Course Objectives

Objectives

The programme aims to develop students’ musical understanding and skills and to prepare them for planning and teaching musical activities in day care centres.

Subject knowledge

This main course will provide students with insight into music as an art and culture subject. The student’s creativity and reproductive ability is developed through practising and listening activities. It also focuses on the child’s development and forms of expression within music.

Students will develop a personal repertoire within song, play, dance and other music-related activities

Course units

Personal musicality and experience of music

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

Song

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

Play

Using the body as a musical instrument, rhythm, xylophone and guitar. Musical instruments used in day care centres.

Music and movement

Song games, simple dances and improvisation.

Listening activities and sound games

Sound and music as forms of expression and communication.

Leadership and organisation of 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 study programme

Aesthetical processes, creativity and imagination

Pedagogical activities in day care centres

This principal course element emphasises practical work with materials, teaching and learning methods and various activities which it would be natural to use in music-pedagogical work with children.

Course units

Musical activities in day care centres

Planning, organising and assessing musical activities in day care centres, suited to children of varying abilities.

Aesthetic awareness, joy and the need to be creative

Music in an interdisciplinary context

Assessment of teaching tools, equipment and materials

Interaction and reflection

Emphasis will be given to providing a theoretical basis for analysis and reflection related to musical activities in day care centres.

Music is integrated into a social perspective

The youngest children (1-3 yrs) represent a continually larger proportion of the children in day care centres. Music for the youngest children will therefore constitute an important focus of the study programme. In order to establish continuity in the education of young children in their transition from the day care centre to primary school, students will be provided with knowledge concerning the music curriculum and didactic approach for children in the first year at school.

The programme will also provide students with skills that will enable them to convey their knowledge of music pedagogy to other day care centre staff.

Course Description

The programme prepares students for using music activities in day care centres. Musical expression represents a major characteristic of the pre-school child’s behaviour, play and communication. To stimulate and further develop the child’s receptive and expressive abilities in this area, students will acquire knowledge concerning the subject of music, and how to teach it.

Various forms and expressions of music represent basic ways of interacting and showing feelings in all cultures. Music represents an important element in our common cultural heritage and provides us with knowledge of our past and our traditions.

We live in a multicultural society that focuses on media. The programme discusses questions related to the music that is accessible through the various media and cross-cultural forms of music.

Music is an arts subject that includes song, dance, performing and listening activities. It has its own 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 requires a substantial amount of independent study. It is important that students are aware of their co-responsibility regarding their own musical development and learning.

Students are required to have a guitar at the beginning of the course.

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, but music and culture from other countries will also be emphasised.

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 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 assignment
• 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 day care centres 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

Work Portfolio assessment

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 story

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.

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 Regulation.

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