Coliste Mhuire, Marino Music Education 2011-2012 Postgraduate

Lecturer Contact Details

Lecturers: Romh-Phost: Guthn: Oifig: Appointments: Yvonne Higgins [email protected] 01 805 7792 (7792 on internal phones) Room M106 Please make initial contact by e-mail

Aidhmeanna an Chrsa
To introduce the student to the underlying philosophy and key principles of the Revised Primary curriculum as they relate to music. To introduce the students to the chant and song repertoire of young children and to establish the significance of this material in terms of the musical development of the child. To bring students to a knowledge and understanding of the Concepts (as defined in The Curriculum) in music as they apply to the different levels in a primary school. To examine methodologies and ways of structuring a lesson that will help determine effective ways of working with The Elements of music. To explore ways of composing music in a group setting, using conventional, nonconventional, tuned and un-tuned instruments. To learn how to teach some fundamental music skills such as rhythm, melody, literacy, playing instruments, adding accompaniments. To give the students more confidence in their own musicality and in what they can offer musically as primary school teachers.

Course Summary
There are three components to this course.

Section A: Towards a practical understanding of the Elements of Music

In this part of the course students will explore and develop, in a practical way, their own knowledge of the Elements of music (as defined in the revised curriculum). These elements will be developed in the context of a variety of listening and responding, performing and composing activities. Emphasis will be placed on applying this musical understanding to classroom situations and how the elements of music operate in the conceptual development of the children.

Section B: Group Composition and Performance:

The revised curriculum introduces composing as one of the three integrated music strands to be taught in the primary classroom. This section of the course allows the student to explore a range of group composition techniques which can be implemented in the classroom. In the performance and development of their own group composition the students will have an opportunity to engage in a practical way with this curricular strand, and also to develop their own musical and creative skills in a group collaborative setting.

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Section C: Music Education Issues

This part of the course will include study of the Primary School Curriculum Music (1999) and the associated Teacher Guidelines. It will develop the students knowledge of the three stranded approach to music adopted in the Revised Curriculum. It will focus on lesson planning and explore a range of methodologies with particular emphasis on practical classroom approaches to the teaching of music to the different levels in the primary school This part of the course will include: Approaches and methodologies for teaching the three strands of music (Listening and Responding to Music, Performing, and Composing). Applying an understanding of the working of the Elements and how they operate in the conceptual development of children in music. Planning in music: Schemes and Lesson plans Integration with other arts and curricular subjects and assessment. Assessment

Teaching and Learning Methods

Teaching and learning methods will include presentations, collaborative workshops, performance, group work, some individual tasks, observation and discussion.

Siollabas agus Tortha Foghlama

The following areas will be covered in the lectures

Academic year 2010-2011

Week Beginning Weeks Course Structure

Feabhra 7 Feabhra 21 Mrta 21 Mrta 28 Bealtaine 20

1-2 3-6 7 8-9 10

Overview of the Revised Curriculum Towards a practical understanding of the Elements of Music I Active listening with the younger classes Teaching Practice Preparation planning / designing your music lesson Towards a practical understanding of the Elements of Music continued

Academic Year 2011-2012

Week Beginning M. Fmhair 5.9.11 Weeks 1-4 Course Structure

Group Composition & Performance

(Lectures/workshops & Performance Assessment)

D.Fmhair 3.10.11 D.Fmhair 17.10.11

5-6 7

Literacy in the primary classes

(2 lectures)

TCD/CM Ullmhchn
Workshop: Music for Junior Classes

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Eanair 09.01.12

T2 1-2

World & Folk Music Module Through listening & Responding, instrumental and literacy development (2 lectures)

Eanair/Feabhra 23.01.10

3-5

Senior Classes and the Revised Curriculum A thematic approach to the exploration of each of the strands: Listening & responding, Performing and Composing (3 lectures) Schemes & Teaching Practice Preparation (2 lectures) Review, Planning and Assessment

Feabhra/Mrta 27.02.12 Aibreann 16.04.2012

6-7 8-9

At the end of the course the students should have engaged with music through listening and responding, performing, and composing activities and be able to relate these activities to the curricular content outlined in the strands and strand units of the music curriculum. be enabled to identify the musical elements and discuss how these concepts form the basis for the development of childrens musical understanding. be enabled to select a range of materials for different class levels that both reflect and nurture childrens musical progress. be enabled to implement their own musical skills and knowledge of curricular issues in the preparation of schemes and lesson plans be enabled to assess the musical development of their pupils be enabled to plan for the integration of music with other arts subjects and across the curriculum.

