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).
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Date posted: September 2024 No Banner module data is available
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Coursework Only Resubmit ePortfolio and Essay |
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Description Acknowledging the increasing importance of developing inclusive pedagogies in music education, the aim of this module is to provide students with a foundation in issues related to socially inclusive music education practices in formal and informal education contexts. Combining theoretical and practical knowledge that builds on foundational and professional studies, themes of social justice and democracy will be explored while in-class participation in structured and creative music activities will be integral to the development of professional identity and agency as a music educator. Through the lens of critical pedagogy, the social conditions directly impacting access to music education in schools will be examined, through reflection, dialogue and critique. With an emphasis on active music-making and exploring the repertoire of children’s songs, students will acquire creative teaching strategies for application in the classroom. This module offers students digital tools, skills and competencies to work creatively in a diverse range of settings, while providing opportunities for continuous growth in musicianship, music reading and writing, pedagogy and critically reflective practice. | |||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critique major trends and emerging models (locally, nationally and globally) of socially inclusive music education practices in formal, non-formal and informal education contexts. 2. Summarise selected philosphical and sociological discourses that influence music education practices while reflecting critically on understandings of inclusion, social justice and democracy. 3. Identify and explain the interrelationship of student diversity (i.e., SES, ethnicity, diverse abilities and talents, special needs students, etc.) with music education practices. 4. Consider and articulate arguments for the inclusion of music literacy in children’s musical learning in the 21st century 5. Engage with and critique a selection of creative pedagogical approaches to developing children’s musical literacy, including use of digital technologies, in relation to underlying principles and strategies employed. 6. Employ music education teaching strategies to accommodate and promote positive music learning experiences for those at the risk of exclusion. | |||||||||||||||||||||||||||||||||||||||||
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
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Indicative Reading List
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Other Resources 59696, Book Chapter, Murphy, Regina & Ward, Francis, 2021, Connecting social justice education with the teaching of music'. In AM Kavanagh, F. Waldron & B. Mallon: Teaching for Social Justice and Sustainable Development Across the Primary Curriculum, London, New York, Routledge, 0, Book / PDF, Hallam, Susan and Himonides, Evangelos, 2022, The Power of Music: An Exploration of the Evidence, London, iMERC, https://books.openbookpublishers.com/10.11647/obp.0292/, 59698, Book, Burnard, Pamela & Murphy, Regina, 2017, Teaching Music Creatively, 2nd Edition, Routledge, https://www.routledge.com/Teaching-Music-Creatively/Burnard-Murphy/p/book/9781138187207?gclid=CjwKCAjwo_KXBhAaEiwA2RZ8hGBr6_KwjEf58vxZ54ohUbEIPumA4MUMVXE45xOk583S7Fj0PQteBxoCdSEQAvD_BwE, 0, Journal article, Benedict, C., 2006, Defining ourselves as other: Envisioning transformative possibilities. Teaching music in the urban classroom, Teaching music in the urban classroom, 1, 20-35., http://www.cathybenedict.com/defining-ourselves-as-other.html, 0, Book chapter, Daubney, A., 2017, Exploring notations. In teaching primary music, London, Sage, 0, Book chapter, Upitis, R., 2017, Celebrating children's invented notations. In P. Burnard and R. Murphy (Eds.) Teaching Music Creatively, 2nd Ed., London, Taylor & Francis Group, https://www-taylorfrancis-com.dcu.idm.oclc.org/chapters/edit/10.4324/9781315643298-1/teaching-music-creatively-pamela-burnard, | |||||||||||||||||||||||||||||||||||||||||