Creative Teaching (5 cr)

Objective

After completing the course, the student is able to apply different methods of improvisation, body percussion, game pedagogy and pedagogy of composing in their work. The student becomes acquainted with digital applications for music teaching and their use in tuition. The student becomes acquainted with the concepts of creativity research and recognizes manifestations and possibilities of creative teaching in music pedagogy. The student can support creativity in learning for both individuals and groups.

The student is able to apply music pedagogical skills in different collaboration and operation environments, such as working life contexts that utilize participatory arts. The student can guide their own growth to creative and inspirational teaching and build the capacity for the continuous development of their own professional competence and identity.

Content

Functional pedagogical lectures (e.g. body percussion, creativity, element improvisation, game pedagogy, applied improvisation). Students write a learning diary in which they observe the development of their professional identity as teachers and ponder how to apply what they have seen, heard and learned to their work. Getting to know music educator’s tasks in projects or in other jobs that require applied professional knowledge.

Location and time

Creative teaching on tuesdays at 9.15-12.15 in classrooms As 522 or As 112(Klubi). Note the spaces at different times! Starting 14. January at classroom As 522.

Materials

Digimaterial in workspace

Teaching methods

Small group tutorial
Interactive lecture
Assignments
Diary

Exam schedules

No exam. The required competences are primarily demonstrated with learning assignments, secondarily in a manner agreed with the teacher.

Completion alternatives

Attendance, assignments and diary are parts of course. Absence will be compensated by learning assignment.
Must be agreed with the teacher individually in the beginning of the semester/course.
All tasks related to course implementation must be completed during implementation in accordance with the implementation plan.

Student workload

Creative teaching on tuesdays at 9.15-12.15 in classrooms As 522 or As 112 (Klubi). Note the spaces at different times!

Päivä Tila Aihe opettaja
14.1. As 522 Creativity AP Korhonen
21.1. As 522 Gamification AP Korhonen
28.1. As 522 Composing as a pedagogical tool AP Korhonen
4.2. Klubi, As 112 Body percussion 1 Pekka Saarikorpi
11.2. Klubi, As 112 Body percussion 2 Pekka Saarikorpi
18.2. Opettajien vapaajakso
25.2. Klubi, As 112 Element Improvisaation 1 AP Korhonen
4.3. Klubi, As 112 Element Improvisaation 2 AP Korhonen
12.3. Project week
18.3. Klubi, As 112 Expression, enthusiasm and interaction Raili Honkanen-Korhonen
25.3. AS 522, Possibilities of digitalization AP Korhonen
1.4. . Klubi, As 112 Large group, clear control-Rhythm and Structure for guiding the group AP Korhonen
8.4. Klubi, As 112 Applied improvisation 1 Tapani Heikinheimo
15.4. Klubi, As 112 Applied improvisation 2 Tapani Heikinheimo
22.4. As 522 Feedback discussion and a possible topic of students' wishes AP Korhonen

Content scheduling

Creative teaching on tuesdays at 9.15-12.15 in classrooms As 522 or As 112 (Klubi). Note the spaces at different times!

Päivä Tila Aihe opettaja
14.1. As 522 Creativity AP Korhonen
21.1. As 522 Gamification AP Korhonen
28.1. As 522 Composing as a pedagogical tool AP Korhonen
4.2. Klubi, As 112 Body percussion 1 Pekka Saarikorpi
11.2. Klubi, As 112 Body percussion 2 Pekka Saarikorpi
18.2. Opettajien vapaajakso
25.2. Klubi, As 112 Element Improvisaation 1 AP Korhonen
4.3. Klubi, As 112 Element Improvisaation 2 AP Korhonen
12.3. Project week
18.3. Klubi, As 112 Expression, enthusiasm and interaction Raili Honkanen-Korhonen
25.3. AS 522, Possibilities of digitalization AP Korhonen
1.4. . Klubi, As 112 Large group, clear control-Rhythm and Structure for guiding the group AP Korhonen
8.4. Klubi, As 112 Applied improvisation 1 Tapani Heikinheimo
15.4. Klubi, As 112 Applied improvisation 2 Tapani Heikinheimo
22.4. As 522 Feedback discussion and a possible topic of students' wishes AP Korhonen

Further information

GUIDELINES FOR USING AI IN THE COURSE
Responsible Use
AI is a tool that can enrich your learning experience when used responsibly and in accordance with these guidelines. It can support learning and independent thinking, but always remember to do your work yourself and learn through the process.

