Pedagogical Sensitivity in Enhancing Music Learning (5 ECTS)

Learning outcomes

The student can analyse pedagogical situations, group processes and learning on a level deeper than the visible. They are able to critically reflect on their own role in different teaching/learning situation. They can utilize diverse pedagogical information to support their pedagogical thinking when planning experiential and holistic learning of music. They can analyse and describe different methods, approaches and positions of early childhood music education, and apply these purposefully and interactively in their own work as a music educator. The student can utilize reliable information from various sources in their work. They know how to create collaborative learning environments where every participant can feel accepted and valuable. They can utilize a reflective approach to their own professional development and network with the working life. They can actively reflect on and modify their understanding of themselves as a music educator and a community music professional.

Content

Thoughts and concepts underpinning music teaching and learning, reflection on one’s own pedagogical thinking in relation to teaching music and the different standpoints of utilizing community music, analysing teaching/learning processes, emotions in the work of a music educator, emotional interaction in learning music and group activities, developing the practices related to community music, different ways to approach arts, health and wellbeing, planning and implementing teaching situations, individual and group reflection.

Prerequisites

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.

Teaching methods

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

Location and time

Tuition in Finnish

Learning materials and recommended literature

Opettajan ohjeistuksen mukaan; myös opettajan antama materiaali. Osallistuminen opetukseen, työelämäprojekteihin ja tehtäviin kunkin opiskelijan opintopolkua täydentävällä tavalla. Sisältyvät projektit, kirjallisuus ja tehtävät sovitaan syyskuussa -24.

Alternative completion methods of implementation

Pedagogiset sovellukset sovitaan vuosikurssivastuu-opettajan kanssa.

Internship and working life connections

Osallistuminen opetukseen, työelämäprojekteihin ja tehtäviin kunkin opiskelijan opintopolkua täydentävällä tavalla. Sisältyvät projektit, kirjallisuus ja tehtävät sovitaan syyskuussa -24.

Exam dates and retake possibilities

x

International connections

x

Student workload

1 opintopiste vastaa 27h opiskelua.

Content scheduling

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

Further information for students

Opetus pääasiassa ti klo 9-18 / to klo 9-18 välisinä aikoina. Tarkempi aikataulu vamukan lukujärjestys-lakanassa.

SISÄLTÄÄ:
Yhteiset luennot, workshopit ja seminaarit (kirkkaan keltaisella lakanassa)
Megapäivät (harmaalla lakanassa)
Musiikkipedagogiikka neloset (turkoosin värinen) & Kirjallisuuteen perustuvat oppimistehtävät (n. 150 s. luettavaa - 4 s. tekstiä = 1 op)


Osallistuminen opetukseen, työelämäprojekteihin ja tehtäviin kunkin opiskelijan opintopolkua täydentävällä tavalla.

Assessment methods and criteria

Jatkuva arviointi
Oppimispäiväkirja
Portfolio

Evaluation scale

Hyväksytty/Hylätty

Assessment criteria, approved/failed

The student can analyse learning, group processes and pedagogical situations in music on a deep level, and reflect critically on their own actions and pedagogical choices in various group situations. The student can utilize reliable information from various sources in their work. They can adopt a constructive and motivating approach to acting in multiprofessional networks, and engage in collaborative development of working life practices. They can actively develop and reconstruct their professional identity as a music educator and a professional working in the fields of the arts and health as well as community music, while continuously guiding their own professional development.