Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module provides a thorough understanding of how young children’s creative learning in and through music may be enabled through focusing on theories of play and creativity in music in the first instance. Connections between young children’s social, psychological and physical development and their learning in music are also made. The employment of culturally appropriate resources for music is central to the practical and experiential aspect of the module. An understanding of the principles of Síolta: The National Quality Framework and Aistear: The Early Childhood Curriculum Framework also informs this work, where themes of Well-being, Identity and Belonging, Communicating, and Exploring and Thinking are explored holistically and interactively through the musical activities of singing, playing, moving, creating, listening, and engaging with digital technology. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Appraise theories of play and creativity in early years, focusing on factors that can contribute to children’s musical learning. 2. Make connections between theories of children’s social, psychological and physical development and theories of musical acquisition in young children. 3. Demonstrate awareness of oneself as a critical agent in enabling the activities of singing, playing, moving, creating, listening and engaging with digital technology such that they contribute to children’s musical learning. 4. Reflect on the principles of the relevant national curriculum frameworks for early childhood, showing how the themes and approaches may be explored holistically through musical activity 5. Design and plan a socially, culturally and developmentally appropriate sequence of musical learning experiences for babies, toddlers and young children. 6. Critically evaluate a range of musical materials for children aged 0-6 years, recognising their cultural significance and relative potential to contribute to children’s holistic musical development. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
1 The module involves exploration of theoretical and practical perspectives of play, creativity in music, child development and curriculum frameworks through lectures, workshops, practical, hands-on experiences, demonstrations, observations and critical reflections on learning in early childhood settings. Each session will be structured to maximise understanding of creative musical learning through presentations of theory, illustration of practical example, followed by experiential learning, individually and in pairs or small groups as a recursive, iterative process. Students will be required to study selected readings and to appraise selected recordings in advance of each session, with a view to maximising participation in class discussion. 2 Lecture and facilitated discussion on theories of play and creativity in early years, focusing on factors that can contribute to children’s musical learning. Connections with theories explored in other modules will be explicitly made. 3 Lecture and facilitated discussion on theories of children’s social, psychological and physical development and theories of musical acquisition in young children. Examples in practice. 4 Workshop reflecting on and exploring one’s own musical life experiences and recognising the agentic role of the parent/teacher/adult leader in facilitating musical learning. 5 Gradual immersion in developmental musical learning activities involving singing, playing, listening, moving, and creating music. 6 Analysis and reflection on the principles of Síolta: The National Quality Framework and Aistear: The Early Childhood Curriculum Framework, exploring how themes and approaches may be explored holistically through musical activity. 7 Experience of the formal elements of music through practical experience with instruments (e.g., pitch, rhythm, timbre, texture, dynamics, form) recognising how the language of music can contribute to understanding and planning diverse learning experiences. 8 Exploration of emerging digital learning technologies through reviews of research and practical experiences, recognising their contribution to children’s musical learning. 9 Exploration of a wide range of musical materials for children aged 0-6 years, recognising their cultural significance and relative potential to contribute to children’s musical development. 10 Compilation of a portfolio of personal resources for early years creative music teaching and learning. 11 Observation, analysis and reflection on children’s musical play and learning in an early childhood setting live and through video recordings, noting the agency and autonomy of the creative child, as well as the facilitation of the parent/teacher/leader in the setting. 12 Learning to design and plan a socially, culturally and developmentally appropriate sequence of musical learning experiences for 0-2.5 year olds (babies and toddlers) and present it to peers. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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