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 term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Mr Mark Aitchison
Email: mark.aitchison@reading.ac.uk

Type of module:

Summary module description:

This module allows students to specialise Curriculum Design. Student will draw on their school-based experience, and apply this to the critical appraisal of a specialist programme of study for music built around creative music making which inspires and motivates learners. They will review the role of music co-ordinator in primary school settings, focusing on issues and challenges in inspiring and leading colleagues in schools to teach music across the curriculum.

Aims:

1. To analyse and critique music-specific curricula and to reflect on how these can be made relevant and motiving for the learner


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


3. To appraise the role of theÌýmusic co-ordinator in a primary school setting.

Assessable learning outcomes:

On successful completion, students will:Ìý

1. Appraise the design of structured schemes of work built around creative music making by examining how these support different types of learners in music


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


3. Be able to demonstrate an effective use of professional and research skills in the appraisal of Ìýcurriculum design

Additional outcomes:

Additionally, on successful completion, students will:Ìý

1. Be able to study independently and collaboratively in order to assimilate knowledge


2. Be able to structure their workloads effectively


3. Be a professional role model for colleagues

Outline content:

Students will explore and examine curriculum design in music focusing on:

• Contextual analysis of the Music National Curriculum


• Models of music pedagogy


• Resources and tools for music education


• Music as cultural capital for children


• Supporting medium and long term development of musical learning in childrenÌý


• Teachers as role models in music


• The role of the musicco-ordinator in a primary school


• Issues and challenges in music education for general primary teachers

Global context:

Models of music teaching from other countries will be considered in comparative analysis to the UK system. Music as cultural capital will be appraised.

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:	156
Ìý	Ìý	Ìý	Ìý
Total hours by term	200	0	0
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 Written assignment 2,500 words

Formative assessment methods:

Students may submit a written draft of their assignment for written and verbal feedback

Penalties for late submission:

The Support Centres 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 (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: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/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.

Assessment requirements for a pass:
40%

Reassessment arrangements:
Resubmission during the summer resit period.

Additional Costs (specified where applicable):

1) 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.

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

3) Specialist clothing, footwear or headgear:Ìý

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

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

6) Travel, accommodation and subsistence:Ìý

Last updated: 30 March 2023