Study Guide

Objective

After completing this course, the students will be able to
• critically evaluate and apply research knowledge
• use the chosen methods to analyse ja solve problems in working life
• work independently as an expert in demanding contexts in which he/she is managing his/her own and possibly also the others’ work in a target-oriented way
• communicate and network in his/her own field and in international environment
• take into account communal and ethical perspectives of his/her professional field

Content

An essential part of Master-level studies is a thesis of 30 credits. The thesis process starts immediately at the beginning of the studies, and it continues through the entire cycle of studies.

The thesis is implemented as a development project with a research-based approach and a close connection to practical work. The student carries out his/her development work at his/her workplace, in RDI projects of the Turku University of Applied Sciences, in working life connections or in a manner agreed with the supervisor. The thesis is based on commission, if possible. It is preferable that the thesis is based on an assignment.

The thesis relies on in-depth information gathering and analysis, and the development process utilizes relevant research methods following principles of good scientific practice. The thesis includes documenting and reporting on development activities. The student will become familiar with the methodological skills necessary for development and reporting in the course on research and development methods.

In Master’s programmes in Culture and Arts, the thesis is divided in two parts:
- A 5 credits course Development work methods and design (1st semester), and
- Implementation and reporting of the development project, 25 credits (2nd ja 3rd semester).

Implementation and reporting of the development project (25 ECTS) includes the following steps:
• Presenting the thesis plan and finalizing it making use of feedback
• Thesis agreement
• Implementation, related research activities and documentation of the work in accordance with industry practice and in a meaningful way for the thesis
• Participation in group supervision sessions (“thesis learning café”) and individual guidance of the thesis
• Presentation of the results after completion of the thesis
• Maturity test: The student must write a maturity examination in the field of the thesis. This demonstrates awareness with the subject and the linguistic competence. If the (excellent) competence of the school education language has already been assessed in previous studies, the maturity test will only serve as a test the professional expertise. The maturity test is evaluated on a scale approved/ failed.
• Ensuring that there is no plagiarism in the thesis and evaluation of the thesis

Materials

Research and professional material relevant to the student's own development project and material in the e-learning environment.

Teaching methods

Research development project, participation in group and individual guidance. The thesis-development project is possible as a multi-professional partner, co-operation between two students. In this case, the procedures and working methods will be agreed in detail so that the respective roles of both factors can be assessed.

Parts of the work:
• Preparation, implementation, documentation and reporting of the research and development project
• Presentation of your own development project, feedback and feedback on others’ work at different stages of the process • Participation in group guidance and individual guidance • Writing a mature sample when examining a completed development projec

International connections

The student progresses independently and responsibly in the work, with the support of his/her instructor and other guidance. It is also possible to do the thesis together with a partner. The contents and approaches of the art in new contexts courses are utilised and applied in the thesis. If necessary, and in an agreed manner, it is possible to obtain mentoring provided by other Turku University of Applied Sciences instructors in addition to the actual instructors. The thesis process includes giving and receiving peer feedback. Working life partners participate in the thesis process as required or enabled by each thesis.

Student workload

The scope of the development project is 25 credits, i.e. the amount of work (approx. 670 hours) equals full-time work for almost 17 weeks. The work includes the following steps and tasks:
• Preparation and presentation of the development project plan
• Finalisation of the research and development plan (project plan) on the basis of feedback (based on the first version of the development work methodology and planning study course)
• Implementation of the development project, related research data acquisition, documentation of work and reporting of these in the form of a thesis, article or portfolio
• Participation in group and individual guidance
• Presentation of the development project results after completion of the thesis (seminar)
• Making a maturity sample.

Content scheduling

The thesis is a development project or commission related to the student's own work and/or networks. Depending on the student's competence, networks and situation, development can mean the development of a work, intervention, activity or service concept or the development of existing activities in the selected area. The development project is built on development activities in line with the development objectives, documentation and study of the work process and its results, and the publication and dissemination of the results of the development work.

