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 |
Programme of Study: UPS of School of Early Childhood Education (2012-today)
Registered students: 92
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Core | Backround Course | Winter/Spring | - | 6 |
| Academic Year | 2023 – 2024 |
| Class Period | Spring |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Class ID | 600229443
|
Class Schedule
| Building | Education Blue |
| Floor | Basement |
| Hall | ΑΙΘΟΥΣΑ ΥΠΟΓΕΙΟ ΛΥΟΜΕΝΟ 4 (168) |
| Calendar | Wednesday 11:00 to 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/1/600229443
- 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
In the context of the course the students are expected to…:
• Αpproach in an experiential way and based on selected musical pedagogical approaches the basic forms of musical expression such as listening, singing, playing and creating music
• Cultivate their personal musical skills and practically understand musical concepts such as timbre, volume, duration, rhythm and pitch
• Become familiar with creative uses of the body, objects and percussion instruments during music-making
• They assimilate the musical knowledge acquired experientially by integrating them in musical compositions they create themselves
• Understand the basic principles and the particular way of approaching a musical education aimed at preschool children
• Understand the pedagogical attitude and the teacher role for encouraging and developing 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)
Being involved in music is a skill that all people have without exception. We listen to music or sing in our everyday lives. The course is aimed at everyone, regardless of whether they have musical knowledge or not. It follows an experiential way of becoming familiar with the basic forms of musical expression, listening, singing, playing and creating music. Selected music educational approaches facilitate the practical understanding of musical concepts and their application in preschool. The role of the educator in encouraging a child-centered and dialogical view of music education in preschool education is analysed and emphasised. The participants' critical and reflective thinking is developed during the process of discovering sounds and the creative connection of musical concepts.
Keywords
creative music education, music in preschool education, musical creativity, music concepts, musical communication, reflection, music 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 Communication with Students
- Use of ICT in Student Assessment
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 (Summative)
- Written Assignment (Summative)
- Oral Exams (Formative, Summative)
- Performance / Staging (Formative, 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.
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.
Dogani, K. & Papadopoulou, E. (2022). Preschool children’s understanding of the musical concept of tempo by engaging in strategies from mathematical generalisation, Early Years, DOI: 10.1080/09575146.2022.2155623
Dogani, K. (2016). Discovering Young Children’s Free Musical Play. In: Wright, R. (Ed.) 21st Century Music Education: Informal Learning and Non-Formal Teaching, V. 7, 433-450, Canadian Music Educators' Association.
Δογάνη, Κ. (2009α). Ο αναστοχασμός ως μέσο ενδυνάμωσης του εκπαιδευτικού μουσικής, στο: Ξ. Παπαπαναγιώτου (επιμ.), Ζητήματα Μουσικής Παιδαγωγικής, Θεσσαλονίκη: ΕΕΜΕ, σσ. 369-388.
Young, S. & Ilari, B. (2019). Music in Early Childhood, Springer International Publishing https://link.springer.com/book/10.1007%2F978-3-030-17791-1
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.
Last Update
17-06-2024
