ED3AC3-The Arts, Children And Education 3 : Music

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Autumn / Summer term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2019/0

Module Convenor: Dr Rebecca Berkley

Email: r.m.berkley@reading.ac.uk

Type of module:

Summary module description:

This module allows students to specialise in two areas of music. Curriculum Design is intended to enable students to draw on their school-based experience, and apply this to the design of a specialist programme of study for music built around creative music making which inspires and motivates learners. Musical leadership: Being a music co-ordinator allows students to demonstrate ways they can use their specialist skills in music to inspire and lead colleagues in schools to teach music across the curriculum, and in community settings.

Aims:

1. To develop a music-specific curriculum and to reflect on how this can be made relevant and motiving for the learner

2. To enhance research and professional skills by creating resources for the music-specific curriculum

3. To develop leadership skills as a music co-ordinator

Assessable learning outcomes:

On successful completion, students will:Ìý

(i) Design a progressively structured scheme of work built around creative music making which supports different types of learners in music

(ii) Be able to synthesise their musical knowledge to the aims and objectives of current government, professional and academic thinking in the field of education

(iii) ÌýBe able to demonstrate an effective use of professional and research skills in the design of this curriculum

(iv) Lead colleagues in training musical skills

Additional outcomes:

Additionally, on successful completion, students will:Ìý

(i) Be able to study independently and collaboratively in order to assimilate knowledge

(ii) Be able to structure their workloads effectively

(iii) Be a professional role model for colleagues

Outline content:
The module gives students the opportunity to apply their experience in the classroom and their practical musicianship skills to two projects: Curriculum Design and Musical leadership: Being a music co-ordinator. Students can thus choose the focus of their curriculum design project according to their own preference.

Brief description of teaching and learning methods:
The module employs a range of teaching and learning methods: Lectures, tutorials, workshops and coaching.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures	7
Seminars	7
Tutorials	2
Practicals classes and workshops	14
Work-based learning			14
Guided independent study:	140		16
Ìý	Ìý	Ìý	Ìý
Total hours by term	170		30
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:
Curriculum Design Project (2,500 words)

Formative assessment methods:
Lead workshops in schools.

Penalties for late submission:
The Module Convener will apply the following penalties for work submitted late:

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[1] (or part thereof) following the deadline up to a total of five working days;

where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at:
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.

Assessment requirements for a pass:
40%

Reassessment arrangements:
Resubmission during the summer resit period.

Additional Costs (specified where applicable):

Required text books: All texts are available in the Library Coll, H. &Lamont, A. (Eds). (2009) Sound progress: exploring musical development. Matlock, Derbyshire: National Association of Music Educators. McPherson, G.E. &Welch, G.F. (Eds). (2012) The Oxford handbook of music education. New York: Oxford University Press. Savage, J. (Ed). (2013) The guided reader to teaching and learning music. Abingdon: Routledge.

Specialist equipment or materials: Most material is available on Blackboard. If paper handouts are required, these are supplied.

Printing and binding: Most material is available on Blackboard. If paper handouts are required, these are supplied.

Computers and devices with a particular specification: Music technology software and hardware is supplied for students.

Last updated: 8 April 2019