Various Pathways to MusicLaajuus (5 cr)

Objective

The student
• is able to use theoretical, practical and experiential knowledge in planning learner-centred teaching and analysing teaching practice
• is able to make use of a wide range of knowledge about factors related to supporting the learning of different people and to use this knowledge in the development of their own pedagogical thinking
• is able to describe a wide range of factors related to creativity and expression and to reflect on research findings in this area
• can design a wide range of pedagogical and applied arts processes and reflect on the learning and experiential opportunities they offer
• is able to analyse group processes and teaching situations beyond the visible activity
• is able to design teaching situations in a learner-centred way, taking into account the needs of different groups
• uses a variety of pedagogical approaches based on creativity, expression, musical invention and improvisation, as well as different types of music
• is able to analyse the impact of pedagogical choices on group activities and learning
• is able to take into account group dynamics and group activity phenomena in their pedagogical work
• identifies new opportunities to develop their musicianship as part of their growth as music educators.

Content

• Different ways of learning and teaching
• Special support needs in music learning
• Creative music teaching
• Planning and implementation of teaching and guidance situations
• Structure and pedagogical improvisation
• Pedagogical choices and possibilities
• Individual and group reflection

Qualifications

The student
• is able to design learner-centred musical activities that support expression, invention and the joy of learning, and to identify opportunities to support the creative agency of people with different backgrounds
• can identify approaches and pedagogical tools appropriate to different teaching and guidance situations and the importance of pedagogical choices made by the teacher for learning in a group
• can reflect on their own learning and the emotions it evokes, as well as on the teaching situations they have experienced and seen
• can act as an active member of a team, give constructive feedback at different stages of teamwork and actively seek solutions to challenges that arise in teamwork
• is able to consciously manage their own positioning in different working groups and to identify their own development in interaction situations.

Assessment criteria, approved/failed

The student
• is able to plan and implement creative group activities in a variety of settings, taking into account the needs of learners/participants
• is able to use creativity, expression, musical invention and improvisation in a variety of ways and is able to analyse the effects of pedagogical choices on group activities and learning
• is able to analyse the group process and the teaching situation beyond the visible activity.