Equipment
Tin whistle, Cds will be recommended for classroom listening activities, which students may wish to purchase.

Assessment Information
This course will be assessed by means of a Group Composition Project and Lesson Plan. This project comprises three sections: 1. Composition and Performance In groups of 4-6 the students compose and perform a piece of approximately 2 minutes in length using voice and /or instruments. 2. Score / Visual Art The students develop a visual score of their composition. This part of the project is integrated with the Visual Arts Course and also forms part of the students Art Portfolio. 3. Personal Account (500 words) Each individual student writes a personal account of the composition outlining their particular contribution to the process. Accounts should also include comment on the original stimulus, on how the composition developed, how the piece changed /was modified along the way, with reference to musical elements used timbre, texture, melody, structure, rhythms etc. The account should evaluate the final performance of the piece and comment on how this type of project might be relevant / applicable to the classroom situation.

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4. Lesson Plan: During the Spring Teaching Practice, each student includes one lesson for composing as part of their planning for music. This lesson will be submitted at the end of the Teaching Practice. Criteria for assessment: The assessment is intended to measure students ability to: Collaborate and co-operate in a shared musical experience Apply musical knowledge, skills and understanding in the process of group composition Presentation and delivery of a group musical performance Presentation and content of score of performance Classroom application of the composing process in the context of the three strand approach to music in the classroom.

Composition Composition Performance Score/Visual Art Personal Account Lesson Plan 25% 12.5% 20% 30% 12.5%

Supplemental exams, where necessary, will follow the format of a written essay based on The Composing Process and its application to the classroom. (1,500 words)

Required Reading
1. Government of Ireland (1999) Curaclam na Bunscoile, Ceol, The Stationery Office: Dublin 2. Government of Ireland (1999)Primary School Curriculum Music Teacher Guidelines The Stationery Office: Dublin

Recommended Reading 1. 2. 3. 4. 5. MacPhearson, (2007) The Child as a Musician, N.Y. OUP Cook, N; (1992) Music, Imagination and Culture, London Swanick, K (1985); Music, Mind and Education, London Elliott, D.J; Music Matters; A New Philosophy of Music N.Y. OUP Page, N, (1995) Music as a Way of Knowing: Strategies for Teaching and learning, Mass, US 6. Durrant, C; Welch,G;(1995) Making Sense of Music, Cassel Publications 7. Forrai, K: (1985) Music In Preschool, Budapest 8. Struthers, D;(1994) What Primary Teachers Should Know about music for the National Curriculum, London 9. McNichol, R; (1992) Sound Inventions OUP 10. Black, A&C; (1996) Listening to Music (History) 7+ London
11. 12. 13. 14. Bennett, Roy; (no date given) Adventures in Music Longman Black, A&C; (1996) Listening to Music (Elements) 5+ & 7+ London Black, A&C; (1996) Listening to Music (History) 9+) London Black, A&C; (no date given) Three Tapping Teddies, Three Singing Pigs, Three Rapping Rats London

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You should also become critically familiar with the various primary school music textbooks. Other books and articles and the course website will be referred to throughout the course.

Other Matters
*Punctuality: Punctuality is an important quality in a teacher. It also shows courtesy towards your fellow students and instructor. The habit of punctuality is therefore essential on this course. *Attendance: Full attendance is required. The course is practical and participative in nature. An attendance sheet will be passed around in every lecture. Please see the notice in your college handbooks for the consequences of poor attendance. *Class participation is required. *The Rialacha do Mhic Linn document and, in particular, its sections on Attendance and Course Work apply to the requirements of the mathematics education course.

Date October 2011 * Changes may be made by Lecturer to the above course in accordance with students requirements.

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