1MG002 Musik II inriktning mot arbete i årskurs 6 9, 30 högskolepoäng Music II for lower secondary school teachers, 30 credits

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1 Jnr: 2015/ Course syllabus Faculty of Arts and Humanities Department of Music and Art 1MG002 Musik II inriktning mot arbete i årskurs 6 9, 30 högskolepoäng Music II for lower secondary school teachers, 30 credits Main field of study Music Education Subject Group Educational Sciences/Practical Subjects Level of classification First Level Progression G1F Date of Ratification Approved by Faculty of Arts and Humanities The course syllabus is valid from spring semester 2016 Prerequisites 1MUÄ02 or 1MG001 or the equivalent. Objectives After completing the course, the student should be able to: identify and formulate music didactic research questions relevant for primary school teaching, focusing on the school years 4 9, play instruments used in teaching, and use their own voice as well as digital tools, distinguish, describe and evaluate qualities in their own and others music making, and formulate and critically review strategies for developing these qualities, plan, conduct and evaluate group teaching in music, and account for how this teaching contributes to learning and relates to curricula, syllabi, aspects of gender and diversity, and contemporary music culture and history. Module 1: Introduction to music education III, 7.5 credits study and lead singing in groups, in a key adapted to the pupils, both with the piano and the guitar, as well as without instruments, account for research based aspects of planning, implementing and evaluating music teaching, in dialogue with other students analyse and exemplify the knowledge requirements for music in Lgr11, on the basis of overall objectives in the curriculum and syllabus and their own conceptions of quality in music,

2 plan teaching for primary school in which the core content of the syllabus is used to develop and assess the pupils knowledge, describe and evaluate musical qualities and skills using subject specific language, and on the basis of these descriptions discuss and plan teaching for further learning, continuously document, reflect on and evaluate the teaching in this module in relation to literature, their own experience and its relevance to music teaching in primary school. Module 2. Children and music in research and practice, 7.5 credits make systematic observations in field studies with children in pre school class and school years 1 6, retrieve and refer to research on children s musical development, musicality and music therapy with children, and relate this to experiences from field studies and to theories in music education, visualise some practices in music therapy. Module 3. Introduction to music education IV, 7.5 credits describe, categorise and discuss different practices and approaches in music education from the perspective of music education research, give examples of Nordic research in music education relevant to the teaching of music, describe and compare possibilities, difficulties and success factors in dialogue with other students, on the basis of their own experiences of musical and musicdidactic learning, review methods and teaching material used in music teaching in primary school in relation to Lgr11, research in music education, and aspects of gender and diversity, describe and analyse popular music and culture from the late 20th century, and conduct a minor comparative literature study on the basis of a clearly defined research question, using correct language and referencing, reflect on and discuss questions concerning ethics, gender and diversity in musicrelated social, cultural and historical contexts, including social media. Module 4. Introduction to music III, 7.5 credits individually play the keyboard, guitar, electric bass guitar and percussion, and sing, at level 2*, describe and assess instrumental and vocal music making using subject specific language, adapt their individual music making on several instruments in ensembles, at level 2*, communicate assessments of quality and identify needs for development in ensemble playing, using subject specific language, lead and rehearse ensemble playing at level 1*, apply and describe musical forms and structures in various music making contexts, at level 2*, use digital tools for arrangements and their own music making at level 2*. * Levels of knowledge (1 5) are defined in a study guide. Content Module 1 Introduction to music education III 7.5 credits

3 The module includes the following: The student s own singing to transposed accompaniment on an instrument, Leading and studying music making in groups, Music didactic perspectives and positions, Descriptions and assessments of musical qualities and skills, Group analysis, interpretation and visualisation of the music syllabus in Lgr11, Lesson planning aimed at making assessment for learning possible, Perspectives within music education on this course as a whole and as a part of the music teacher education. Module 2 Children and music in research and practice 7.5 credits The module includes the following: Observation as a research method, Field studies, Literature retrieval, Academic conventions for referencing, Musicality as a quality and as learning, Children s musical development nature and nurture, Music therapy with children methods and results. Module 3 Introduction to music education IV 7.5 credits The module includes the following: Theories and research in music education in a Nordic context, Formulating and critically reviewing musical and music didactic conceptions of quality as a basis for a practical theory on teaching, Short and long roads to musical knowledge; dialogues on how to acquire musical knowledge, Perspectives on music didactic teaching material and methods, Popular music and culture from the late 20th century, Ethics, gender and diversity in music teaching and culture, Academic writing. Module 4 Introduction to music III 7.5 credits The module includes the following: Keyboard, guitar, electric bass guitar and percussion at level 2* (individual musicmaking), Singing and scenic preparedness at level 2* (individual music making), Playing in ensembles in various musical forms at level 2*, Leading ensembles at level 1*, Music theory and ear training at level 2*, Creating music using digital tools at level 2*. The teacher will inform the students about compulsory parts of the course. Type of Instruction Teaching is based on the students active participation, individually and in groups. Teaching is delivered in the form of lectures, proficiency studies, practical applications, studies of literature, thematic studies/projects, seminars and field studies.