The development project starts right at the beginning of the studies and passes through the entire study period. During the first semester (autumn 2022), the planning and preparation of the development project will be promoted through the Development Methods and Planning course and the course of the Information Procurement course included in it. The implementation of the development project and the reporting period are a direct continuum for it, including the activities of the project, documentation of their and results, research and developmental review and evaluation.

As part of the thesis, a mature sample of professional expertise will be written.

Further information

The mentors can be reached by email. For students internal communication about urgent things the Slack app is used.

Evaluation scale

H-5

Assessment methods and criteria

The thesis will be evaluated on a scale of 1 to 5 using the criteria for evaluating the Yamk thesis at Turku University of Applied Sciences.

The evaluation of the thesis focuses on student development activities, communication from the thesis orally and in written form (the presentations of the development project and reporting in the thesis text) and comprehensive project management in the thesis process. The maturity sample is assessed on a scale approved/rejected.

The actual summary assessment at the end of the process is the responsibility of Turku University of Applied Sciences teachers (two evaluators). In addition, the student receives peer feedback and feedback on working life at different stages of his or her work, depending on the design of the work and the potential client. The student receives a written statement on the evaluation of the thesis.

Assessment criteria, fail (0)

The thesis does not meet the criteria for a satisfactory thesis below.

Assessment criteria, satisfactory (1-2)

Knowledge and skills in the field and ability to understand and evaluate them: The thesis has utilized the most important sources and concepts in the field of research and/or development, relevant and reliable sources of information, which are mainly properly expressed, albeit partially inadequately. The knowledge base of the work has only had the most significant impact on the choices made in the implementation process.


Research and development competence: The subject matter, research and/or development function and/or question has been asked, is in principle feasible and is linked to the knowledge base of the work. The topic, the research and/or development function and/or the question is justified from the viewpoint of the author's competence and/or work development. Working, development and/or research methods are appropriate and suitable for the task and objectives, although they are lacking.

Knowledge of self-development: The defined objectives are linked to the competence of their authors/factors and support development, although there are shortcomings. The work has included an evaluation and is also reflected in the thesis report, although it is scarce.

Organisational and co-operation competence: The thesis has been carried out in dialogue situations, has been listened to, asked forward questions and reasoned views, although there have been shortcomings. In the thesis, expert assistance has been acquired and used only in the most relevant stages of the development process, and more attention could have been paid to this. Communication in different phases of the thesis has been planned and the development project and its results have been communicated in guided ways, although some communication has been incomplete. In writing and speaking, communication has mainly been understandable, factual and clear.

Ethical competence: Sources have been used and labelled in accordance with the guidelines of the Turku University of Applied Sciences / the international method of marking their own field in accordance with their main features and in accordance with the method of implementation of the thesis, but in part inadequately. The reliability, completeness and applicability of development activities have been assessed, although they have been deficient. The thesis has followed professional ethical guidelines and good scientific practice in its own field, but only in the most relevant respects. The thesis takes into account the views of different actors, at least in some respects.

Assessment criteria, good (3-4)

Knowledge and skills in the field and ability to understand and evaluate them: The thesis has applied the current domestic and international concepts of the field and the source material in a systematic, justified and critical way. The solutions and methodological choices made are based on the knowledge base.

Research and development competence: The research and/or development function is based on the need of the sponsor, (work) community or target group. The subject matter, the research and development task is limited, formulated and justified in a feasible and understandable way. The thesis has applied recent working, development and/or research methods in the field, which are linked to the objectives. Methodological choices are justified. The plan has been drawn up with the sponsor and/or other partners, taking into account their wishes, needs and contributions. The work has progressed responsibly, systematically and in a controlled manner; it has made sound solutions that take account of the needs and feedback that have emerged during the process.
The thesis presents ideas, solutions and/or a product that responds to the defined mission and target definition. The results and/or the product are presented in a precise, well-founded manner and highlighting the potential for recovery. Work, results and output have been assessed in a diverse way, taking into account the knowledge base.

