Study Guide

Objective

Opintojakson suoritettuaan opiskelija osaa
- määritellä perusasteen instrumentti- ja lauluopetuksen tavoitteet, peruskäsitteet ja -menetelmät
- tunnistaa oman instrumenttinsa/äänenkäytön perusteet ja ominaispiirteet
- rakentaa oppilaansa musiikkisuhdetta ja soittotekniikkaa
- suunnitella opetusta oppilaan tavoitteisiin sopivaksi
- määritellä analyyttisen työtavan merkityksen ja perusperiaatteet opetuksessa
- määritellä keskeisen peruskurssitasoisen opetusmateriaalin ja harjoittaa sitä oppilaansa kanssa
- soveltaa käytännössä eri aikakausien ohjelmiston tyylipiirteitä ja esiintymiskäytäntöä
- tuntea perusasteella annettavan instrumenttiopetuksen erityisvaatimukset
- tuntea musiikkioppilaitosjärjestelmän piirissä annettavan opetuksen tavoitteet
- toimia itsenäisesti ja pitkäjänteisesti opettajana
- kohdata oppilaan erilaisissa opetustilanteissa
- soveltaa opetuksellista ja musiikillista osaamistaan opetustilanteessa
- suunnitella oppilaskonsertteja ja valmentaa oppilaan esiintymisiä eri tilanteissa

Content

Opintojakso sisältää instrumenttididaktiikan opiskelua ja käytännön opetusharjoittelua oman harjoitusoppilaan kanssa
- perusasteen keskeinen opetusmateriaali
- oman pääinstrumentin/laulun keskeiset opetusmenetelmät
- oman pääinstrumentin/laulun ominaispiirteet pedagogisesta näkökulmasta

Teaching methods

participating in lessons, lectures and workshops, completing the instrument-specific tasks as well the independent tasks, taking part the teaching training, working with own trainee student, giving peer feedback, giving evaluated teaching demonstrations, following the teaching of a professional music pedagogue More detailed modes of operation can be found in the implementation of your own instrument.

Teaching demonstrations of Instrument Pedagogy 1 and 2

During instrument pedagogy studies, two evaluated teaching demonstrations are given. The timeframe for demonstrations can be found in the instrument-specific implementation plan.

Two teachers evaluate the demonstrations verbally as well as on a scale accepted / failed.

The teaching demonstration differs from the normal teaching situation. It is a work-life oriented demonstration that simulates the teaching demonstration of the teacher's job search at a music school. The duration of the teaching sample is shorter than the usual lesson and there is an audience (board, possibly other students).

The teaching demonstration should be designed as a versatile lesson that includes teaching of two different works. Teaching should be in a high level artistically, technically, and theoretically. It may also include other elements of teaching skills, not only playing or singing, but warming-up, technical exercises, music basics, games, having musical fun, etc. In the teaching demonstration, the teacher student presents pedagogical skills and capabilities to the board as comprehensively and structured as possible with his own personal grasp. The educational situation should be interactive and stimulating in the atmosphere.

A sample teaching demonstration help to learn how to act in the real reviewed teaching demonstration. The assignment and conditions are the same as in a reviewed teaching demonstration.

International connections

Contact learning, distance learning, peer learning, following teaching, independent working, teaching training

Content scheduling

After completing the Instrument Pedagogy Courses 1-4, the student:
-identify and master the basic technical skills of her instrument and is capable to teach them
-knows the key teaching methods, repertoire, teaching materials of elementary, basic, and advanced studies, including making music together
-is able to set the objectives of teaching on a learner basis and design the lessons in accordance with trainee student’s needs
-can apply the principles of ergonomics creatively and use those skills while working with trainee student
-can guide the learner's training and is able to support the development of the learner's artistic expression and performance capacity
-has internalized the principles of encouraging continuous feedback and can also guide learners in self-assessment and peer review
-can assess the learner's progress and constructively coach and evaluate performance in level performance situations

-can support and guide learners of different ages in both individual and group learning situations
-is able to interact with learners of different levels, ages and from different backgrounds (including adult students) and can teach learners with both for hobby goals and vocational training
-know how to use online pedagogical methods in her pedagogical work
-is familiar with the work of a musical pedagogue in different environments: music colleges that provide basic education in the arts, in the vocational secondary school of music, in the free education sector and in private sector
-can analyze and showcase her own field of art and its pedagogical activities
-has formed a versatile picture of her as a teacher and is able to reflex her own activities and develop capabilities to help grow as a teacher throughout the professional career

Evaluation scale

Hyväksytty/Hylätty