Introduction to Learner-Centred Music Education (5 ECTS)

Objective

The student
• can identify various perspectives related to creativity, music, and learning, and the underlying concepts of learning
• understands that each learner and participant has individual needs and can find suitable pedagogical approaches and methods to address them
• understands the principles of diversity and equality
• aims to sensitively utilise their skills as a music educator, valuing each learner's experiential world and linguistic and cultural diversity
• strives to create environments where everyone can feel valued and part of the community, regardless of their background or personal characteristics
• recognises various support needs in learning
• can combine theoretical knowledge with practical situations and reflect on their own learning.

Content

• Learner-centred and inclusive music education, issues of equality and inclusion
• Linguistically aware, culturally sensitive, and diversity-valuing guidance and teaching
• Individual and group reflection

Location and time

Tuition in Finnish

Materials

Tuition in Finnish

Teaching methods

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

Employer connections

Tuition in Finnish

Completion alternatives

Tuition in Finnish

Student workload

Johdatus oppijalähtöiseen musiikkikasvatukseen (5 op), Musiikkikasvatuksen lähtökohdat ja työtavat 1 (5 op) sekä Vuorovaikutus, ryhmäprosessit ja opetustilanteen elementit (5 op) -opintojaksot muodostavat vamukan 1. vuoden syksyn kokonaisuuden, yhteensä 15 op, josta on kontaktiopetusta n. 135 tuntia ja oman työn osuus n. 270 tuntia.

Further information

Opetusta ma (13.00-15.30), to (9.00-11.15) ja pe (9.00-11.15).
Osallistuminen opetukseen, työelämäprojekteihin ja tehtäviin kunkin opiskelijan opintopolkua täydentävällä tavalla.

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

The student
• can identify and analyse factors influencing learner-centredness
• can consider each learner's and participant's individual needs and ways of being and learning when planning creative activities
• can consider the principles and significance of equality in group activities and learning
• recognises the importance of understanding people's uniqueness, different ways of thinking, worldviews, and life stories as prerequisites for building a diverse community and learning
• uses a sensitive pedagogical approach to consider learners' experiential worlds, linguistic, and cultural backgrounds
• is able to use inclusive teaching methods that promote equality, equity, and inclusion for all learners.

Assessment methods and criteria

Continuous assessment
Learning journal
Portfolio
Written assignment

Qualifications

No prerequisites.