Self-development competence: Authors/factors have set/set the objectives of professional development and have demonstrated/showed how the thesis serves their achievement. The development of knowledge and the achievement of objectives, activities and expertise have been re-examined, and observations and insights have been utilised in directing their own activities.

Organisational and co-operation competence: The thesis has been carried out with a network of partners formed from the needy partners. The (communication) plan of the thesis has been modified as necessary, as the situation requires, and has been addressed as the process progresses to the emerging communication needs and opportunities. The communication included in the thesis takes into account the guidelines and the different needs and policies of the target groups and individuals. Information and communication technology used in the thesis in meaningful ways when communicating development work.

Ethical competence: Sources have been used and labelled in accordance with Turku University of Applied Sciences' guidelines / international method of marking in their field. The thesis has solved ethical challenges related to development, documentation and communication in a professional and responsible way. The reliability, coverage and applicability of the development activities have been assessed on the basis of the criteria.
The ethical nature of one's own actions has been deflated during and at the end of the process

Assessment criteria, excellent (5)

Knowledge and skills in the field and ability to understand and evaluate them: The thesis has been critically evaluated, applied and developed in the field of development, as well as the related domestic and international concepts of the field and research data. The thesis combines and utilises research data and professional competence in a way that supports the development of innovative solutions.

Research and development competence: The topic, research and/or development function, research issue and objectives are new creative in their own operating environment. The subject matter, the research and/or development function, the research issue and the objectives have been linked to the knowledge base, presented clearly, structuredly and on a diverse basis. Methodical solutions are new creative. Research and development is systematic, knowledge-based and critical. The plan is innovative, developing expertise and working life. The thesis is based on the current and relevant development challenge of its own field and responds responsibly, creatively and innovatively to the development task. The work has been goal-oriented, committed, independent and constructive throughout. The results have been presented in a clear, structured and diverse manner, and are linked to the knowledge base. The thesis has produced new content, knowledge and/or practices in the field that can be utilised. Reliability and innovation have also been demonstrated and justified. Work, results and output have been critically evaluated, showing new development targets.

Self-development competence: The author/factors of the thesis have/have worked/worked in a self-directed, goal-oriented, responsible and reflexive manner, leading and supporting their own work and working group. Expertise, critical development and development will be transmitted.

Organisational and co-operation competence: The thesis has been carried out in a systematic way, building and maintaining interaction between the industry and its partners. The thesis has utilised and applied domestic and international knowledge and expertise relevant to its own development project. The thesis has been carried out constructively in multidisciplinary, multicultural and/or international networks. The thesis and the thesis have been communicated in a guided and appropriate way to the Finnish networks in their field. The thesis has also included communication and communication in international networks.The communication and work included in the thesis take into account the communication situation, the type of text, the guidelines, the different needs and practices of the target groups and individuals. As the work progresses, the message has been spoken and written in an illustrative and expert manner.

Ethical competence: Sources have been used and labelled in accordance with Turku University of Applied Sciences' guidelines / international method of marking in their field. The thesis has solved ethical challenges related to development, documentation and communication in a professional and responsible way. The reliability, coverage and applicability of the development activities have been assessed on the basis of the criteria.
The ethical nature of one's own actions has been reflected during and at the end of the process.

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

Deepening the pedagogical skills defined in the Music Pedagogy 1 course unit.
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

The content of the course is built to deepen the skills defined in the previous Music Pedagogy 1 course.
This course develops the digital skills of music pedagogues further, familiarizes with the basics of digital marketing, acquires skills for online teaching and creative music making.

Materials

The learning materials can be found at itsLearning course environment.

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

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

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: Jan 8-9 2024 (on campus and online)
CONTACT DAYS 2: Feb. 5-6 2024 (online)
CONTACT DAYS 3: Mar 4-5 2024 (online)
CONTACT DAYS 4: Apr 8-9 2024 (online)
CONTACT DAYS 5: May 6-7 2024 (online=
CONTACT DAY 6: Jun 3 (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.

