Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Description Building on students’ understanding of social inclusion in music education at a macro level (module 1) and throughout the previous SIME modules, this module provides students with the relevant skills, competencies and confidence required to enable leadership on a micro level, in formal and/or informal music education contexts. Given the module seeks to connect in students, notions of agency, autonomy, wakefulness, care, and empathy, particular consideration will be given to theories of social justice leadership, global citizenship, identity, care and connectedness. Combining theory and practice, students will develop a strong sense of identity while critically reflecting on their assumptions, dispositions and propensity to contribute to the community. With the view of enacting positive change, students will engage in fieldwork observations and draw on socially inclusive music education practices to design and facilitate innovative and engaging music education in a community setting. Focusing on the social and collaborative learning experiences of students, this highly participatory module will address the processes of socially-inclusive ensemble-based music-making within an inquiry/practice-oriented community. | |||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically reflect on texts pertaining to social justice leadership, global citizenship, identity, care and connectedness. 2. Evaluate socially inclusive music education pedagogies following fieldwork 3. Demonstrate leadership skills by designing and implementing a relevant music-making project in the community. 4. Collaborate/co-teach with classmates/community stakeholders to adapt musical literacy materials in the socially inclusive context. 5. Employ numerous music education teaching strategies which accommodate and promote positive music learning experiences in ways that support the development of student teachers' ability to provide for the learning needs of all pupils 6. Develop a strong sense of identity and learning/growth through critical reflection on observations and experiences. | |||||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Indicative Content• Review and critique of texts visited throughout the SIME modules and texts that engage with leadership in diverse cultural contexts; • Fieldwork observations and interviews in a community setting; • In-class and out-of class exploration and experimentation with education teaching strategies (including repertoire selection/resource adaptations), keeping in mind students at risk of exclusion; • Development of musicianship and subject specific pedagogical knowledge through in-class teaching demonstrations and group music-making performances of appropriate teaching materials and resources; • Collaborating within a small group, students design and implement a project for a socially inclusive context; • Continuous critical reflections on experiences (including sense of identity) of becoming a socially inclusive music educator and documenting learning through reflective accounts | |||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||||