ED2AC3-The Arts, Children and Education 2 : Music

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:5
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2020/1

Module Convenor: Dr Rebecca Berkley

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

Type of module:

Summary module description:

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, participants are introduced to theoretical perspectives on music psychology with a focus on musical learning and assessment and their practical application to curriculum music teaching.

Aims:

1. To introduce students to key concepts in music psychology relating to cognitive development, and how these inform music teaching and learning.


2. To develop the musician as reflective practitioners


3. To enable students to develop modes of assessment and appraisal of their own musical learning and that of children


4. To develop leadership skills in leading music education projects in school and community.

Assessable learning outcomes:

On successful completion of the module students will be able:Ìý

(i) To demonstrate a critical understanding of key aspects underlying theory and practice in music psychologyÌýrelating to musical education;

(ii) To review and assess data collection and research methodologies from music psychology, especially focusing on learning through composing and performing, the development of aural acuity in children and community musicians, and the ways musical learning co ntributes to the development of the whole person in education;Ìý

(iii) To demonstrate an ability to evaluate different ways of assessing musical progress;

(iv) To demonstrate musical leadership skills in music education projects in school and community.

Additional outcomes:

Additionally, on successful completion of the module students will:Ìý

(i) be able to study independently and/ or collaboratively in order to communicate ideas in the field of music psychology and music education;

(ii) create a literature review drawing on a range of academic and professional sources, appraising these according to validity and relevance to the field of enquiry;

(iii) to write a critical review of key ideas in the area of study.

Outline content:

The module requires students to engage with research in music psychology and apply it to music education in theory and practice. Students are expected to develop a broad perspective on a range of music psychology topics in order to engage critically with the discipline and to make inter-disciplinary connections where applicable. Students will focus on:Ìý

• Age related development in music cognition and skill acquisition


• Musical aptitude and m usical abilities


• Cognition in composing and improvising


• Cognition in performing


• How individuals learn to write and talk about music


• What observable musical behaviours can be assessed to determine musical progress


• Enabling musical pedagogiesÌý


• Leadership in school and community music making

Global context:

Research into conceptions of music education and music education practices internationally will be considered.

Brief description of teaching and learning methods:
This module will be delivered using a range of blended learning techniques and will incorporate lectures and student-led contributions to seminars.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures		10
Practicals classes and workshops		20
Work-based learning		15
Guided independent study:		155
Ìý	Ìý	Ìý	Ìý
Total hours by term		200
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Oral assessment and presentation	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

Students will complete a Poster Presentation focusing on a critical reflection of their own musical leadership skills in curriculum music teaching. The poster will be supported by academic references, and each student will present a 15 minute verbal presentation about their work.

Formative assessment methods:

Group tutorials and seminar based discussionsÌý

Guided research tasks

Student led workshops directing instrumental ensembles

Penalties for late submission:

The Module Convenor 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:

Reassessment by video presentation will take place during the summer resit period.

Additional Costs (specified where applicable):

Required text books: No purchases required - texts available in the Library.

• Hallam, S., Cross, I., &Thaut, M. (2009). The Oxford Handbook of music psychology. Oxford: Oxford University PressÌý


• Hargreaves, D.J. &North, A.C. (Eds.) (2008) The social and Applied Psychology of Music. Oxford: Oxford University Press

Specialist equipment or materials: Classroom instruments are supplied by the Institute of Education for student use

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

Travel, accommodation and subsistence: There will be some visits to schools and community settings, usually within walking distance of the campus. No cost if travelling on foot. Students responsible for costs if they choose to travel by bus or car.

Last updated: 1 September 2020