Qualifications

Music Pedagogy 1

Objective

After completing this course, the students will be able to
• critically evaluate and apply research knowledge
• use the chosen methods to analyse ja solve problems in working life
• work independently as an expert in demanding contexts in which he/she is managing his/her own and possibly also the others’ work in a target-oriented way
• communicate and network in his/her own field and in international environment
• take into account communal and ethical perspectives of his/her professional field

Content

An essential part of Master-level studies is a thesis of 30 credits. The thesis process starts immediately at the beginning of the studies, and it continues through the entire cycle of studies.

The thesis is implemented as a development project with a research-based approach and a close connection to practical work. The student carries out his/her development work at his/her workplace, in RDI projects of the Turku University of Applied Sciences, in working life connections or in a manner agreed with the supervisor. The thesis is based on commission, if possible. It is preferable that the thesis is based on an assignment.

The thesis relies on in-depth information gathering and analysis, and the development process utilizes relevant research methods following principles of good scientific practice. The thesis includes documenting and reporting on development activities. The student will become familiar with the methodological skills necessary for development and reporting in the course on research and development methods.

In Master’s programmes in Culture and Arts, the thesis is divided in two parts:
- A 5 credits course Development work methods and design (1st semester), and
- Implementation and reporting of the development project, 25 credits (2nd ja 3rd semester).

Implementation and reporting of the development project (25 ECTS) includes the following steps:
• Presenting the thesis plan and finalizing it making use of feedback
• Thesis agreement
• Implementation, related research activities and documentation of the work in accordance with industry practice and in a meaningful way for the thesis
• Participation in group supervision sessions (“thesis learning café”) and individual guidance of the thesis
• Presentation of the results after completion of the thesis
• Maturity test: The student must write a maturity examination in the field of the thesis. This demonstrates awareness with the subject and the linguistic competence. If the (excellent) competence of the school education language has already been assessed in previous studies, the maturity test will only serve as a test the professional expertise. The maturity test is evaluated on a scale approved/ failed.
• Ensuring that there is no plagiarism in the thesis and evaluation of the thesis

Materials

Research and professional material relevant to the student's own development project and material in the e-learning environment.

Teaching methods

Research development project, participation in group and individual guidance. The thesis-development project is possible as a multi-professional partner, co-operation between two students. In this case, the procedures and working methods will be agreed in detail so that the respective roles of both factors can be assessed.

Parts of the work:
• Preparation, implementation, documentation and reporting of the research and development project
• Presentation of your own development project, feedback and feedback on others’ work at different stages of the process • Participation in group guidance and individual guidance • Writing a mature sample when examining a completed development projec

International connections

The student progresses independently and responsibly in the work, with the support of his/her instructor and other guidance. It is also possible to do the thesis together with a partner. The contents and approaches of the art in new contexts courses are utilised and applied in the thesis. If necessary, and in an agreed manner, it is possible to obtain mentoring provided by other Turku University of Applied Sciences instructors in addition to the actual instructors. The thesis process includes giving and receiving peer feedback. Working life partners participate in the thesis process as required or enabled by each thesis.

Student workload

The scope of the development project is 25 credits, i.e. the amount of work (approx. 670 hours) equals full-time work for almost 17 weeks. The work includes the following steps and tasks:
• Preparation and presentation of the development project plan
• Finalisation of the research and development plan (project plan) on the basis of feedback (based on the first version of the development work methodology and planning study course)
• Implementation of the development project, related research data acquisition, documentation of work and reporting of these in the form of a thesis, article or portfolio
• Participation in group and individual guidance
• Presentation of the development project results after completion of the thesis (seminar)
• Making a maturity sample.

Content scheduling

The thesis is a development project or commission related to the student's own work and/or networks. Depending on the student's competence, networks and situation, development can mean the development of a work, intervention, activity or service concept or the development of existing activities in the selected area. The development project is built on development activities in line with the development objectives, documentation and study of the work process and its results, and the publication and dissemination of the results of the development work.

