Music Enhancing Inclusion and Agency (10 cr)

Objective

The student is able to describe the impacts of creativity and arts as part of everyday life, health and well-being. They can analyse the elements of creative group activities and utilize the implications of music and arts activities also beyond the traditional education sector e.g. in audience outreach of art institutions, in social and health care environments and other collaboration projects in working life contexts. The student recognizes the significance of self-expression and processing emotions on learning. They also recognize the impact of music on enhancing participation, inclusion and well-being. They can construct creative group processes to open up different possibilities for learning, and reflect on their underlying conceptions of music education.

Content

The various impacts of creative activities, arts experiences and music on well-being, inclusion and agency, special needs in learning and the relevant pedagogical approaches, community music, multiprofessional collaboration with the working life, individual and group reflection.

Location and time

Tuition on Tuesdays and Thursdays.

Materials

Opettajan ohjeistuksen mukaan/opettajan antama materiaali

Teaching methods

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

Student workload

Musiikin opettaminen ja luova toiminta ryhmässä 2 (10 op) ja Musiikki osallisuuden vahvistajana (10 op) muodostavat kevään vamukaopintojen kokonaisuuden, yhteensä 20 op. Opinnot sisältävät kontaktiopetusta noin 200 tuntia ja itsenäistä työtä noin 270 tuntia.

Further information

Specific content of the course is given at the beginning of the course

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

The student can work purposefully in the creative activities they have constructed, participate flexibly in teamwork and take into account the different needs of learners. They can implement creative music and arts activities also beyond the traditional education sector. They can consider different music education and community music environments and special learning needs when constructing musical activities. They can direct their own positioning in different working groups and recognize their own progress in professional interaction.

Assessment methods and criteria

Continuous assessment
Learning journal/Portfolio
Learning assignment

Qualifications

The student can construct and act purposefully in music teaching situations taking into account the needs of the learners. They can act in various community music environments also beyond the traditional education sector and utilize their competences as a music educator in various collaboration and working life contexts, e.g. in audience outreach of art institutions, in social and healthcare environments. 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 can reflect on their own learning curve on the way to becoming a professional music educator, and develop skills to direct their own continuous professional development.