4 Examination The course is assessed with the grades Fail (U), Pass (G) or Pass with Distinction (VG). The course includes a number of different forms of examination. The objectives specified with level 1 or level 2 are assessed on the basis of a description of knowledge levels in a study guide. The following forms of examination occur: Module 1: performances (individually and in ensembles), seminars and written assignments. Module 2: seminars, written assignments and field studies. Module 3: seminars, a written examination and a written assignment. Module 4: performances (individually and in ensembles, internally and in the form of concerts), digital assignments in the form of files with text, notes, sound and film. In order to receive the grade of Pass, the student must achieve the intended learning outcomes. In order to receive the grade of Pass with Distinction, the student must have received the grade of Pass with Distinction in at least three of the four modules. For students who do not pass the first examinations, retake examinations are provided in accordance with local regulations at the university. Course Evaluation At the end of the course, a course evaluation is conducted and compiled into a report, which is made available to students. The report is presented to departmental bodies and the program advisory board concerned, and is archived by the department responsible for the course. Credit Overlap This course cannot be part of a degree in combination with another course in which the content fully or partly correspond to the content of this course: Cannot be combined with 1MUÄ03, 1MUÄ04, 1MUÄ06 or 1MUÄ16. Required Reading and Additional Study Material List of references Module 1 Introduction to music education III 7.5 credits Bowman, Wayne. Music s Place in Education. In McPherson, Gary & Welch, Graham F. (eds.) The Oxford Handbook of Music Education, vol. 1. Oxford, Oxford University Press, pp (18 p), the latest Davis, Sharon G. Instrumental Ensemble Learning and Performance in Primary and Elementary Schools. In McPherson, Gary & Welch, Graham F. (eds.) The Oxford Handbook of Music Education, vol. 1. Oxford, Oxford University Press, pp (17 p), the latest Ericsson, Claes & Lindgren, Monika. Musikklassrummet i blickfånget. Halmstad: Halmstad University (225 p), the latest Fautley, Martin & Colwell, Richard. Assessment in the Secondary Music Classroom. In McPherson, Gary & Welch, Graham F. (eds.) The Oxford Handbook of Music Education, vol. 1. Oxford, Oxford University Press, pp (17 p), the latest Cappelen (133 p), the latest Nix, John & Roy, Nelson. Voice Health and Vocal Education. In McPherson, Gary & Welch, Graham F. (eds.) The Oxford Handbook of Music Education, vol. 1. Oxford, Oxford University Press, pp (23 p), the latest Norrefalk, Mats & Sandqvist, Börje. Stora kompguiden Gitarr: för nylon och

5 stålsträngad gitarr. Danderyd: Notfabriken (176 p), the latest Skolverket. Bedömningsstöd i musik för åk 9. Online resource (ca 100 p). Skolverket. Bedömningsstöd i musik för åk 6. Online resource (ca 50 p). Skolverket. Läroplan Lgr 11 Diskussionsmaterial i ämnet musik. Skolverket (16 p), the latest Skolverket. Läroplan Lgr 11 Läroplan för grundskolan, förskoleklassen och fritidshemmet Skolverket (pp 1 19 & ), the latest (29 p) Skolverket. Läroplan Lgr 11 Kommentarmaterial i ämnet musik. Skolverket. Notes, phonograms and other sheets of printed music. List of references Module 2 Children and music in research and practice 7.5 credits Ahrne, Göran & Svensson, Peter. Handbok i kvalitativa metoder. chaps. 6 & 7. Malmö, Liber. (34 p), the latest Cappelen (30 p), the latest Jackson, Nancy A. (2003) A survey of music teherapy methods and their role in the treatment of early elementary school children with ADHD. Journal of music therapy, XI (4), pp (21 p) Kern, Petra, Porter Graham, Frank & Aldridge, David (2006). Using embedded music therapy interventions to support outdoor play of young children with autism in an inclusive community based child care program. Journal of music therapy XLIII (4) pp (24 p) Skolverket. Läroplan Lgr 11 Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011, pp & (29 s), the latest Skolverket. Läroplan för förskolan Lpfö 98 rev 2010 (17 p), the latest Stern, Daniel: Forms of vitality: Exploring Dynamic Experience in Psychology, the Arts, Psychotherapy and Development. Oxford, Oxford University Press (80 p), the latest Swanwick, Keith & Cavalieri Franca, Cecilia (1999) Composing, performing and audience listening as indicators of musical understanding. British Journal of Music Education 16 (1) (pp. 5 19). (14 p) Wallerstedt, Cecilia (2010) Att peka ut det osynliga i rörelse: En didaktisk studie av taktart i musik University of Gothenburg. pp & (53 p), the latest Five research articles chosen in consultation with the supervisor. List of references Module 3 Introduction to music education IV 7.5 credits Barrett, Janet R. & Veblen, Kari K. Meaningful connections in a comprehensive approach to the music curriculum. In McPherson, Gary & Welch, Graham F. (eds.) The Oxford Handbook of Music Education, vol. 1. Oxford, Oxford University Press, pp (19 p), the latest

