LU2-MU1B Music 1b, 5-10

Course description for academic year 2019/2020

Previous years

Credits: 15
Campus: -
Language of instruction: -

Part of studyprograms:

Teacher training for lower secondary schools

Contents and structure

In order to function as music teachers for years 5-10, students must master both principal and secondary instruments. In this course, students will work on further developing their own skills as musicians and facilitators in the main areas of music-making and composition in connection with their principal instrument and band rotation / ensemble play Music technology, arranging/composing, voice training, ensemble play and aural skills are significant building blocks in the development of the role as a music teacher, and are therefore the main focus of this concluding course.

Some central topics will function as a backdrop to the School's teaching: cultural and musical community, learning in formal and informal arenas and various forms of collaboration between primary and lower secondary schools and cultural institutions. Introduction to Norwegian and international research-based knowledge related to music education for pupils in years 5-10. Along with the introduction to methods for didactic research and development work, this provides a basis for working on R&D tasks and further specialisation in music as a master's degree subject.

The important themes in this course are:

Instrument training with room for specialisation and depth
Music reading and aural skills
Band rotation
Composition and music technology in the classroom
Introduction to R&D work

Learning Outcome

Knowledge:

Has insight into repertoires for their instrument that are relevant to music activities in years 5-10
Has knowledge about practice methods in order to best plan, implement and evaluate their own practice.
Has knowledge about methods and instruments suitable for ensemble play in years 5-10
Has knowledge about digital learning resources
Has knowledge about music and emotions and about various aspects of the effect of music on body and mind, with particular emphasis on musical children's culture
Has knowledge of the foundational literature and relevant debates about music as a school subject and music as an academic and artistic subject
Has knowledge about different genres and styles within improvisation, composition and arranging
Has knowledge about methods for research and development work in music

Skills:

Can use principal and secondary instruments in a musical manner to communicate music alone, as an accompaniment and in ensemble play
Can use their voice in an independent manner in choirs and ensemble play situations
Can use and further develop aural skills and music notation
Can use music technology tools and connect these to practical work on music-making and composing
Can plan, lead, implement and assess learning in music, with an emphasis on composing and music-making in years 5-10
Can use their aural skills to understand, analyse, create and play music
Can create their own compositions and facilitate musical material for various performance purposes and for music teaching and learning in years 1-7
Can implement independent, didactic research and development work built on the basic principles of research ethics

General competence:

Can reflect on the use of music technology in connection with practice and training
Can facilitate student assessments built on disciplinary considerations for years 5-10
Has research-based knowledge about assessments, and can communicate the basis for the assessment to others
Can plan, implement and assess a holistic music education in line with current curricula for primary and lower secondary school, and discuss how collaborations with external bodies can strengthen the learning processes in music

Entry requirements

Teaching methods

Teaching and work forms

The forms of work in the course will vary between practical creative work, lectures, project and group work, performances and supervision. Teaching will take place in groups, or individually where appropriate. Students are expected to work independently on practising and studying.