MUS3111 : Teaching Music in Schools - socio-cultural contexts and approaches to practice
- Offered for Year: 2017/18
- Module Leader(s): Dr Simon McKerrell
- Owning School: Arts & Cultures
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
To develop students’ ability to understand and reflect critically upon the processes of teaching music in schools. To enable students to gain understanding of current and historical issues, debates, theories and practice in the field of school music education. To develop student’s knowledge of how political ideology affects the teaching of music.
The module will include lectures, seminars, group work and practical workshops. A critical perspective of school music education will be developed together with relevant understanding of key issues in the classroom. By the conclusion of this module, students will have a good understanding of the current state, debates, developments and initiatives within the field of school music education at both primary and secondary levels, with a knowledge of the historical background of these. They will have reflected on big questions such as what does musical learning look like and what is the purpose of music education. They will also have gained practical knowledge in the fields of singing with children, and of ways of preparing to enter the music teaching profession.
Outline Of Syllabus
Introduction to recent history and developments in school music education in the UK, and the socio-political contexts influencing this history and current debates. The importance of music in the Early Years. Current issues within primary music school music education: for example, generalist teacher musical confidence and identity; role of music within the primary school in the light of recent Government initiatives; primary pupils’ access to music education in the school. Current issues within secondary music school music education: student musical identity in and out of school: the role of music within the secondary school in the light of recent Government initiatives. Growing areas of interest in the general school music educational field, including questions of pedagogy, student voice, and dialogic and informal approaches to teaching music. Preparing for application to PGCE. Pedagogical approaches to teaching music, with a particular emphasis upon a pedagogy of singing.
|Guided Independent Study||Assessment preparation and completion||1||40:00||40:00||N/A|
|Scheduled Learning And Teaching Activities||Lecture||11||2:00||22:00||N/A|
|Guided Independent Study||Directed research and reading||1||50:00||50:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||11||1:00||11:00||Seminars|
|Scheduled Learning And Teaching Activities||Workshops||1||3:00||3:00||N/A|
|Guided Independent Study||Independent study||1||74:00||74:00||N/A|
Teaching Rationale And Relationship
Lectures explore contexts, issues and methodologies related to the teaching of music, particularly focusing on different approaches to music education, and how the political agenda has shaped these. Seminars give students a chance to critically engage with the work of various scholars, bring their experiences, challenge and debate, and to deepen understandings of complex issues discussed during the lectures. Practical group work and workshops give opportunities to experience pedagogical approaches discussed in theory.
The format of resits will be determined by the Board of Examiners
|Essay||1||A||100||Essay of 3500 words on one of a number of set questions|
|Written exercise||1||M||Formative assessment in November. Students asked to write 1000 words on 'what is musical learning?'.|
Assessment Rationale And Relationship
The essay will reflect overall engagement with the course and give students the opportunity to demonstrate both that they have acquired general and relevant understandings of the issues and practices of school music education as covered in the module, and that they are now able to explore their chosen topic to a deeper level, bringing in their reading from their independent study.
There are also opportunities for formative feedback whereby students are set small tasks that they have to present or feed back to the group.
SEMESTER ONE ONLY STUDY ABROAD: The coursework assessment needs an earlier submission date but otherwise remains unchanged.