Music Teaching and Creative Group Processes 2Laajuus (2 cr)

Objective

The student
• can describe and identify the effects of music and their significance for the learning of different individuals, and apply this when planning group activities
• recognises various learning needs and can find suitable pedagogical approaches and methods for these
• is able to develop tools for creativity, expression, improvisation, and musical invention in their pedagogical activities, and reflect on the knowledge gained by linking theory to practice
• can reflect on the challenges of learners requiring special support and their impact on the methods and approaches used by the pedagogue
• can identify factors related to the group process
• is able to reflect on the significance of creativity, expression, improvisation, and musical invention, as well as the pedagogical approaches aimed at supporting them and the related knowledge
• can actively use a reflective learning approach to direct their own learning and observe their development.

Content

• Creativity and life course, learning and needs, musical invention and learner-centredness in pedagogical practices
• Planning and implementation of teaching and guidance situations
• Musicianship in the work of a pedagogue
• Individual and group reflection

Qualifications

The student
• can plan musical activities and reflect on learning at different stages of life
• is able to consider the effects of different characteristics and needs of people in planning musical activities and recognise the significance of the teacher's pedagogical choices for learning in a group
• can reflect on their own learning and the teaching situations they have experienced and observed
• can act as an active member of the working group and provide constructive feedback at different stages of group work.

Assessment criteria, approved/failed

The student
• can plan learner-centred musical activities that support expression, invention, and the joy of learning, and recognise opportunities to support the creative agency of different individuals
• can identify suitable approaches for different teaching and guidance situations, pedagogical tools, and the significance of the teacher's pedagogical choices for learning in a group
• is able to reflect on their own learning and the emotions that arise, as well as the teaching situations they have experienced and observed
• can act as an active member of the working group, provide constructive feedback at different stages of group work, and actively seek solutions to challenges that arise in group work
• can consciously guide their own positioning in different working groups and recognise