Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
- To provide students with a wider community music and music education perspective
- To provide opportunities and experience for students wishing to develop their vocational pathways and practical skills,
- Provision of theoretical knowledge and understanding of research in community music, arts and health
- To broaden the current offer of vocationally driven modules to students in line with ICMuS’s current recruitment strategy
- To further develop and strengthen relationships with other regional educational and cultural organisations (Glasshouse International Centre for Music, local pre-school settings, charities such as Music in Hospitals, Nordoff Robbins, schools etc.)
Module content will be underpinned by theoretical work on the nature of human musicality, research on musical development in childhood, theories on life-long musical learning, theories on teaching and learning such as ‘critical pedagogy’ and dialogic teaching and learning. The module will also consider theory, practice and debate within the field of community music.
The module overall would investigate the implications of research into the following areas of music teaching and learning:
- Early Childhood Music Education (ECME) including antenatal
- Music intervention projects with Care Experienced children and young people
- Informal, formal and non-formal music in youth and adult music learning contexts
- Vocational music programmes with young people who are not in education, employment and training (NEET)
- Community music- history and theory
- Music and health –music in hospitals, music therapy (both in its formal sense and in terms of health commissioning i.e. choirs on prescription)
- Music and ageing – life-long music learning, music and dementia programmes
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 10 | 2:00 | 20:00 | Present in person lectures |
| Scheduled Learning And Teaching Activities | Small group teaching | 6 | 1:00 | 6:00 | Seminars - module cohort spilt into two groups for repeat seminar |
| Scheduled Learning And Teaching Activities | Workshops | 6 | 2:00 | 12:00 | Present in person practical workshop techniques |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 2 | 2:00 | 4:00 | Scheduled present in person tutorial surgeries |
| Guided Independent Study | Independent study | 1 | 158:00 | 158:00 | N/A |
| Total | 200:00 |
Independent study will promote IKOs 1-4 and ISOs 2-4.
Practical work will develop IKOs 1-4 and ISOs 1-4.
Lectures and group workshops will support IKOs 1-4 and ISO 1, 2 and 3.
The format of resits will be determined by the Board of Examiners
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 2 | A | 40 | 1500-word case study of chosen example from the field of community music. |
| Prof skill assessmnt | 2 | A | 60 | Design a workshop plan for chosen community music context (early childhood/adult choir etc) |
Case study essay will sum up student ability to review and critically reflect upon examples of practice in the field of CM (the case can be drawn from their own experience, from module workshops or from an online collection of examples that will be provided by the ML) outlining theory covered in first half of the module.
Professional skills assessment will provide students with opportunity to be evaluated on ability to put their practical skills, theoretical knowledge and repertoire learned on this module into a practical context. This assignment will also give students an insight into preparing for working in this field in a professional capacity.