Examination arrangement

Course content

This course is part of the full-time, post graduate teacher training programme (PPU). The course is Subject 1 in this programme for music performance, and comprises with Subject 1 Teaching Music (15 credits) and 30 credits pedagogy the post graduate teacher training programme. Guided practice is an integrated part of the programme.

This course enables the students to teach instruments and ensembles in music and art schools, , primary schools, community music and upper secondary schools. Students become instrumental, vocal and ensemble teachers at all levels. The course deals with basic educational thinking in instrumental, vocal and ensemble teaching, instrument- and ensemble-specific curricula, teaching methods, organization, assessment, master-apprentice learning and collective learning processes, the music and art school as a workplace, legitimation of instrumental, vocal and ensemble teaching, and subject specific research. This course contains:

Instrumental and vocal teaching:

• Subject-specific methods in instrumental/vocal teaching, organized by instrument.
• Learning materials and repertoire from beginner level to advanced level.
• Methods for working with instrument-specific techniques and musical expression.
• Methods for ear training, reading music scores and improvisation.
• Being an instrumental/vocal teacher, and professional ethics in working with students at different levels.

Ensemble teaching:

Subject-specific methods and repertoire for different types of ensemble teaching, band instrument courses, teaching in wind bands, choirs, bands, smaller ensembles. Teaching improvisation, leadership, and competence needs.

Learning outcome

Knowledge

The student

• has broad knowledge of learning processes and learning theories in instrumental, vocal and ensemble teaching
• has broad knowledge of teaching repertoire for the specific instrument and relevant ensembles
• has broad insight into the master-apprentice tradition and discussions in and around this tradition and tacit knowledge
• has broad knowledge of bodily learning and bodily issues in instrumental performance
• has knowledge in listening methodology, methods for ear based and score-based teaching, and in integrating music theory into instrumental and vocal teaching
• has knowledge to carry out a smaller research-based work related to instrumental, vocal and/or ensemble teaching

Skills

The student

• can plan, lead, and evaluate instrumental and vocal teaching at beginner, intermediate and advanced level
• can adapt instructions to the pupil's level and individual needs
• can apply different methods in working with pupils' technical and musical development, rehearsal, and self-practice
• can apply educational thinking in planning, analyzing, and implementing teaching
• can organize and lead different groups and working communities within the field of instrumental, vocal and ensemble teaching
• can include assessment and ethical reflections in working with pupils
• can facilitate teaching that promotes the pupil's independence
• can play band instruments at a functional level
• can evaluate their own teaching, improve, and renew this
• can guide pupils regarding bodily learning and bodily awareness in singing and/or playing an instrument

General competence

The student

• can analyze and develop their own practice in meeting different students' prerequisites, interests and needs based on research, theory, and experience
• can build relationships and collaborate with pupils, parents, colleagues, and other actors relevant in instrumental, vocal and ensemble teaching.
• can formulate, investigate, and discuss issues through theoretical and research-based knowledge to further develop their own practice and contribute to the development of professional communities.
• can use research, literature, and other relevant sources of information to structure appropriate argumentations in discussing teaching aspects and ethical aspects in instrumental, vocal and ensemble teaching.

Learning methods and activities

Subject-didactics within this teacher training program is taught over two semesters. Varied and exemplary work is emphasized, where the teaching includes problem-based learning, teaching in smaller and larger groups, group work with and without teacher supervision. The course is closely related to practice, to the general music education course, the pedagogy course for good preparation and follow-up of practical training, in the development of the teacher role, and for the work with the R&D assignment. Interdisciplinarity is central to the implementation of the group-based R&D project with associated process report, where this course is subject 1.

Compulsory assignments

• 75% participation in teaching
• Courseworks for guideance
• RnD Required coursework

Further on evaluation

Courseworks:

This includes a repertoire list of up to 3500 words that provides an overview of possible teaching materials in vocal, instrumental or ensemble teaching at beginner, intermediate and advanced levels. The list shall show progression and be reasoned for through didactic/pedagogical principles and methodological thinking. The document must relate to theory and demonstrate knowledge of the syllabus, and can be linked to practical experiences.

This partial assessment is carried out in the first semester.

Home examination:

Text of up to 3500 words related to one specific instrumental, vocal or ensemble didactic practice, repertoire list and relevant subject didactic literature. The text must have a guiding question that is discussed in relation to the syllabus and own experiences. Reference list: APA7

Group-based R&D assignment with associated work requirements:

See separate guidelines for this.

A candidate who has not passed the course due to failing one of the components of assessment only needs to retake the failing component. In the event of a failure of the "Courseworks" evaluation, this can be delivered as a rectified version on more time. The candidate may appeal when the final grade is made available. A candidate who has completed all parts of the assessment may file a complaint related to one of the components.For a detailed description of the assessment in the course, see the study and teaching plan and a separate document describing the R&D project.

Specific conditions