Course Description

Introduction

Music

Music has always served as a significant form of artistic expression, in relation to the needs of both individuals and communities. Consequently, music is an important part of our common cultural heritage, and also when considered within a national context. In our current media- and information-driven society, music is of considerable significance and is prominent in many spheres: in relation to the development of cultural identity, self-recognition, therapy, mediation of information, entertainment and in sales and marketing etc.

Music as a form of artistic and cultural expression has always represented a skilled craft. This manifests itself through centuries-old traditions of master craftsmen who pass on their knowledge and experience to the next generation.

Music as a scientific subject has the task of exploring, describing, arranging, and systematising the relationship between music, people and society. For this purpose, the science of music may be classified into various categories: music history and methods regarding the analysis of style, as well as psychological, anthropological and philosophical studies of music and musical life.

Music as a subject may be taught in schools, or by private teachers, for example in the form of vocal or instrumental instruction.

Today, there are many ways to engage in professional life in the field of music: composers, performing musicians, music teachers and pedagogues practice their professions in diverse genres and teaching contexts.

Music didactics in general teacher education

The role of music didactics is to describe and understand the subject as it is taught in all its variations; the relationship of influence between the educational subject music; and music as an artistic and cultural expression, craft and academic discipline. By developing understanding of these relationships, music didactics places the individual music teacher, student and teaching situation in a larger cultural and societal context.

In the Post Graduate Certificate of Education programme, music didactics relates the skills students have acquired in their music studies to a pedagogical context. Didactics illuminates the relationship between practice and theory in education in general, and in the teaching of the subject music in particular.

In order to realise these aims, the first 15 ECTS in this course are largely dedicated to practice and methods in the classroom, combined with an introduction to general pedagogical and didactic topics concerning the teaching of music.

Aims and target areas

The basic pedagogical principles of music comprise:

1. Planning activities in music pedagogy

2. Learning materials and methods in music pedagogy

3. Adapted teaching of music

4. Assessment and supervision in music pedagogy

The teaching focuses on four main areas which includes the following elements:

1. Ensemble-playing on classroom instruments

Students will work in groups with ensembles playing classroom instruments, including recorders and guitar. They will also work towards developing an understanding of the basic principles in creating compositions for classroom use. Classroom methodology and teaching plans for various age groups will also be emphasised. In addition, students will work within popular genres (for example pop/rock/blues) with instruments such as electric guitar, electric bass, keyboard, drums and percussion.

2. Composition and arrangement with children and youth

The work includes, among other things:

• composing, arranging and work involving the principles for ensemble composition and notation in the classroom

3. Listening and listening methodology

Students should become familiar with a repertoire of listening material to use as the basis for methodical listening activities and discussions of children and youth’s music culture and musical preferences.

4. Theory component with music pedagogy/didactic approaches

Students will become familiar with and be able to give an account of common music pedagogy/didactic including creativity, goal-oriented strategies, musicality and musical development. Students will learn about the historical development of music as a subject in Norwegian schools, and the various grounds used to legitimise teaching the subject in schools.

Students must submit an article of about five pages, which focuses on music didactics in relation to a particular type of school. The content should be related to curricula and subject literature.

In this way, students will acquire didactic expertise in music, composition - and listening to music. They will also develop didactic expertise in the oral presentation of music, reading and writing music, and learn to understand the relation between music and mathematics, as well as the use of digital tools in the teaching of music.

Learning Methods

Teaching

The teaching and activities in this course are organised so that students are offered a well-rounded experience of various teaching methods which includes lectures, classroom teaching, project and group work. Practical classroom work including varied activities, serves to make concrete the subject and underline its distinct character.

The teaching and learning methods used in the course are themselves part of the course in the sense students will acquire practical skills in using these methods, which they may later apply in their own teaching. In particular, the methods emphasise students’ responsibility for their own learning.

Participation in group activities is obligatory. Teaching practice is also obligatory, together with all of the preparatory and follow-up work. Students will complete a number of obligatory assignments which must be submitted for approval. Information concerning obligatory requirements is described in the semester plan, which is handed out at the beginning of the course. All of the obligatory assignments must be approved by the course teacher(s) and receive passing grades before students will be allowed to sit the final examination.

Assessment Methods

Requirements which must be fulfilled in order to sit the examination:

1. Obligatory assignments must be approved by the course teacher.

2. Participation in teaching (80%).

Final examination

The final examination consists of a practical/oral part. The written part (5 hours) includes topics from the syllabus in music pedagogy/didactics. The practical/oral part consists of a practical/methodological assignment.

Each candidate is allocated 20 minutes.

The practical oral part counts for 60% of the final grade; the written part, 40%.

A single grade is entered on the diploma, graded from A to F, where A is the highest grade and E the lowest passing grade. Students must achieve a passing grade on both parts of the examination in order to achieve a final passing grade for the course. Please refer to Telemark University College’s examination regulations for further information.

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