Prelude – First Steps of Teaching Learners to Play/Sing and Group Music ActivitiesLaajuus (5 cr)

Objective

The student
• is able to create meaningful learning situations and learning environments that support learning and to implement holistic and experiential teaching in music beginners' pathways to support the learning of people of different ages
• is able to act as a music educator, taking into account the needs of different groups and deepening their own understanding
• is able to lead individuals, ensembles and groups in early music education, in communities, in different contexts of learning and practising music, and in early childhood music and singing
• is able to support learning and self-expression from both an individual and a community learning perspective
• is able to identify and critically examine the factors influencing their own musical path and learning, and use their understanding to inform their development as music educators.

Content

• Initial pathways of music learning in different contexts and at different stages of the life cycle
• Reflection on creativity, music pedagogy and learner/participant needs from different perspectives
• Analysis of challenging group situations
• Planning and implementation of teaching and guidance situations
• Individual and collective reflection

Qualifications

The student
• is able to design teaching situations in a learner-centred way, taking into account the needs of different groups
• is able to use creativity, expression, musical invention and improvisation as well as different pedagogical approaches using music
• is able to analyse the impact of pedagogical choices on group activities and learning
• is able to guide individuals and groups and support learning and self-expression as part of human well-being and good living in a variety of situations.

Assessment criteria, approved/failed

The student
• is able to plan and implement holistic and experiential music education to support the learning of people of all ages
• can teach at an elementary level of playing and singing to individuals, groups and ensembles
• is able to support learning and self-expression from both an individual and a community learning perspective
• is able to use knowledge about learning to support their own pedagogical work.