6 Blokhus, Yngve & Molde, Audun. Wow! Populærmusikkens historie. Oslo: Universitetsforlaget (ca 300 p), the latest Ericsson, Claes & Lindgren, Monica. Perspektiv på populärmusik och skola. Lund: Studentlitteratur (180 p), the latest Cappelen (100 p), the latest Norrefalk, Mats & Sandqvist, Börje Stora kompguiden Gitarr: för nylon och stålsträngad gitarr. Danderyd, Notfabriken (176 p), the latest Odena, Oscar. Creativity in the secondary music classroom. In McPherson, Gary & Welch, Graham F. (eds.) The Oxford Handbook of Music Education, vol. 1 Oxford, Oxford University Press, pp (17 p), the latest Philpott, Chris & Wright, Ruth. Teaching, learning, and curriculum content. In McPherson, Gary & Welch, Graham F. (eds.) The Oxford Handbook of Music Education, vol. 1 Oxford, Oxford University Press, pp (19 p), the latest Schött, Kristina. Studentens skrivhandbok. Stockholm: Liber (176 p), the latest Skolverket. Bedömningsstöd i musik för åk 9. Online resource (ca 100 p). Skolverket. Bedömningsstöd i musik för åk 6. Online resource (ca 50 p). Skolverket. En samtalsguide om kunskap, arbetssätt och bedömning. (100 p), the latest Skolverket. Läroplan Lgr 11 Läroplan för grundskolan, förskoleklassen och fritidshemmet Skolverket pp & (29 p), the latest Strömquist, Siv. Skrivboken. Skrivprocess, skrivråd och skrivstrategier. Malmö: Gleerups (264 p), the latest Swanwick, Keith. Teaching Music Musically. Abingdon, Routledge (ca 150 p), the latest Notes, phonograms and other sheets of printed music. List of references Module 4 Introduction to music III 7.5 credits Duke, Robert A. & Byo, James L. Building musicianship in the instrumental classroom. In McPherson, Gary & Welch, Graham F. (eds.) The Oxford Handbook of Music Education, vol. 1. Oxford: Oxford University Press. pp (19 p), the latest Cappelen (100 p), the latest Johansen, Niels Eskild. Med på notene. Oslo: Norsk musikforlag (170 p), the latest Johansson, Leif. Ensembleledning: ledarskap i mindre grupper. Lund: Studentlitteratur (181 p), the latest Mota, Graça & Figueiredo, Sergio. Initiating music programs in new contexts: in search

7 of a democratic music education. In McPherson, Gary & Welch, Graham F. (eds.) The Oxford Handbook of Music Education, vol. 1 Oxford: Oxford University Press. pp (18 p), the latest Norrefalk, Mats & Sandqvist, Börje. Stora kompguiden Gitarr: för nylon och stålsträngad gitarr. Danderyd: Notfabriken (176 s), the latest Skolverket. Bedömningsstöd i musik för åk 9. Online resource (ca 100 p). Skolverket. Bedömningsstöd i musik för åk 6. Online resource (ca 50 p). Welch, Graham F. & McPherson, Gary. Introduction and commentary: music education and the role of music in people s lives. In McPherson, Gary & Welch, Graham F. (eds.) The Oxford Handbook of Music Education, vol. 1 Oxford: Oxford University Press, pp (16 p), the latest Notes, phonograms and other sheets of printed music.

MUSIC EDUCATION AND MUSIC THERAPY (MED) & (MTY)

Music Education and Music Therapy (MED) & (MTY) 1 MUSIC EDUCATION AND MUSIC THERAPY (MED) & (MTY) Dept. Code: MED The Department of Music Education and Music Therapy offers two degree programs, Music Education