The development project starts right at the beginning of the studies and passes through the entire study period. During the first semester (autumn 2022), the planning and preparation of the development project will be promoted through the Development Methods and Planning course and the course of the Information Procurement course included in it. The implementation of the development project and the reporting period are a direct continuum for it, including the activities of the project, documentation of their and results, research and developmental review and evaluation.

As part of the thesis, a mature sample of professional expertise will be written.

Further information

The mentors can be reached by email. For students internal communication about urgent things the Slack app is used.

Evaluation scale

H-5

Assessment methods and criteria

The thesis will be evaluated on a scale of 1 to 5 using the criteria for evaluating the Yamk thesis at Turku University of Applied Sciences.

The evaluation of the thesis focuses on student development activities, communication from the thesis orally and in written form (the presentations of the development project and reporting in the thesis text) and comprehensive project management in the thesis process. The maturity sample is assessed on a scale approved/rejected.

The actual summary assessment at the end of the process is the responsibility of Turku University of Applied Sciences teachers (two evaluators). In addition, the student receives peer feedback and feedback on working life at different stages of his or her work, depending on the design of the work and the potential client. The student receives a written statement on the evaluation of the thesis.

Assessment criteria, fail (0)

The thesis does not meet the criteria for a satisfactory thesis below.

Assessment criteria, satisfactory (1-2)

Knowledge and skills in the field and ability to understand and evaluate them: The thesis has utilized the most important sources and concepts in the field of research and/or development, relevant and reliable sources of information, which are mainly properly expressed, albeit partially inadequately. The knowledge base of the work has only had the most significant impact on the choices made in the implementation process.


Research and development competence: The subject matter, research and/or development function and/or question has been asked, is in principle feasible and is linked to the knowledge base of the work. The topic, the research and/or development function and/or the question is justified from the viewpoint of the author's competence and/or work development. Working, development and/or research methods are appropriate and suitable for the task and objectives, although they are lacking.

Knowledge of self-development: The defined objectives are linked to the competence of their authors/factors and support development, although there are shortcomings. The work has included an evaluation and is also reflected in the thesis report, although it is scarce.

Organisational and co-operation competence: The thesis has been carried out in dialogue situations, has been listened to, asked forward questions and reasoned views, although there have been shortcomings. In the thesis, expert assistance has been acquired and used only in the most relevant stages of the development process, and more attention could have been paid to this. Communication in different phases of the thesis has been planned and the development project and its results have been communicated in guided ways, although some communication has been incomplete. In writing and speaking, communication has mainly been understandable, factual and clear.

Ethical competence: Sources have been used and labelled in accordance with the guidelines of the Turku University of Applied Sciences / the international method of marking their own field in accordance with their main features and in accordance with the method of implementation of the thesis, but in part inadequately. The reliability, completeness and applicability of development activities have been assessed, although they have been deficient. The thesis has followed professional ethical guidelines and good scientific practice in its own field, but only in the most relevant respects. The thesis takes into account the views of different actors, at least in some respects.

Assessment criteria, good (3-4)

Knowledge and skills in the field and ability to understand and evaluate them: The thesis has applied the current domestic and international concepts of the field and the source material in a systematic, justified and critical way. The solutions and methodological choices made are based on the knowledge base.

Research and development competence: The research and/or development function is based on the need of the sponsor, (work) community or target group. The subject matter, the research and development task is limited, formulated and justified in a feasible and understandable way. The thesis has applied recent working, development and/or research methods in the field, which are linked to the objectives. Methodological choices are justified. The plan has been drawn up with the sponsor and/or other partners, taking into account their wishes, needs and contributions. The work has progressed responsibly, systematically and in a controlled manner; it has made sound solutions that take account of the needs and feedback that have emerged during the process.
The thesis presents ideas, solutions and/or a product that responds to the defined mission and target definition. The results and/or the product are presented in a precise, well-founded manner and highlighting the potential for recovery. Work, results and output have been assessed in a diverse way, taking into account the knowledge base.

