language where interaction, playing and listening are important.

The active development of musical skills is an important part of the student’s own development.

Self-development, self-insight and attitude development related to the subject are basic prerequisites for understanding music and its importance to pre-school children.

The subject will require a substantial amount of independent study. It is also important that students are aware of their responsibility for their own musical development and learning.

In our time, it is important to transmit to children a cultural identity, and music represents an important tool in this context. Teaching will therefore concentrate on Norwegian culture and tradition; further, music and culture from other countries will also be emphasised.

Subject knowledge

This major course unit will provide the student with insight into music as an arts and cultural subject and develop the student’s creative and re-productive ability through practising and listening activities. The course will also emphasise knowledge of children’s musical development and expression.
Students will develop a personal repertoire of songs, games, dance and other music-related activities

Course units

Musicality and experiencing music

Musical development, development of musical concepts, musical experience and musical socialisation.

Singing

Using the voice in songs, rhyme and verse, and forming sounds. The selection of children’s songs should be diverse and have varied content.

Playing

Using the body as a musical instrument, rhythm instruments, xylophone and guitar. Students are required to have a guitar at the beginning of the course.

Music and movement

Song games, simple dances and improvisation.

Listening activities and sound games

Sound and music as forms of expression and communication.

Leading and planning musical activities

Music theory

The theory of musical notation will primarily cover the needs of students to enable them to participate in various musical contexts in the course.

Aesthetic processes, creativity and imagination

Pedagogical Activities in Kindergartens

This major course unit emphasises practical work involving materials, working methods and activity forms in musical pedagogical activities with children.
Course units
Musical Activities in Kindergartens
Planning, organisation and evaluation of musical activities in kindergartens adapted to children with different backgrounds.
Aesthetic Knowledge, Joy and Creative Processes.
Music in an Interdisciplinary Context
Assessment of Teaching Aids, Equipment and Materials

Interaction and reflection

Emphasis will be given to providing students with a theoretical basis for analysis and reflection related to musical activities in kindergartens.

Music is integrated into a social perspective

The youngest children (1-3 years) represent a steadily larger proportion of the children in kindergartens. Music for the youngest children will therefore constitute an important focus of the course.

Six-year-olds in schools also pose special challenges for pre-school teachers, which the music teacher needs to be prepared for.

The course will also provide students with skills that will enable them to convey their knowledge of music pedagogy to other kindergarten staff.

Learning Methods

Students will learn to develop effective teaching and learning methods and gain an understanding of the pedagogical processes of which they are a part. The teaching may be organised to a certain extent by teachers and students together. Singing and play classes will be closely related to the other classes. Students will encounter the following teaching and learning methods:

• Group assignment
• Lectures
• Self-study
• Interdisciplinary assignments
• Using music during teaching practice placements. The subject teacher will provide subject didactic supervision, cf. The Teaching Practice Handbook.
• Some assignments which focus on the cooperation with the kindergartens where the students have their teaching practice placements.

Semester plans provide information on which activities are obligatory.

Assessment Methods

Practical Examinations/Tests:

• Ensemble playing
• Playing the guitar

Pass/fail

Portfolio

The portfolio should include:

• A folder illustrating the repertoire containing 30 musical activities for pre-school children including at least 15 songs/song games.
• Home assignment in music theory

Teaching-practice report

Approved/not approved

Presentation portfolio

• Students choose 8 musical activities from the repertoire folder for assessment.
• Individual subject/didactic home assignment

The presentation portfolio is assessed as a whole and awarded a graded mark A-F.

Final examination

Final examination – practical/didactic assignment – groups. Each group consists of 4 students. The groups are selected and receive their assignment 14 days before the final examination. The group is required to submit a written document (2-3 pages) describing their plan. The assignment consists in planning and teaching a music class for pre-school children. Each group will use 30 minutes to present their plan. The external examiner will use 30 minutes to examine the written document and ask the group questions. All members of the group are responsible for the plan and presentation.

Each student is assessed individually and awarded a graded mark.

The presentation portfolio counts for 40% of the final mark, and the final examination counts for 60%.

The diploma will include a single graded mark, graded from A to F, where A is the highest mark, and E the lowest passing mark. Refer also to Telemark University College Examination Regulations.

Minor adjustments may occur during the academic year, subject to the decision of the Dean