Music Supporting Daily Life in Communities (10 cr)

Objective

The student can construct creative activities and learner-centred practice, taking into account the specific needs of different groups. They are able to observe various pedagogical approaches and their implications to practice. They are able to act purposefully in the teaching situations, taking into account the needs of the learners. They can also reflect on these pedagogical situations and develop their own learning. They are able to recognize the elements of their pedagogical growth and are able to utilize given feedback in their development. They actively reflect both independently and together with peers on their understanding of learning, creativity and teaching practice. They can also combine the theoretical, experiential and practical knowledge they have gained in their written and verbal reflections.

The student is able to apply music education methods to community music contexts also beyond the traditional education sector. They can use their pedagogical knowledge in different working life contexts e.g. in audience outreach projects of arts institutions, social and health care environments, and other inclusive music projects in working life. They are flexible in collaboration and interaction, purposefully supporting the shared goals of the project. They can give and receive constructive and versatile feedback. The student can analyse the group dynamics and aspects that affect it. They can use and develop various aspects of their musicianship in different working life contexts.

The student can differentiate challenges in the music teaching profession in different teaching contexts, and can relate these to reflecting on their learning experiences. They can construct their own development and learning path by challenging themselves to encounter new learning experiences as a music pedagogue.

Content

Constructing and analysing a teaching situation from the points of view of the teacher, learner and teaching process, enhancing agency through learner-centred and participant-centred music and arts activities, leading and understanding group processes, rehearsing teaching situations, interdisciplinary collaboration with the working life, individual and group reflection.

Location and time

Tuition in Finnish. Tue 9-18 and Thu 9-15.

Materials

Tuition in Finnish

Teaching methods

Interactive lecture
Guided assignments
Study visit
Small group tutorial
Guided assignments
Workshop

Employer connections

N/A

Exam schedules

N/A

International connections

N/A

Completion alternatives

Tuition in Finnish

Student workload

Tuition in Finnish

Content scheduling

N/A

Further information

Tuition in Finnish

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

The students is able to construct musical activities and reflect on learning in various stages of life. They can take into account the differences between individuals and the level of the support needed when constructing musical activities. 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 on the contributions of other group members, also in projects with the working life and new contexts. The student is able to plan and implement musical activities in different groups.

Assessment methods and criteria

Continuous assessment
Learning journal /Portfolio
Learning assignment

Qualifications

The student can holistically differentiate and explain group activities and comprehend learning as an integral part of the course of life. They can describe how creativity and arts enhance well-being and can reflect on the related knowledge. They can collaboratively construct creative group activities that aim to enhance well-being and meaningful experiences for the participants. They are able to act as a member of a working group and to lead group activities associated with community music. They can analyze and describe the benefits and impact of music and creative activities on building group processes and well-being for communities.

Objective

The student can construct creative activities and learner-centred practice, taking into account the specific needs of different groups. They are able to observe various pedagogical approaches and their implications to practice. They are able to act purposefully in the teaching situations, taking into account the needs of the learners. They can also reflect on these pedagogical situations and develop their own learning. They are able to recognize the elements of their pedagogical growth and are able to utilize given feedback in their development. They actively reflect both independently and together with peers on their understanding of learning, creativity and teaching practice. They can also combine the theoretical, experiential and practical knowledge they have gained in their written and verbal reflections.

The student is able to apply music education methods to community music contexts also beyond the traditional education sector. They can use their pedagogical knowledge in different working life contexts e.g. in audience outreach projects of arts institutions, social and health care environments, and other inclusive music projects in working life. They are flexible in collaboration and interaction, purposefully supporting the shared goals of the project. They can give and receive constructive and versatile feedback. The student can analyse the group dynamics and aspects that affect it. They can use and develop various aspects of their musicianship in different working life contexts.

The student can differentiate challenges in the music teaching profession in different teaching contexts, and can relate these to reflecting on their learning experiences. They can construct their own development and learning path by challenging themselves to encounter new learning experiences as a music pedagogue.

Content

Constructing and analysing a teaching situation from the points of view of the teacher, learner and teaching process, enhancing agency through learner-centred and participant-centred music and arts activities, leading and understanding group processes, rehearsing teaching situations, interdisciplinary collaboration with the working life, individual and group reflection.

Qualifications

The student can holistically differentiate and explain group activities and comprehend learning as an integral part of the course of life. They can describe how creativity and arts enhance well-being and can reflect on the related knowledge. They can collaboratively construct creative group activities that aim to enhance well-being and meaningful experiences for the participants. They are able to act as a member of a working group and to lead group activities associated with community music. They can analyze and describe the benefits and impact of music and creative activities on building group processes and well-being for communities.