Study Guide

Objective

After completing the course, the student will be able to
- identify and analyse the key themes and development tasks of music pedagogy as well as the different methods used in the field from the perspective of one's own development task
- identify and select appropriate operating methods, methods and tools in different operating environments, contexts, processes and among different actors
- make use of individual, group, community and network expertise related to the content and practices of music pedagogy (innovation competences)
- plan and implement the work of a music pedagogue according to their own profile, in a customer- and participant-oriented manner.
perceive and structure the concept of music pedagogue at an in-depth level more broadly as an industry.
recognizes the core competence of both one's own and another profession, sees common goals and opportunities for co-operation, and is ready to develop new ways of working and forms of co-operation from them in a multidisciplinary manner.
identify different cultural needs of individuals and communities and barriers to meeting them. Enables consultation of these needs in an inclusive, customer and operator-oriented manner.

Content

In this course, you will delve into your own profile as a music professional, and create your own digital career story. We will consider how one's professional identity is shaped, and what kinds of different skills identities and professional paths can be.

Deepening into the curriculum of basic education in art, defining how instruction affects the work of a music pedagogue.

Students are introduced to the concepts of reverse learning, reverse classroom, and reverse assessment, and to what the above concepts mean in practice, especially in their own work.

Materials

Indicated on the ItsLearning platform. Some of the materials are in English. The scope of the course corresponds to approximately 135 hours of work.

Teaching methods

Contact and distance teaching including thematic initializers, presentations, lectures, couple and small group work. Teaching is carried out as a contact teaching and/or online education. The work utilizes art-driven methods as well as the students' own specific skills.
- Advance tasks for the synchronous learning session
- Learning tasks
- Independent working.

International connections

Innovation pedagogy is at the centre of all training at Turku University of Applied Sciences. Students study theory, applying practice and working life.

Contact teaching introduces the theory and research knowledge central to the course and discuss and share experiences on the topics discussed. Small-group work emphasizes self-direction, peer learning, reflection skills, creativity, multiprofessionalism and dialogical interaction. Individual assignments include familiarization with the literature and source materials of the course, practice information acquisition and refining, and structured presentation of things. The tasks utilize methods suitable for the pedogical development task.

Student workload

The learning tasks of the course are described in more detail on the ItsLearning platform.

Assessment criteria, approved/failed

Learning tasks are evaluated by the responsible instructors. Completion of the course acceptably requires completing all learning assignments as well as participating in the contact and distance learning sessions (or, in the case of a force-majeure absence, completing a substitute assignment approvingly). The tutor teacher records the attendance of contact sessions and evaluates the performance of absentee compensatory tasks.

Content scheduling

After completing the course, the student will be able to
• identify and analyse key themes and development tasks in music pedagogy and various methods used in the field from the perspective of their own development task
• to perceive and select appropriate policies, methods and tools in different operating environments, contexts, processes and various actors
• leverage individual, group, community and network expertise in the content and practices of music pedagogy (innovation competencies)
• plan and implement the work of the music pedagogue according to their own profile, subscriber- and participant oriented.
• perceive and structured at an engaging level the concept of music pedagogue more broadly as a field of activity.
• identifies the core competencies of cross disciplinary professions, to see common goals and opportunities for cooperation, and is ready to develop new ways and forms of cooperation in a multiprofessional manner.
• identifies various cultural needs of individuals and communities and barriers to their fulfillment. Enables these needs to be heard in an inclusive and customer-oriented and operator-oriented manner.

Personal target competences are defined taking into account the needs of the pedagogical development project. The course examines the possibilities of technology-assisted music pedagogy.

The detailed information about the course and content of contact studies you find at itsLearning course environment.

CONTACT DAYS 1, 28.8.2023 (online) from 8:30 to 16:00; 29.8.2023 (on campus) from 9:00 to 16:00; 4th Sept. and 11th Sept. from 9:00 to 11:00 (online)
CONTACT DAYS 2, 2. -3.10.2023 (online):
CONTACT DAYS 3, 6.-7.11.2023 (online)
CONTACT DAYS 4, 4.-5.12.2023 (on campus)

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

The evaluation is focused on learning tasks and active participation at distance and contact learning sessions. The evaluation is continuous.

