CREATIVE MUSIC EDUCATION
| Title | ΔΗΜΙΟΥΡΓΙΚΗ ΜΟΥΣΙΚΗ ΠΑΙΔΑΓΩΓΙΚΗ / CREATIVE MUSIC EDUCATION |
| Code | ΥΒ.1.030 |
| Faculty | Education |
| School | Early Childhood Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Konstantina Dogani |
| Common | No |
| Status | Active |
| Course ID | 80003431 |
| Academic Year | 2022 – 2023 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Class ID | 600208679
|
Class Schedule
| Building | Παιδαγωγικό Μπλε |
| Floor | Υπόγειο 1 |
| Hall | ΑΙΘΟΥΣΑ ΥΠΟΓΕΙΟ ΛΥΟΜΕΝΟ 4 (168) |
| Calendar | Παρασκευή 11:00 έως 13:30 |
Course Type 2021
Specific Foundation
Course Type 2016-2020
- Background
- General Knowledge
- Scientific Area
- Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600208679
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=5764
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
- English (Instruction, Examination)
Learning Outcomes
Students are expected to
• understand the basic principles and the special way of approaching music education for preschool children
• approach with selected music pedagogical methods both theoretically and experientially the basic forms of musical expression and musical concepts
• cultivate their personal musical skills through the creative use of voice and body, sound objects and simple rhythmic and melodic musical instruments
• assimilate and integrate creatively the musical knowledge in small group musical compositions through gradual support
• become familiar with the design and organization of musical activities for the kindergarten
• understand the pedagogical attitude and the teacher role in encouraging children's musical creativity and expression
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Work in an international context
- Work in an interdisciplinary team
- Generate new research ideas
- Design and manage projects
- Appreciate diversity and multiculturality
- Respect natural environment
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
Familiarity in an experiential way with the content and methodology of teaching music in preschool education, which is necessary before the Internship in kindergarten.
The course develops in two axes:
Theoretical part
a) Through discussion based on international research findings and pioneering applications in the field of music pedagogy in preschool education, an attempt is made to understand children’s ways of communicating musically as well as the nature of the music they create,
b) The basic forms of musical expression (listening-performance-improvisation and composition) and selected music educational views that support them are presented.
c) The role of the teacher for a child-centered and interactive view of music education is presented, while supporting the process of discovering sounds and the development of critical and reflective thinking.
Practical Part
a) Direct student participation in musical activities and musical games to engage with musical concepts and music pedagogical methods
b) Learning through group participation
c) Contact with group music creation
Keywords
music in preschool age, musical development, musical creativity, musical communication, reflection, musical games
Educational Material Types
- Audio
- Multimedia
- Interactive excersises
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
Description
• use of powerpoint to support the theoretical and practical part of the course,
• Use of online sources and music and video players, as well as music notation and audio editing programs.
The course is mainly based on live contact while communication is facilitated with the course's online platform as well as the use of email.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | 1.6 | ✓ | ✓ | |
| Seminars | 10 | 0.4 | ✓ | ✓ | |
| Fieldwork | 10 | 0.4 | ✓ | ✓ | |
| Reading Assigment | 20 | 0.8 | ✓ | ✓ | |
| Artistic Workshop | 20 | 0.8 | ✓ | ✓ | |
| Written assigments | 21 | 0.8 | ✓ | ✓ | |
| Artistic creation | 30 | 1.2 | ✓ | ✓ | |
| Total | 150 | 6 |
Student Assessment
Description
Course evaluation is gradual (formative assessment). Based on:
• Oral individual and group presentations, during the semester.
• Short test on the theoretical part of the course
• Oral exam/Presentation of group composition with the integration of the musical concepts and the music educational theories covered during the course
• Written group assignment with theoretical support and presentation of the oral exam.
Student Assessment methods
- Written Exam with Multiple Choice Questions (Formative, Summative)
- Written Exam with Short Answer Questions (Formative)
- Written Exam with Extended Answer Questions (Formative)
- Written Assignment (Summative)
- Oral Exams (Formative, Summative)
- Performance / Staging (Summative)
- Written Exam with Problem Solving (Formative, Summative)
- Artistic Performance (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
(1) Δογάνη, Κ. (2012) Μουσική στην προσχολική ηλικία: αλληλεπίδραση παιδιού-παιδαγωγού, Αθήνα: Gutenberg.
(2) Green, L. (2014) Άκουσε και Παίξε! Αθήνα: Fagotto.
και
e-book: Young, S. & Ilari, B. (2019) Music in Early Childhood [electronic resource], Springer International Publishing https://link.springer.com/book/10.1007%2F978-3-030-17791-1
Additional bibliography for study
Barrett, M. (2003), Meme engineers: Children as producers of musical culture, International Journal of Early Years Education, 11, 3: 195-212.
Barrett, M. S. (2011), Towards a cultural psychology of music education, in: M. S. Barrett (Ed.) A cultural psychology of music education, Oxford: Oxford University Press, pp. 1-16.
Young, S. (2003), Time-space structuring in spontaneous play in educational percussion instruments among three- and four-year-olds, British Journal of Music Education, 20, 1: 45-49.
Δογάνη, Κ. (2009α), Ο αναστοχασμός ως μέσο ενδυνάμωσης του εκπαιδευτικού μουσικής, στο: Ξ. Παπαπαναγιώτου (επιμ.), Ζητήματα Μουσικής Παιδαγωγικής, Θεσσαλονίκη: ΕΕΜΕ, σσ. 369-388.
Last Update
26-05-2022
