Elements and Principles of Music Education Practice 2Laajuus (2 cr)

Objective

The student can describe and reflect collaborative learning in music and creative activities from the learner’s perspective when planning creative group activities. The student is able to use different approaches and methods to promote creativity, expression, improvisation, musical inventiveness and embodied music experience in their pedagogical work, and can reflect on it based on theoretical knowledge and research literature. The student can identify factors related to the group process. The student can reflect on the significance of creativity, expression, improvisation, musical invention, and embodied music experience, as well as the pedagogical approaches aimed at supporting them and the related knowledge. The student can use a reflective learning approach to direct their own learning and development as professionals.

Content

Creativity as a part of life, learning, musical invention and improvisation, embodied music experience and interaction, learner-centred pedagogical practices, planning and executing pedagogical processes and musical interactions, musicianship in pedagogical work, individual and group reflection.

Qualifications

The student
• is able to recognise and describe elements of creative group activity practices, pedagogical processes and approaches
• is able to plan music activities, considering the needs of diverse individuals, and recognise the importance of pedagogical choices and interactions that affect learning
• is able to use music education methods in practice while supporting the learning goals of the 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
• 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, 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 their own development in interaction situations.