Objective

After completing the course, the student will be able to
- identify and analyse the key themes and development tasks of music pedagogy as well as the different methods used in the field from the perspective of one's own development task
- identify and select appropriate operating methods, methods and tools in different operating environments, contexts, processes and among different actors
- make use of individual, group, community and network expertise related to the content and practices of music pedagogy (innovation competences)
- plan and implement the work of a music pedagogue according to their own profile, in a customer- and participant-oriented manner.
perceive and structure the concept of music pedagogue at an in-depth level more broadly as an industry.
recognizes the core competence of both one's own and another profession, sees common goals and opportunities for co-operation, and is ready to develop new ways of working and forms of co-operation from them in a multidisciplinary manner.
identify different cultural needs of individuals and communities and barriers to meeting them. Enables consultation of these needs in an inclusive, customer and operator-oriented manner.

Content

In this course, you will delve into your own profile as a music professional, and create your own digital career story. We will consider how one's professional identity is shaped, and what kinds of different skills identities and professional paths can be.

Deepening into the curriculum of basic education in art, defining how instruction affects the work of a music pedagogue.

Students are introduced to the concepts of reverse learning, reverse classroom, and reverse assessment, and to what the above concepts mean in practice, especially in their own work.

Materials

Indicated on the ItsLearning platform. Some of the materials are in English. The scope of the course corresponds to approximately 135 hours of work.

Teaching methods

Contact and distance teaching including thematic initializers, presentations, lectures, couple and small group work. Teaching is carried out as a contact teaching and/or online education. The work utilizes art-driven methods as well as the students' own specific skills.
- Advance tasks for the synchronous learning session
- Learning tasks
- Independent working.

Exam schedules

No exam.

International connections

Innovation pedagogy is at the centre of all training at Turku University of Applied Sciences. Students study theory, applying practice and working life.

Contact teaching introduces the theory and research knowledge central to the course and discuss and share experiences on the topics discussed. Small-group work emphasizes self-direction, peer learning, reflection skills, creativity, multiprofessionalism and dialogical interaction. Individual assignments include familiarization with the literature and source materials of the course, practice information acquisition and refining, and structured presentation of things. The tasks utilize methods suitable for the pedogical development task.

Student workload

The learning tasks of the course are described in more detail on the ItsLearning platform.

Assessment criteria, approved/failed

Learning tasks are evaluated by the responsible instructors. Completion of the course acceptably requires completing all learning assignments as well as participating in the contact and distance learning sessions (or, in the case of a force-majeure absence, completing a substitute assignment approvingly). The tutor teacher records the attendance of contact sessions and evaluates the performance of absentee compensatory tasks.

Content scheduling

After completing the course, the student will be able to
• identify and analyse key themes and development tasks in music pedagogy and various methods used in the field from the perspective of their own development task
• to perceive and select appropriate policies, methods and tools in different operating environments, contexts, processes and various actors
• leverage individual, group, community and network expertise in the content and practices of music pedagogy (innovation competencies)
• plan and implement the work of the music pedagogue according to their own profile, subscriber- and participant oriented.
• perceive and structured at an engaging level the concept of music pedagogue more broadly as a field of activity.
• identifies the core competencies of cross disciplinary professions, to see common goals and opportunities for cooperation, and is ready to develop new ways and forms of cooperation in a multiprofessional manner.
• identifies various cultural needs of individuals and communities and barriers to their fulfillment. Enables these needs to be heard in an inclusive and customer-oriented and operator-oriented manner.

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

The evaluation is focused on learning tasks and active participation at distance and contact learning sessions. The evaluation is continuous.

Assessment criteria, fail (0)

Did not return all assignments and did not attend teaching or completed substitution tasks. Returned assignments are imprecise and/or do not respond to the main part of the tasks requested in the assessment.