Københavns Professionshøjskole Læreruddannelsen

Musical expression in teaching and learning

Studieordning: 2019 (LU KP)

Module type

Basis Module, 10 ECTS points. Language of instruction: English.

A short description of the Module

This Module focuses on developing the students’ music pedagogical and didactic qualifications in relation to teaching the subject music in the Danish primary and lower secondary school.

We will work with a range of forms of musical expression using the body, voice, instruments and other sound sources.

Central to the Module are creative, aesthetic work forms and learning processes including reflection on knowledge and skills achieved through working with the various forms of expression.

Furthermore, there will be particular emphasis on the development of the student’s own musical abilities.

The knowledge base of the Module

The subject is based on two different knowledge and skills dimensions; one of aesthetics and one of knowledge. The Module builds on theory and research concerning children and adolescents’ musical development and learning, and theories on the qualities and diversity of music.

Research on the subject Music in the Danish primary and lower secondary school forms the foundations of the Module.

Competence areas included in the Module

Competence area 1: Practicing music

Competence area 2: Creating music

Competence area 3: Understanding music

Competence area 4: Teaching music

Competence objectives included in this Module

The student can:

  • Conduct musical expression in an inclusive classroom
  • make wellresearched plans, carry out and assess creative musical processes in challenging and appreciative ways that develop the learners’ abilities to create and develop music independently
  • teach music as an aesthetic, cultural and historical phenomenon
  • make wellresearched plans, teach, assess and develop music teaching

Knowledge objectives: The student knows about

Skills objectives: The student can

Music theory, technique, repertoire, styles, instructing and directing in connection to playing the piano

Conduct and accompany community singing and musical activities with expression on a piano

Voice work in relation to musical development and the development of the student’s own voice

Use the student’s own voice musically and as a nuanced tool and aid in teaching

Motor/technical practicing processes, musical interpretation

Express themselves musically through playing an instrument and with an understanding of technique

The development of children’s voices, choir/singing methodology, rehearsing, song repertoire, song cultures and traditions

Conduct voice work, communal singing and soloists or choirs in a range of genres

The importance of the body, movement and play for musical development and learning

Lead musical activities with play, dance, movement and drama with an eye for the learners’ potential and qualifications

Music theory, notation, arrangement, instrumentation, knowledge of movements and musical teaching materials

Arrange music and musical activities in a broad range of styles for a range of target groups with different pedagogical aims

Creative processes, experimentation, theories on improvisation and composition and the aesthetic and innovative potential of music

Direct/conduct creative musical processes in vocal, movement and instrumental activities, including composition and improvisation

Methods for listening to music and musical development

Plan, carry out and assess varied and activating teaching in listening to – and experiencing - music

The importance of music as an existential, aesthetic, cultural medium and identity creating phenomenon

Formulate differentiated teaching and learning objectives for music lessons

Music learning and progression, differentiated teaching, planning lessons in music, teaching materials

Choose differentiated and inclusive lesson content for both single activities and more comprehensive ensemble courses

Teaching methodology, classroom management, the roles of the music teacher, communication strategies and formal and informal learning processes

Take on the various roles of a music teacher from the decisive manager and conductor to the receptive and inspiring initiator of music

Theory of music pedagogy, the learners’ musical development, aesthetic learning processes, theory of musicality

Teach with an eye to the learners’ musical preconditions, development and potential

Music in a psychological, discovery and aesthetic perspective

See perspectives of music as aesthetic phenomenon

Assessment of the Module

  1. During the Module, the student must create and lead at least one musically expressive vocal/movement activity such as e.g.: sound forming, stomp, body percussion improvisation/composition or the like.
  2. During the Module the student must submit one movement/arrangement related to the content of the Module and written in notes using IT.
  3. Towards the end of the Module, the student must submit a music pedagogical assignment related to the area of musical creation. The student must demonstrate insight into the concept of musical creation, how the term is used in the national curriculum, reflect on musical creation as it appears in teacher education and relate this to the Danish primary and lower secondary school. The assignment has a required length of 1-3 standard pages. The text is to be seen as a process text which may form the background or function as inspiration for a pedagogical synopsis to be used at the final music exam.
  4. A matinée concert marks the end of the Module where the students perform on instruments and vocals. Both singing and instrumental technique, and the creative and improvisational elements will be considered – individually, and/or in groups.

The study products and activities must be approved by the course teacher.

To pass the Module

Submit/perform the above mentioned study products and activities.

The Module is approved for the following subject

Teaching music in the Danish primary and lower secondary school.

Prerequisites for taking this Module

High-school level grade as specified. (“Bekendtgørelsen”, appendix 6).

Oversigt over studieordning 2019 (LU KP)

 

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