| CODE | ACM5015 | ||||||||
| TITLE | Learning by Design: Music Curriculum and Assessment | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Arts, Open Communities and Adult Education | ||||||||
| DESCRIPTION | The study-unit aims at giving students a thorough overview of the main educational approaches that can be used in music pedagogy. It evaluates the many possibilities that an educator can make use of in class in order to achieve the learning outcomes at the end of each cycle. Students will delve into child-centred learning, which revolves around the theory of Bloom's Taxonomy, with the application of different questioning techniques that are central to the application of a holistic approach. It emphasises the creative side of the subject, which encompasses the learning of 21st century transferable skills and theme teaching. The unit also hints towards a pedagogy which makes consistent use of technological tools, and further aids in the presentation of a more music education programme in class. Study-Unit Aims: The study-unit will cover the following areas: a. Learning Outcomes Framework: Strategy b. Assessment for Learning (AFL) c. Designing and implementation of effective instruction d. Curricula Approaches: e. Project Approach Emergent Curriculum Montessori Approach f. Post鈥恗odern perspectives as well as international perspectives in the teaching and learning of music child鈥恈entred approach. g. School collaboration and teamwork h. Curricular materials: transferring theory into practice. i. Development of a curricular or related project applicable to the student鈥檚 area of interest in music teaching and learning j. Creative Thinking in Music k. Implementation possibilities of the Kod谩ly, Dalcroze, Orff and Suzuki concepts in the music programme l. Instrumental studies built upon the basis of singing. m. The art of choral singing in schools. n. Application of modern technologies in music education Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: a. discuss the relevancy of theoretic knowledge and information based on a practice-based pedagogical approach related to the Music field of expression; b. study how to create a sound pedagogical strategy of assessment, evaluation and interpretation of facts, establishing basic principles and concepts in the Music field of expression, work or study; c. evaluate pedagogical methods of how to present facts and procedures in the application of graded Music tasks and instructions at class level; d. evaluate ways of how to form a conducive mode of learning that aims at giving students the appropriate tools to be able to select and use relevant Music knowledge acquired in class and on one鈥檚 own initiative to accomplish specific actions for self and others. 2. Skills: By the end of the study-unit the student will be able to: a. acquire the necessary ability throughout a child-led approach to help students demonstrate a range of developed Music skills to carry out a variety of tasks effectively at class level and in unfamiliar and unpredictable contexts; b. communicate a variety of different difficulty level Music knowledge tasks in an effective way that shows sensibility towards all earners; c. attain the relevant skills to direct students and give them the right tools to be independent learners who are able to solve basic Music related problems by applying basic methods, using different type of instruments, materials and information acquired during the lesson. Main Text/s and any supplementary readings: Main Texts: Kaschub, M. (ed.), Smith, J. (ed.) (2014). Promising Practices in 21st Century Music Teacher Education Get access Arrow. Oxford University Press. Care, E. (ed.), Griffin, P. (ed.) (2015). Assessment and Teaching of 21st Century Skills Methods and Approach. Springer Dordrecht Publishers. Campbell, P. S. (2008). Musician and teacher. New York: W.W. Norton and Company. Goodkin, D. (2004). Play, sing and dance: an introduction to Orff Schulwerk. New York: Schott Music Publishers. Abramson, R. M. (1980). Dalcroze-based improvisation. Music Educators Journal, 66(5), 62鈥�68. Anderson, W. T. (2012). The Dalcroze approach to music education: Theory and Application. General Music Today, 26(1), 27鈥�33. 3 Aronoff, F. W. (1983). Dalcroze strategies for music learning in the classroom. International Journal of Music Education, 2, 23鈥�25. Choksy, L. (1981). Supplementary Readings: The Kod谩ly context: Creating an environment for musical learning. Englewood Cliffs, NJ: Prentice-Hall. Choksy, L. (1999). The Kod谩ly method I: Comprehensive music education. Upper Saddle River, NJ: Prentice-Hall. Scott, L. (1992). Attention and perseverance behaviors of preschool children enrolled in Suzuki violin lessons and other activities. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: First Degree in Music studies | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Moira Azzopardi Barbieri (Co-ord.) Mariella Cassar |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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