MUS2196 : Teaching Music in Community Contexts
- Offered for Year: 2019/20
- Module Leader(s): Mrs Julia Partington
- Owning School: Arts & Cultures
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||10|
|Semester 2 Credit Value:||10|
• To provide students with a wider music educational 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 (Sage Gateshead, local pre-school settings, charities such as Music in Hospitals, Nordorff Robbins, schools etc.)
Outline Of Syllabus
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 education with Looked After Children (LAC)
• Informal, formal and non-formal music in primary and secondary 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
|Scheduled Learning And Teaching Activities||Lecture||12||2:00||24:00||N/A|
|Scheduled Learning And Teaching Activities||Practical||10||1:00||10:00||on placement in the community|
|Scheduled Learning And Teaching Activities||Small group teaching||12||2:00||24:00||practical workshop techniques - on campus|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||1||1:00||1:00||drop in tutorials|
|Guided Independent Study||Independent study||1||141:00||141:00||N/A|
Teaching Rationale And Relationship
Independent study will promote IKOs 1-4 and ISOs 2-4.
Practical work/field work will develop IKOs 1-4 and ISOs 1-4.
Lectures and small group work shops will support IKOs 1-4 and ISO 1, 2 and 3.
The format of resits will be determined by the Board of Examiners
|Prof skill assessmnt||2||A||40||Practical demonstration of teaching knowledge and approaches developed|
|Report||2||A||30||Case study of work & experiences in the field, using & applying knowledge from taught & practical elements of module. 1000 words|
Assessment Rationale And Relationship
Field study report and essays will sum up the student’s experience, outlining the teaching contexts and theory learned about and formulating reflective insights.
Practical / professional skills assessment will provide students with opportunities to be evaluated on how they put their theoretical knowledge and repertoire learned into practice