Music Teaching and Creative Group Processes 1Laajuus (5 cr)

Objective

The student can describe and reflect the elements affecting creative group processes from both the learner’s and the teacher’s point of view. They can also apply this knowledge in developing their own skills as a music educator. The student can reflect on theoretical knowledge related to learner-centered music education, and utilize this in their own pedagogical thinking. They recognize different pedagogical approaches and their possibilities for learning music through group activities. They are able to construct creative and learner-centred pedagogical situations and find connections between practice and theory. The student can analyse group activities and different factors that affect group dynamics. They can utilize various music education methods in the teaching process and recognize their applications to community music contexts. They can actively expand their understanding of learning, creativity and teaching by reflecting on the gained theoretical, practical and experiential knowledge. They can use collaborative learning for the benefit of their own development and that of others.

Content

Constructing and analysing pedagogical processes from the points of view of the teacher, learner and the teaching process, aspects of neuroscience in learning, enhancing inclusion and agency, different concepts regarding learning and pedagogical practice, leading and understanding group processes, individual and group reflection.

Qualifications

The student is able to reflect on different views of learning and teaching, and is able to recognize the implications of these views in pedagogical practice. They can use music education methods in constructing and implementing teaching sessions. When constructing the musical activities they can consider the different needs of learners, group processes and the holistic aspects affecting learning.

Assessment criteria, approved/failed

The students is able to construct musical activities and reflect on learning in various stages of life. They can take into account the differences between individuals and the level of the support needed when constructing musical activities. They can identify the impact of a teacher’s pedagogical approach on group learning. They are able to reflect on their own learning and the teaching situations they have observed and experienced. The student can act as an active member of a group and is able to give constructive feedback in different stages of group work.