Course Information
TitleΔΗΜΙΟΥΡΓΙΚΗ ΜΟΥΣΙΚΗ ΠΑΙΔΑΓΩΓΙΚΗ / CREATIVE MUSIC EDUCATION
CodeΥΒ.1.030
FacultyEducation
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorKonstantina Dogani
CommonNo
StatusActive
Course ID80003431

Programme of Study: UPS of School of Early Childhood Education (2012-today)

Registered students: 102
OrientationAttendance TypeSemesterYearECTS
CoreBackround CourseWinter/Spring-6

Class Information
Academic Year2019 – 2020
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600159855
Course Type 2016-2020
  • Background
  • General Knowledge
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Students are expected to take part in the course • to understand the basic principles and the specific approach of music education for preschool children • to approach in a theoretical and experiential way selected music educational methods, the basic forms of musical expression and musical concepts • to develop their own musical skills using creatively the voice and the body, sound objects as well as of simple rhythmic and melodic musical instruments • through step-by-step support to assimilate and creatively integrate the musical knowledge gained in small group musical compositions • to familiarize with the design of musical activities for the kindergarten applying them in microteaching; also to understand the pedagogical attitude and the teacher role in 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)
Students become familiar with the content and teaching methodology of music in preschool education in a twofold way: Theoretical Axis a/ getting to know the ‘child as musician’: The course deals with international research findings and innovative applications in the field of early childhood music education. Through various theories about children’s musical development and musical creativity, the different modes of children’s musical communication are realized and the nature of the music that children create. b/ understanding different modes of musical expression (listening-performing-improvisation and composing) as well selected music education theories in theory and practice. c/ understanding the teacher’s role in music education: adopting a child-centered view of music education, supporting their process of sound discovery and the development of critical and reflective thinking. Practical Axis Direct participation in musical activities and musical games taking as a starting point the basic elements of music and selected music educational theories. Experiential learning through group cooperative activities.
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
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures391.6
Seminars100.4
Fieldwork100.4
Reading Assigment200.8
Artistic Workshop200.8
Written assigments210.8
Artistic creation301.2
Total1506
Student Assessment
Description
Course evaluation is gradual (formative assessment). Based on: • Oral individual and group presentations and tutorials, during the semester. • Short test on the theoretical part of the course • Oral exam/Presentation of group composition with integration of the musical concepts and the music educational theories covered during our courses • Written group assignment with theoretical support and presentation of the oral exam.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Formative)
  • 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)
  • Artistic Performance (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
(1) Δογάνη, Κ. (2012) Μουσική στην προσχολική ηλικία: αλληλεπίδραση παιδιού-παιδαγωγού, Αθήνα: Gutenberg. (2) Καραδήμου-Λιάτσου, Π. (2003) Η μουσικοπαιδαγωγική τον 20ο αιώνα: οι σημαντικότερες απόψεις για την προσχολική ηλικία, Αθήνα: Orpheus, Νικολαΐδου. (3) 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. Copple, C. & Bredekamp, S. (2011), Αναπτυξιακά κατάλληλες πρακτικές για παιδιά προσχολικής ηλικίας (Επιμέλεια: Ε. Ντολιοπούλου), Αθήνα: Πεδίο. 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
27-02-2020