Course Objectives

The main goal of the course is to enable students to use music in their work as teachers. Therefore, all areas of the curriculum will help support this goal.

Students will become acquainted with common musical pedagogical / music-didactic problems (e.g. creativity, goal-oriented thinking, musicality and musical development), and be able to explain them.

The competence aims of the subject are related to the following 6 main areas:

1. Music theory and ear training

2. Singing and playing

3. Dance and movement

4. Composition

5. Listening and music history

6. Musical pedagogical knowledge and reflection

A. Music theory and ear training

As a music teacher, one must be able to relate to the written languages of music, including musical notation. Therefore, work on elementary musical theory will be included.

Ear training

Students should be able to reproduce and write down simple melodies and rhythm patterns, intervals, chords and scale types, acquire insight into analytical systems such as chords and function descriptions, and practice reading music.

The instruction in ear training is obligatory if the student is not able to document satisfactory skills in advance.

B. Singing and playing

Playing(piano or guitar)

Most of the activities involve accompaniment or chord notation. Each student must, during the course of the programme, work on a repertoire of 10 obligatory and 10 personally selected songs, and master various accompaniment techniques which are suitable for class singing. The repertoire must also include playing from written music.

Songs

The main emphasis is placed on working with class singing/choir.

Other important topics will be ear training, keeping time and articulation.

The students will work on a repertoire of 10 obligatory classroom songs.

Ensemble-playing on classroom instruments

The students will work in groups with ensemble playing on classroom instruments, including xylophones, recorders, percussion and group instruments. The class will also work on investigating the basic principles in the organisation of ensemble music for use in the classroom. Other important topics include classroom methods and instruction techniques for various age groups in primary and lower secondary schools. In addition, students will demonstrate in ensemble playing that they master the various instruments. As an element in this field of activity, students will hold a school concert involving singing and playing various classroom instruments.

C. Dance and movement

Students will study dance and movement as part of their work on musical concepts, in play, and as a form of experience and expression.

Students will be able to lead and instruct a repertoire of

· 8 singing and dancing games

· national and international folk dances

Students must also be able to compose, lead and perform their own dances to chosen music.

D. Composition

Building on elements of music, students will compose and perform their own compositions.

This work includes, among other things:

· Melody based on minor scale which is set to text.

· Rhyme, verse and speech choir.

· Creative sound work. Graphic notation.

· Working with principles of ensemble compositions in the classroom.

· Figuration.

· Simple vocal and instrumental composition techniques.

· Use of ICT/Midi technology.

· Dance/movement to one’s own and other’s compositions.

Students must submit five compositions/arrangements: a speech choir; a classroom arrangement; a sound/timbre composition; a figured melody to a text; and a dance. Students will choose three of these to be part of their personal portfolios, forming the basis for the final portfolio evaluation (see Assessment).

E. Listening and music history

Students will become acquainted with the music and styles of Western music, from various historical periods and genres up until around 1900. They will also become acquainted with a repertoire of listening material that may form the basis for activities connected to listening methodology, and learn to discuss the musical culture and preferences of children and adolescents. It is also important that students develop auditory confidence regarding the variety of styles of the various periods and genres.

Students will become acquainted with the principal forms of Western music, such as simple ternary form, rondo, variation form, fugue and sonata movement form.

F. Musical pedagogical knowledge and reflection

The students will become familiar with important musical pedagogical topics. They will write a group assignment on music didactics, which will be included in the portfolio.

Course Description

The course aims at improving the students’ skills and confidence in using music professionally. Emphasis will be given to leading and preparing practical musical activities, and reflection upon musical pedagogical issues. The course includes, amongst other things, learning instruments, singing, planning and implementation of school/nursery concerts and music projects in various contexts.

Learning Methods

Teaching

As a subject, music involves many group-dynamic processes, and student attendance is therefore important.

Most of the teaching will be organised as seminars, though some themes will be organised as compulsory courses. Singing and piano training will be given in groups.

The semester plan provides information concerning compulsory attendance, for instance, concert attendance.

Simple use of ICT/Midi technology will be a relevant working method in some contexts. Information and assignments will be distributed to the students mainly via Classfronter.

The relationship between theory and practice

Students are encouraged to try out the various problems they have encountered during the study of the subject; in this context, students will complete a period of practical training.

Assessment Methods

Students must have their assignments and exercises approved by the subject teacher before they will be permitted to sit the final examination.

The assessment has three components:

1. Continuous assessment (pass/fail)

* Tests in music theory and ear training skills

* Tests in singing, playing, ensemble playing, percussion and dance

* In groups of six to eight, students will arrange and carry out a concert (individual assessment)

2. Portfolio (grade, 40%)
* Three approved assignments in composition

* Group assignment in didactics

The assignments in composition (submitted throughout the year) and the group assignment in didactics are assessed together, and count for 40% of the final grade. In the evaluation of the portfolio, level of musical skill, effort and development may be emphasised.

3. Final examination (grade, 60 %)
The final examination consists of a written part and a practical/oral part. The written part (5 hours) may contain themes from music history / listening, music pedagogy / didactics and music theory. The practical/oral part consists of practical/method tests, in which each candidate is allocated 20 minutes. In calculating the grade for the final examination, the practical/oral part counts for 60%, while the written examination counts for 40%.

The course yields one, final grade, graded from A-F, where A is the highest and E is the lowest passing grade. Students must achieve a passing grade for each course unit in order to achieve a passing grade. For further information, please refer to Telemark University College’s examination regulations.

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