Self-development competence: Authors/factors have set/set the objectives of professional development and have demonstrated/showed how the thesis serves their achievement. The development of knowledge and the achievement of objectives, activities and expertise have been re-examined, and observations and insights have been utilised in directing their own activities.

Organisational and co-operation competence: The thesis has been carried out with a network of partners formed from the needy partners. The (communication) plan of the thesis has been modified as necessary, as the situation requires, and has been addressed as the process progresses to the emerging communication needs and opportunities. The communication included in the thesis takes into account the guidelines and the different needs and policies of the target groups and individuals. Information and communication technology used in the thesis in meaningful ways when communicating development work.

Ethical competence: Sources have been used and labelled in accordance with Turku University of Applied Sciences' guidelines / international method of marking in their field. The thesis has solved ethical challenges related to development, documentation and communication in a professional and responsible way. The reliability, coverage and applicability of the development activities have been assessed on the basis of the criteria.
The ethical nature of one's own actions has been deflated during and at the end of the process

Assessment criteria, excellent (5)

Knowledge and skills in the field and ability to understand and evaluate them: The thesis has been critically evaluated, applied and developed in the field of development, as well as the related domestic and international concepts of the field and research data. The thesis combines and utilises research data and professional competence in a way that supports the development of innovative solutions.

Research and development competence: The topic, research and/or development function, research issue and objectives are new creative in their own operating environment. The subject matter, the research and/or development function, the research issue and the objectives have been linked to the knowledge base, presented clearly, structuredly and on a diverse basis. Methodical solutions are new creative. Research and development is systematic, knowledge-based and critical. The plan is innovative, developing expertise and working life. The thesis is based on the current and relevant development challenge of its own field and responds responsibly, creatively and innovatively to the development task. The work has been goal-oriented, committed, independent and constructive throughout. The results have been presented in a clear, structured and diverse manner, and are linked to the knowledge base. The thesis has produced new content, knowledge and/or practices in the field that can be utilised. Reliability and innovation have also been demonstrated and justified. Work, results and output have been critically evaluated, showing new development targets.

Self-development competence: The author/factors of the thesis have/have worked/worked in a self-directed, goal-oriented, responsible and reflexive manner, leading and supporting their own work and working group. Expertise, critical development and development will be transmitted.

Organisational and co-operation competence: The thesis has been carried out in a systematic way, building and maintaining interaction between the industry and its partners. The thesis has utilised and applied domestic and international knowledge and expertise relevant to its own development project. The thesis has been carried out constructively in multidisciplinary, multicultural and/or international networks. The thesis and the thesis have been communicated in a guided and appropriate way to the Finnish networks in their field. The thesis has also included communication and communication in international networks.The communication and work included in the thesis take into account the communication situation, the type of text, the guidelines, the different needs and practices of the target groups and individuals. As the work progresses, the message has been spoken and written in an illustrative and expert manner.

Ethical competence: Sources have been used and labelled in accordance with Turku University of Applied Sciences' guidelines / international method of marking in their field. The thesis has solved ethical challenges related to development, documentation and communication in a professional and responsible way. The reliability, coverage and applicability of the development activities have been assessed on the basis of the criteria.
The ethical nature of one's own actions has been reflected during and at the end of the process.

Objective

Deepening the pedagogical skills defined in the Music Pedagogy 1 course unit.
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

The content of the course is built to deepen the skills defined in the previous Music Pedagogy 1 course.
This course develops the digital skills of music pedagogues further, familiarizes with the basics of digital marketing, acquires skills for online teaching and creative music making.

Materials

The learning materials can be found at itsLearning course environment.

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

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

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: Jan 8-9 2024 (on campus and online)
CONTACT DAYS 2: Feb. 5-6 2024 (online)
CONTACT DAYS 3: Mar 4-5 2024 (online)
CONTACT DAYS 4: Apr 8-9 2024 (online)
CONTACT DAYS 5: May 6-7 2024 (online=
CONTACT DAY 6: Jun 3 (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.

Qualifications

Music Pedagogy 1

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.