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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Intro to Social Inclusion in Music Education
Module Code AP213
School 73
Module Co-ordinatorSemester 1: Yvonne Higgins
Semester 2: Yvonne Higgins
Autumn: Yvonne Higgins
Module TeachersYvonne Higgins
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Coursework Only
Resubmit ePortfolio and Essay

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.

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.

Workload Full-time hours per semester
Type Hours Description
Lecture24In-class discussions, participation and active music making, including formative tasks
Portfolio Preparation24Critical Reflections on readings and practical experiences (reflective /e-portfolio)
Independent Study37Study of materials presented in class and independent practice of musical skills for primary classrooms
Assignment Completion40Summative, theoretical understanding of emerging ideas in relation to socially inclusive music education
Total Workload: 125

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

Indicative Content and Learning Activities

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
PortfolioReflective eportfolio based on weekly learning experiences, musical encounters and critique of selected readings.100%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • Hess, Juliet: 2019, Music education for social change: Constructing an activist music education. Routledge, Routledge,
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,
Programme or List of Programmes
BEDBachelor of Education

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