| Course Unit Title | TEACHING OF MUSIC AT PRE-PRIMARY EDUCATION |
| Course Unit Code | MUS200 |
| Course Unit Details | |
| Number of ECTS credits allocated | 5 |
| | Learning Outcomes of the course unit | By the end of the course, the students should be able to:- Define thematic unities and musical projects and outline and analyze the musical goals, content and activities of the curriculum and the basic musical skills, knowledge, attitudes and behaviors that the children should develop in the pre-primary level.
- Create, implement and assess activities and lesson plans based on the goals and content of the curriculum and the basic musical skills, knowledge, attitudes and behaviors that the children should develop in every stage of their musical development.
- Describe and implement the basic principles of planning a lesson or a series of lessons and identify the teacher’s role in the teaching learning procedure.
- Outline the ways of children assessment and explain and identify the significance of assessment.
- Describe and implement ways of voice preparation, ways of acquiring control of pitch as well as ways of learning a song and parallel activities during its learning.
- Recognize and use musical symbols and use musical instruments and voice to interpret them in rhythmical phrases and songs.
- Compose verses in a given melody and use pentatonic scale notes to compose a melody in given verses.
- Analyze songs, assess their suitability for instruction and describe the goals a teacher must set in the teaching of a song.
- Define creativity in the music pedagogy and describe the stages of creative thought during the musical procedures.
- Describe the incentives that may cause the interest for music improvisation and composition, the forms of the musical creative activities implemented in kindergartens and create, implement, analyze and assess lesson plans in relation to those incentives and forms.
- Use and combine their voice, musical instruments, sound-producing objects, body percussion and their various music skills and knowledge in order to compose music for a story, picture or compose music after listening a music piece.
- Create and interpret graphical scores and create, implement, analyze and assess lesson plans which include this activity.
- Describe the historical development and evolution of the pedagogical music methods of Orff, Dalcroze and Kodaly, contrast and compare their constituents, combine them with the goals of the curriculum and implement them in lesson plans and thematic unities.
- Describe the advantages and disadvantages of technology introduction in kindergarten music education and assess the various technologies and music programmes and the various ways of utilizing them in teaching and learning.
- Create, implement, analyze and assess lesson plans which combine the use of technology with different activities and music subjects taught in kindergartens.
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| Mode of Delivery | Face-to-face |
| Prerequisites | MUS100P | Co-requisites | NONE |
| Recommended optional program components | Υπουργείο Παιδείας και Πολιτισμού. (2009). Αναλυτικό Πρόγραμμα της Μουσικής.
Υπουργείο Παιδείας και Πολιτισμού. (2009). Αναλυτικό Πρόγραμμα για την Προσχολική και Πρώτη Σχολική Περίοδο.
Υπουργείο Παιδείας και Πολιτισμού. (2009).Υλικό Επιμόρφωσης Μουσικής.
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| Course Contents | Music Curriculum: Objectives, content, activities, basic musical skills, knowledge, attitudes and behaviours, thematic unities, music projects.
Songs: Educational value of the song, song choice, song themes, types of songs, voice preparation, acquisition of control of the tonality of voice, song teaching objectives, methods of learning a song and parallel activities, composition of lyrics and melody.
Creative activities: Elements of creativity, combining activities in creative projects, stages of creative thinking, forms of music creative activities, incentives for music improvisation and composition, teacher’s role in music improvisation and composition.
Reading and Writing Music: Basic requirements for the teaching of musical symbols, graphic notation, methods of approaching the rhythmic and melodic reading and writing.
Orff, Dalcroze and Kodaly pedagogical music methods: Brief biographies of Orff, Dalcroze and Kodaly, genesis and development of the methods, analysis of the components of the methods, the relationship between the components of the methods and the goals of the pre-primary music curriculum.
The use of technology in kindergarten music education: Advantages and disadvantages of the introduction of technology in kindergarten music education, kinds of technologies and music programs, teaching music subjects with the help of technology, organization of class-means-activities.
Planning: Organization of the classroom-tools-means, educator’s role, principles of planning, lesson plan.
Evaluation in music lesson: musical development stages of children, ways for evaluating, the value of the evaluation.
Performance: Performance of rhythmic phrases with percussion instruments and of children songs with voice, glockenspiels, xylophones, electronic keyboards and recorders.
