Course Details

1. Describe the historical development and evolution of the pedagogical music methods of Montessori and Manhattaville, contrast and compare their constituents, combine them with the goals of the curriculum and implement them in lesson plans and thematic unities.
2. Define the interdisciplinary and create, implement, analyze and evaluate lesson plans that combine music with other subjects of the curriculum.
3. Use a musical or non-musical subject as a link to create a series of music lessons.
4. Describe and implement the steps to approach a musical project in pre-primary education.
5. Define music therapy, describe the healing properties of music and create activities to address the special needs of children.
6. Interpret songs with musical instruments and voice.

�         Montessori and Manhattaville pedagogical music methods: Short biography of Montessori, creation and development of the methods, analysis of the components of the methods, the relationship between the components of the methods and the objectives of the music curriculum in pre-primary education.

�         The relationship between the music subject and other subjects of the curriculum: Interweaving music education goals with other subjects’ goals, teaching various subjects through musical activities, the effect of music through multidisciplinary teaching method in developing the child's personality.

�         Thematic unities: musical and non-musical thematic unities, categories of thematic unities recommended in the music curriculum, development of thematic unities.

�         Music projects: stages of approaching a project, examples and implementation of music projects in pre-primary classes, cooperation with non-formal institutions, ways to involve parents.

�         Music for children with special needs: what is music therapy, the healing properties of music, design activities based on musical elements, the senses and the quality and articulation of sound.

�         Performance: Learn how to play a second melodic instrument, interpretation of songs with musical instruments and voice.

• Καραδήμου-Λιάτσου, Παυλίνα (2003). Η μουσικοπαιδαγωγική τον 20ό αιώνα – Οι σημαντικότερες απόψεις για την προσχολική ηλικία. Αθήνα, Orpheus.
• Ward, D. (2000). Μουσικοθεραπεία. Αθήνα, Orpheus.

• Μωραΐτη, Τζένη Α. και Κουρκουρίκα, Μαρία. (2007). Το μουσικό γιασεμάκι - Η διαθεματική προσέγγιση της γνώσης στην προσχολική εκπαίδευση: Διαθεματικές δραστηριότητες μουσικής για το νηπιαγωγείο. Αθήνα: Μεταίχμιο.
• Αντωνακάκης, Δημήτρης και Χιωτάκη, Ειρήνη. (2007). Μουσική Παιδαγωγική: Διαθεματικές εφαρμογές για μικρά παιδιά. Αθήνα: Καστανιώτη.
• Κακουλίδη, Lucia Kessler. (2011). Θεραπευτική ρυθμική: Εφαρμογές στην εκπαίδευση παιδιών με και δίχως αναπηρία. Αθήνα: Fagotto Books.
• Economidou Stavrou, Natassa et al. (2011). Music Learning in the Early Years: Interdisciplinary Approaches based on Multiple Intelligences. Journal for Learning through the Arts, 7(1).

The students are taught via lectures, discussions, listening 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.