AI TO SUPPORT LEARNING
AI tools (such as ChatGPT) can be valuable resources in learning, but their use comes with responsibilities. AI can be used to support assignments within specific limits that promote learning and independent thinking. These guidelines must be followed in all course tasks.
This document is designed to help you learn responsibly and develop your skills using AI. If you have any questions, please contact your instructor.

PERMITTED USE
1. Brainstorming and Inspiration
You may use AI to develop ideas or explore different perspectives.
Example: Ask questions about a topic if you're unsure how to begin.

2. Supporting Learning
AI can be used to explain difficult concepts or help you understand new material.
Example: Request explanations of terms or concepts.
Editing and Grammar Assistance

3. You may use AI to improve your own writing.
Example: Request grammar checks, but ensure the content is your own work.

PROHIBITED USE
1. Producing Complete Assignments
You must not copy AI-generated answers directly into your assignments.
Example: Submitted assignments must not rely on AI outputs without your own analysis.

2. Misuse of Sources
Do not use references provided by AI without verifying their accuracy.
Example: AI may fabricate sources that do not exist.

3. Cheating and Plagiarism
Do not use AI to bypass the independent work required by the assignment.
Example: Assignments often aim to develop skills that AI cannot learn on your behalf.

4. Uncritical Acceptance
Do not accept AI-generated information without verifying and understanding it.
Example: If you don't understand the AI's response, it won't contribute to your learning.

WHAT TO REMEMBER WHEN USING AI
Always verify the information. AI is not infallible and can provide incorrect information.
Be critical. Consider whether the perspectives provided by AI are well-founded.
Use AI to support learning. Its purpose is not to replace your thinking or work.

CONSCUENSE OF MISUSE
Any use of AI that violates these guidelines will be considered academic misconduct and handled according to the institution's policies. For example, presenting AI-generated text as your own work is strictly prohibited.

DECLARING AI USE
Always disclose if you have used AI in completing an assignment.
This includes, for example:
Using AI to help generate ideas or edit text.
Indicating how and for what purpose AI was used to assist you in the task.
You can include this information as a note at the end of your assignment:
"AI (ChatGPT) was used to support idea generation."

Transparency about AI use promotes accountability and ensures that everyone operates under the same rules.
"AI (ChatGPT) was used as a support tool in the creation of these guidelines. AI was utilized to assist with text formulation and structural clarity, but the content and decisions are based on the expertise of the course's responsible instructor."

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

The student is able to utilize various methods of improvisation, body percussion, game pedagogy and pedagogy of composition in their work. The student is familiar with digital applications for music and their use in teaching. The student is familiar with concepts in creativity research and is able to apply creative teaching methods in their music pedagogy work. The student can nurture individual and group creativity.

Assessment methods and criteria

Continuous assessment
Peer evaluation
Attendance
Learning assignments
(total 100%)

Qualifications

The student is able to utilize learner-oriented pedagogical practices as an expert in the tuition of their own instrument. The student can guide the learner in the basics of improvisation. The student is capable of constructive interaction and goal-directed music teaching.

The student can plan and implement larger pedagogical arcs based on the learner’s strengths. The student is able to give feedback from longer learning processes and is able to use feedback as an activating and encouraging teaching method. The student is able to analyse learning situations at a more profound level than the visible. The student can reflect on their pedagogical thinking and activities.