Module: Socially Inclusive Music Ed1

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Socially Inclusive Music Ed1
Module Code	EDP1007 (ITS: AP213)
Faculty	DCU Institute of Education	School	Arts Education & Movement
NFQ level	8	Credit Rating	5

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.

Learning Outcomes

1. 1E498F57-6B0B-0001-3E81-1A601D6FD7D0
2. Critique major trends and emerging models (locally, nationally and globally) of socially inclusive music education practices in formal, non-formal and informal education contexts.
4. 20,7,12,6,8,19,21,14,11,9,10
5. 1
6. 1E498F57-9073-0001-5AC4-12465CC0C0B0
7. Summarise selected philosphical and sociological discourses that influence music education practices while reflecting critically on understandings of inclusion, social justice and democracy.
9. 20,7,12,6,13,8,19,21,14,11,9,10
10. 2
11. 1E5B2227-85F2-0001-EFE0-14D016F01A0F
12. Identify and explain the interrelationship of student diversity (i.e., SES, ethnicity, diverse abilities and talents, special needs students, etc.) with music education practices.
14. 6,7,8,9,10,11,12,13,14,16,17,19,20,21,22,23
15. 3
16. 1E498F57-A820-0001-B6F2-2B90151646D0
17. Consider and articulate arguments for the inclusion of music literacy in children’s musical learning in the 21st century
19. 6,7,8,9,10,11,12,13,14,15,17,21,22,23
20. 4
21. 1E498F57-D5A6-0001-F3F7-300A18F0BCD0
22. 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.
24. 6,7,8,9,10,11,12,13,14,15,16,17,19,20,21,22
25. 5
26. 1E498F57-EE4A-0001-B5C2-127210A0F830
27. Employ music education teaching strategies to accommodate and promote positive music learning experiences for those at the risk of exclusion.
29. 22,17,20,18,7,12,16,15,6,23,13,8,19,21,14,10
30. 6

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	24	In-class discussions, participation and active music making, including formative tasks
Portfolio Preparation	24	Critical Reflections on readings and practical experiences (reflective /e-portfolio)
Independent Study	37	Study of materials presented in class and independent practice of musical skills for primary classrooms
Assignment Completion	40	Summative, theoretical understanding of emerging ideas in relation to socially inclusive music education
Total Workload: 125

Section Breakdown
CRN	10371	Part of Term	Semester 1
Coursework	100%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	N
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Yvonne Higgins	Module Teacher	Regina Murphy

Type	Description	% of total	Assessment Date
Assessment Breakdown
Portfolio	Reflective 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; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

Indicative Reading List

Books:

Hess, Juliet: 2019, Music education for social change: Constructing an activist music education. Routledge, Routledge,

Articles:

McCarthy, Marie: 2016, 'Understanding Social Justice from the Perspective of Music Education History', in Cathy Benedict and others (eds), The Oxford Handbook of Social Justice in Music Education, Oxford Handbooks, 513033
2022: Singing and Social Identity in Young Children, Frontiers in Psychology, 13, 1664-1078, https://doi.org/10.3389/fpsyg.2022.823229,

Other Resources

1: 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
410756: 1, Book / PDF, Hallam, Susan and Himonides, Evangelos, 2022, The Power of Music: An Exploration of the Evidence, London
https://books.openbookpublishers.com/10.11647/obp.0292/: 410757, 1, 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, 410758, 1, Journal article, Benedict, C., 2006
Teaching music in the urban classroom, 1, 20-35.: http://www.cathybenedict.com/defining-ourselves-as-other.html, 410759, 1, Book chapter, Daubney, A.
Exploring notations. In teaching primary music: London, Sage, 410760, 1, Book chapter
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,