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| Recommended and/or required reading: |
| Textbooks | - Καραδήμου-Λιάτσου, Παυλίνα (2003). Η μουσικοπαιδαγωγική τον 20ό αιώνα – Οι σημαντικότερες απόψεις για την προσχολική ηλικία. Αθήνα, Orpheus.
- Σταυρίδης, Γ. Μιχάλης. (2000). Η μουσική στην εκπαίδευση - Σύγχρονες τάσεις και αντιλήψεις. Αθήνα: Gutenberg.
- Σταυρίδης, Γ. Μιχάλης. (2001). Μουσική Αγωγή και Παιδεία. Αθήνα: Gutenberg.
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| References | - Αυγητίδου, Σοφία., Θεμελή, Βάια και Βαϊρινού, Κωνσταντίνα. (2009). Συνεργατική Μάθηση στην Προσχολική Εκπαίδευση: Έρευνα και Εφαρμογές. Αθήνα: Gutenberg.
- Ελληνική Ένωση για τη Μουσική Εκπαίδευση. (2005). Δημιουργικότητα στη μουσική διδασκαλία και πράξη: πρακτικά 4ου Συνέδριου. Λαμία: Ελληνική Ένωση για τη Μουσική Εκπαίδευση.
- Καμπύλης, Παναγιώτης Γ. και Σπετιώτης, Γιάννης Μ. (2002). H αόρατη ορχήστρα συνοδεύει τα τραγούδια μας : μουσικοπαιδαγωγικές διαδρομές στο τραγούδι και τη διδασκαλία του : θεωρία-πράξη-νέες τεχνολογίες και cd με 12 γνωστά τραγούδια. Αθήνα: Ελληνικά Γράμματα.
- Ντολιοπούλου, Έλση. (2005). Εφαρμογή της Μεθόδου Project σε Ελληνικά Νηπιαγωγεία. Αθήνα: Τηπωθήτω.
- Σακελλαρίδης, Γιώργος. (2011). Οδηγός διαπολιτισμικής μουσικής εκπαίδευσης. Αθήνα: Πεδίο.
- Σακελλαρίδης, Γιώργος. (2008). Διαπολιτισμική μουσική εκπαίδευση. Αθήνα: Ατραπός.
- Lee, B. K. Y. (2010). ICT integration in primary school music education: Experience of pioneering countries and its implications for implementation in Hong Kong. Asia-Pacific Journal for Arts Education, 8(4), 1-30.
- Plowman, L. & Stephen, C. (2003). A ‘benign addition’? Research on ICT and pre-school children. Journal of Computer Assisted Learning, 19, 149-164.
- Wheway, David και Thomson, Shelagh. (2002). Εξερευνώντας τη μουσική, Μετάφραση: Έφη Μακροπούλου. Αθήνα: Νήσος.
- Woody, R.H. and Fredrickson, J.M. (2000). A Partnership Project: Integrating Computer Technology and Orff-Schulwerk. General Music Today, 13 (2), p8-11.
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| Planned learning activities and teaching methods | The students are taught via lectures, discussions, hearing of musical excerpts, watching of videos relevant to the music topics of the course, performance and presentations of music instruction.
The lectures comprise the theoretical part of the lesson and during them the students keep notes. For the deeper comprehension of the various musical terms and concepts used in lessons, examples are offered through musical hearings and videos. Emphasis is given to the implementation by students -with movements, singing, and use of percussion instruments and improvisation/creation- of examples related to the theoretical part of the lessons.
The exercise of the students’ skills in the interpretation of songs with their voice and musical instruments takes place in groups and it is expected that their exercise continues during their personal time as well. During the exercise personal assistance is offered by the instructor to students in need. The examination of students in the interpretation of songs takes place individually.
The presentations of music instruction are conducted in small groups (2-3 persons) of students. In the meetings preceded the presentations, the students and the instructor examine given activities and lesson plans, discuss about the goals, activities and materials that each group is expected to use and an exchange of views takes place between each group and the instructor. At the end of each presentation a self-assessment by the group conducted the presentation and suggestions for improvement by the rest groups and the instructor takes place.
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| Assessment methods and criteria | | Midterm examination | 30% | | Performance | 30% | | Presentation | 40% |
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| Language of instruction | Greek |
| Work placement(s) | NO |
