Study Guide

Objective

The student can utilize theoretical, practical and experiential information when constructing learner-centered teaching and analysing the practice of teaching. They can utilize versatile information on supporting different kinds of learners when planning their teaching, and use this information in developing their own pedagogical thinking. The student can describe widely the different factors related to creativity, expression and artistic inventiveness, and reflect on the related research. The student can construct versatile pedagogical processes related to community music, and reflect on the new possibilities they open for learning and experience. They are able to analyse the group process and teaching situation on a level deeper than the visible.

The student can construct learner-centred pedagogical situations taking into account learner needs. They can use creativity, musical artistic expression, composition and improvisation, as well as pedagogical approaches that utilize different kinds of music. They can take into account group dynamics and group processes in their pedagogical activities. They are able to build possibilities for creativity, expression, improvisation and musical inventiveness in their pedagogical activities.

The student also recognizes possibilities in developing their musicianship as part of their growth into music educators.

Content

Different ways of learning and teaching, special needs in learning music, creative music education, preparing for and constructing pedagogical processes, pedagogical structure and improvisation, pedagogical choices and possibilities, individual and group reflection.

Location and time

Opetus pääasiassa tiistaisin ja torstaisin klo 9-18 välisinä aikoina. Tarkempi aikataulu vamukan lukujärjestys-lakanassa.
Osallistuminen opetukseen, työelämäprojekteihin ja tehtäviin kunkin opiskelijan opintopolkua täydentävällä tavalla. Sisältyvät projektit, kirjallisuus ja tehtävät sovitaan lukukauden alussa vuosikurssivastuuopettajan / moduulin opettajan kanssa.

Materials

Opettajan ohjeistuksen mukaan; myös opettajan antama materiaali. Osallistuminen opetukseen, työelämäprojekteihin ja tehtäviin kunkin opiskelijan opintopolkua täydentävällä tavalla.

Teaching methods

Interactive lecture
Problem based learning
Guided assignments
Workshop
Small group tutorial
Study visit

Employer connections

Osallistuminen opetukseen, työelämäprojekteihin ja tehtäviin kunkin opiskelijan opintopolkua täydentävällä tavalla. Sisältyvät projektit, kirjallisuus ja tehtävät sovitaan lukukauden alussa.

Completion alternatives

Pedagogiset sovellukset sovitaan vuosikurssivastuu-opettajan kanssa.

Content scheduling

Opetus vamuka-aikoina ti ja to. Tarkemmat ohjeet lukujärjestyslakanassa.

Further information

Tuition in Finnish

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

The student is able to construct and implement diverse and creative group activities considering the needs of the learners. They use creativity, musical artistic expression, composition and improvisation in their practice and reflect on the effects of pedagogical choices on group activities and learning. They are able to analyse the group process and teaching situation on a level deeper than the visible.

Assessment methods and criteria

Continuous assessment
Learning journal
Portfolio

Prerequisites

The student can construct learner-centred music activities that enhance self-expression, improvisation, invention and the joy of learning. They recognize the possibilities of supporting diverse and creative agency. The student is able to recognize different approaches and pedagogical methods suitable to certain teaching situations. They can recognize the impact of the teachers pedagogical choices on group learning. They can reflect their own learning and emotions. 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. The student also takes an active role in facing the challenges emerging in group processes. They can direct their own positioning in different working groups and recognize their progress in professional interaction.