Students of this course are expected to
• cultivate their personal musical abilities on basic musical knowledge through the use of their voice as well as simple melodic and rhythmic musical instruments
• understand the theoretical axes of music pedagogics and the particularities of its approach for preschool and elementary school children
• connect theory and practice through taking part in musical activities
• familiarize themselves with the design and organization of musical activities for kindergarten and elementary school
• familiarize themselves with matters such as the sensitive periods in development (windows of opportunity), teaching strategies, multimedia material and classroom arrangement, lesson planning, evaluation of educational outcome and formation of personalized programs.
Course Content (Syllabus)
Children are particularly fond of music while, at the same time, music is educationally very important for their all-embracing teaching. Some children are content with music listening while others love singing and express themselves through it, through whistling or playing a musical instrument. In other circumstances, one may observe the children’s response to music as a well-coordinated movement (dance) or creatively through “composing” new songs. For children, music is often a means of experimenting and discovering the world around them as an avenue of communication and socialization, but, at the same time, a safe and tranquil place of joy and personal pleasure, away from stress and problems. In their adult life, these children may use music to express all that cannot be said in words, offering themselves moments of tension release or even deep satisfaction.
The ecumenical character of music in combination with the special place it holds in children’s everyday life, makes music and music education a basic structural element of their developing personality.
One of the basic aims of this class is to present and discuss some of the most important music education approaches for the preschool and elementary school child, such as those present in the methods of Carl Orff, Jacques Emile Dalcroze, Zoltan Kodaly and others. Other topics of interest include the development of musicality, the sense of rhythm, dealing with musically gifted children. Finally, special attention is given to how Gardner’s multiple intelligence theory may contribute to educational planning and music educational approach during these sensitive early ages.
Additional bibliography for study
Campbell, P. S.; Scott-Kassner, C.; Kassner, K. (2006). Music in childhood: from preschool through the elementary grades. Thomson Higher Education, Belmont, California.
Colwell, R. (Ed.). (1991). Basic concepts in music education. University Press of Colorado, Niwot, Colorado
Erwin, J., Edwards, K., Kerchner, J., Knight, J. (2003) Prelude to music education. Prentice Hall, Upper Saddle River, NJ, USA
Machover, W. & Uszler, M. (1996). Sound Choices: Guiding your Child’s Musical Experiences. Oxford University Press, New York
Small, C. (1977). Music, Society, Education. Wesleyan University Press, Hanover, NH, USA
Swanwick, K. (1979). A basis for music education. Routledge,London