Music 1 is an obligatory part of the Subject Teacher: Practical and Arts Subjects programme, and it is also an elective subject in the General Teacher Education programme. Music is an aesthetic and performative art in which aesthetic experience and recognition are important. Developing these skills is achieved primarily through direct work with making music and studying to develop one’s personal knowledge and skills in the many facets of the subject.
In the national curriculum the target areas of the subject are grouped under the headings: 1. Subject and subject-didactics knowledge and skills, 2. Being a music teacher and 3. Interaction and reflection. These target and activity areas include the activity and comprehension approaches in the national curriculum, L-97: Making music, dancing, composing and listening.
As a music teacher, one must be able to relate to the written languages of music, including musical notation. Therefore, work on elementary musical theory will be included.
Ear training
Students should be able to reproduce and write down simple melodies and rhythm patterns, intervals, chords and scale types, acquire insight into analytical systems such as chords and function descriptions, and practice reading music.
The instruction in ear training is obligatory if the student is not able to document satisfactory skills in advance.
Playing (piano or guitar)
Most of the activities involve accompaniment or chord notation. Each student must, during the course of the programme, work on a repertoire of 10 obligatory and 10 personally selected songs, and master various accompaniment techniques which are suitable for class singing. The repertoire must also include playing from written music.
Songs
The main emphasis is placed on working with class singing.
Other important topics will be ear training, intonation, keeping time and articulation.
The students will work on a repertoire of 8 obligatory classroom songs (a capella) and 3 individually selected songs drawn from different types of music for accompaniment.
Ensemble-playing on classroom instruments
The students will work in groups with ensemble playing on classroom instruments, including recorders and guitars. The class will also work on investigating the basic principles in the organisation of ensemble music for use in the classroom. Other important topics include classroom methods and instruction techniques for various age groups. In addition, students will work with popular music categories (such as pop/rock/blues) with instruments such as electric guitars, electric basses and percussion instruments.
As an element in this field of activity, students will hold a school concert involving singing and playing various classroom instruments, as well as the performance of at least one composition by each student.
Students will study dance and movement as part of their work on musical concepts, as play, and as a form of experience and expression.
Students will be able to lead and instruct a repertoire of
·8 singing and dancing games
·Round dances: couple dance and polka
·National and international folk dances
Students should also be able to compose, lead and perform their own dances to chosen music.
Building on elements of music, students will compose and perform their own compositions.
This work includes, among other things:
·Melody based on minor scale which is set to text.
·Rhyme, verse and speech choir.
·Creative sound work. Graphic notation.
·Working with principles of ensemble compositions in the classroom.
·Figuration.
·Simple vocal and instrumental composition techniques.
·Use of ICT/Midi technology.
·Dance/movement to one’s own and other’s compositions.
(Music history and listening methodology)
Students will become acquainted with the music and styles of Western music, from various historical periods and genres up until around 1900. They will also become acquainted with a repertoire of listening material that may form the basis for activities connected to listening methodology, and learn to discuss the musical culture and preferences of children and adolescents. It is also important that students develop auditory confidence regarding the variety of styles of the various periods and genres.
Students will become acquainted with the principal forms of Western music, such as simple ternary form, rondo, variation form, fugue, sonata movement form and concerto grosso.
The main goal of the programme is to enable students to use music in their work as teachers. Therefore, all areas of the curriculum will help support this goal.
Students will become acquainted with common musical pedagogical / music-didactic problems (e.g. creativity, goal-oriented thinking, musicality and musical development), and be able to explain them. Students will also gain experience in using music in different forms of interdisciplinary work, and appreciate the value of music as a subject in school and as an important sphere of life.
In groups of 2 or 3, students will work on didactic/methodological assignments on music pedagogy or music history topics. The scope of the assignment must correspond to 10-12 pages, and must be attached to the portfolio for internal assessment at the end of the study programme.
Teaching
As a subject, music involves many group-dynamic processes, and student attendance is therefore important.
Most of the teaching will be organised as seminars, though some themes will be organised as compulsory courses. Singing and piano training will be given in groups.
Compulsory concert attendance.
Simple use of ICT/Midi technology will be a relevant working method in some contexts.
Students are encouraged to try out the various problems and approaches they have encountered during the theoretical study of the subject. In addition, music, in co-operation with other subjects, will be actively used in planning, follow-up and supplementary work related to projects carried out by the students. The interdisciplinary co-operational project forms a natural point of departure for this work.
Students must have their assignments and exercises approved by the subject teacher before they will be permitted to sit the final examination.
Attendance
The semester plan indicates which teaching sessions are obligatory.
The assessment has three components.
1.Students must pass a number of tests/examinations in order to be permitted to sit the final examination, and plan and carry out a concert in groups of six to eight students. Pass/fail grades.
2.Portfolio. This will contain assignments and any tests relevant to the assessment taken during the programme / academic year. The decision on which work should be included in the presentation portfolio assessment will be made during the academic year.
3.Final examination.
1. Tests/Examinations and concert (pass/fail)
2. Portfolio assessment of assignments that have been submitted (counts for 40%)
The assignments in composition (submitted throughout the year) and the group assignment in didactics are assessed together, and count for 40% of the final grade. In the evaluation of the portfolio, level of musical skill, effort and development may be emphasised.
3. Final examination (counts for 60 %)
The final examination consists of a written part and a practical/oral part. The written part (5 hours) may contain themes from music history / listening, music pedagogy / didactics and music theory. The practical/oral part consists of practical/method tests, in which each candidate is allocated 20 minutes. In calculating the grade for the final examination, the practical/oral part counts for 60%, while the written examination counts for 40%.
Minor adjustments may occur during the academic year, subject to the decision of the Dean
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