ED3MCE3: Music, Children and Education 3

Module code: ED3MCE3

Module provider: Institute of Education

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 2

Module convenor: Mr Mark Aitchison, email: mark.aitchison@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module is concerned with music education as a field of study. A central focus is the development of student as a reflective musical practitioner. Through a series of lectures, seminars and practical activities, students explore practical music making activities and explore the complexities of the purpose of music in the curriculum. a focus on musical learning, assessment, curriculum design and the place of music in the school curriculum. 

Aims 

• To consolidate and enhance participant’s individual musicianship skills exploring the musical pedagogy of Kodaly, Orff and Dalcroze. 
• To enhance student’s  skills as a practitioner in the music classroom, focusing on musical analysis and the construction of learning activities. 
• To explore the place of music in the primary curriculum exploring aspects of historic and contemporary practices and attitudes along with aspects of social justice. 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Demonstrate the ability to analyse music from the classic canon and develop a range of learning activities that implement the intentions of the Music National Curriculum in KS1 and KS2. 
2. Demonstrate the musicianship skills required to successfully model the learning activities they have designed to lead creative music lessons.  
3. Justify and critically appraise the musicianship skills that have been developed in the context of school-based practice and a wider context. 

Module content

Throughout the module students engage in practical activity and academic study of: 

• Consolidation of Foundation and Intermediate solfa pedagogy and exploring Advanced level solfa pedagogy 
• Vocal physiology in children and adults 
• Development of aural acuity in children though practical musicianship, singing and chanting.  
• Exploration of Orff’s Imitate, Explore, Improvise, Compose pedagogy through activities designed for KS1 and KS2 classrooms 
• Development of musical literacy and identifying routes of progression from KS1 to KS3. 
• Identifying and analysing repertoire as a stimulus for classroom practical music making 
• Critiquing and evaluating resources for the classroom teacher 
• Questioning, assessment for learning, errors and misconceptions in musical learning in primary-aged children 
• Teaching musicianship in the Music National Curriculum 
• Developing the skills to support colleagues in the development of their musicianship skills 

The module makes reference to relevant and key aspects of the Primary Phase Curriculum and ITT Core Content Framework (CCF) to inform design. 

The online reading list for this module is available in the University library. 

Structure

Teaching and learning methods

Teaching and learning methods will model effective leadership in creative music making in the primary classroom. Students will learn in practical workshops and seminars. Taught sessions will include a balance of tutor led instruction, group discussion, practical music making and individual practical activities. Sessions will be interactive in nature building on students’ prior knowledge. Students will be expected to develop leadership skills relating to classroom musicianship through individual study and formatively assessed workshops. The module has a Blackboard site with key material for the module. 

Study hours

At least 22 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

In weekly practical workshops, students undertake a number of peer and self-assessment tasks and are encouraged to learn to assess the quality of their work through interaction with their year group. Students are encouraged to use written self assessment tools to measure their progress, which are available on the module Blackboard site. Formative assessment of musical leadership is given part way through the module by review led by the tutor in an assignment surgery. 

Reassessment

Additional costs