Registry
Module Specifications
Archived Version 2022 - 2023
| |||||||||||||||||||||||||||||||||||||
|
Description Through a recognition of multicultural diversity in the primary classroom and beyond, this module develops students’ understanding of multicultural music education as means to delivering socially inclusive music education. Students will develop their awareness, understanding, repertoire and pedagogy of world music, and explore the role of music in the pursuit of social justice. Students’ understanding will be informed by discourse at the interface of music education and ethnomusicology, through the exploration of concepts such multicultural and intercultural (music) education, multicultural music education and social justice, and the enculturation/education interface. Students’ repertoire of multicultural music will be developed, drawing on a wide range of songs, singing games, and instrumental pieces; through these students continue to refine their pedagogies in teaching the three strands of the primary music curriculum. Performance skills continue to be developed through singing, including part-singing, instrumental performance, and arranging for classroom ensemble. Students will engage with a visiting 'culture bearer' - an emigrant musician, teacher and/or parent - who will provide an authentic experience of a new musical culture, and foster intercultural understanding through hearing about their lived experience in Ireland. Students will also explore multicultural education beyond cultural diversity, examining the potential role of music education in the pursuit of equity across multiple social identity groups (e.g., race, language, class, gender, sexual orientation, ability), fostering critical perspectives, and promoting social action. In doing so, they will reflect on their own identities and their pedagogical and musical experiences, and come to recognise their assumptions and privileges. Finally, students will recognise the potential of a multicultural approach to music education to provide a stimulus for the development of a rich integrated curriculum, recognising the wider socio-cultural and historical contexts of music-making. | |||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Critically examine selected texts on multicultural and intercultural music education, and synthesise an understanding of what multicultural music education is, and how it can applied in the music education classroom in pursuit of socially inclusive music education 2. Critically reflect on their own identity, privileges and assumptions, including an exploration, reflection and critique of the meaning of the terms ‘Irish’, ‘Irish music’ and ‘Irish musician’, as well as critiquing diversity in Initial Teacher Education in Ireland. 3. Demonstrate their understanding of diversity, including multicultural diversity, in Irish schools and in Irish music 4. Demonstrate the development of performing, listening and responding and composing knowledge, skills and pedagogies, using musical content from diverse cultures, by planning, designing, reflecting upon, and refining a series of lesson plans 5. Identify the role of music education in the pursuit of equity across multiple social identity groups (e.g., race, language, class, gender, sexual orientation, ability), in fostering critical perspectives, and reflecting on its potential to promote social action | |||||||||||||||||||||||||||||||||||||
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 ContentTopics will include: - Overview of module - Multicultural Ireland - Monocultural, multicultural, intercultural and transcultural - Cross-cultural perspectives on music and musicality - World Music Pedagogy - Multicultural Music Content: Africa, India, China, South America, Caribbean, Europe, North America - Culturally Responsive Teaching - Multicultural Music Education and Social Justice - Social Justice Narratives in Contemporary Song - Linguistic Diversity - Inclusion through Song-SingingReadings (more provided from week to week)See required reading below. Additional readings will be recommended week to week.*Céim Standards*In addressing 'Céim: Standards for Initial Teacher Education' (The Teaching Council, 2020), the module will focus on:Inclusive Education:- Developing students' ability to foster culturally responsive learning environments and provide for the music learning needs of all pupils, regardless of their cultural background.Global Citizenship Education:- Social Justice and Interculturalism are central tenets of the module. Students will foster the wellbeing of their pupils by providing inclusive and dynamic musical experiences, connecting to the wider school community where possible, demonstrating integration between Inclusive Education and Global Citizenship Education rooted in the principle of care for others.Professional Relationships and working with parents:- Students will engage with an emigrant musical 'culture bearer' who will share their musical expertise as well as their lived experience in Ireland, demonstrating the value of diversity in the locale as an extension of the school learning community.Professional identity and agency:- Students will reflect on their identity and musical and pedagogical experiences, including prior school placement experiences, to critically engage with core concepts of equity, diversity and inclusion in music education. They will also be encouraged to demonstrate agency as teachers in developing their own familiarity with diverse musical and cultural practices (including linguistic) which they have encountered, or may encounter, in Irish classrooms.Creativity and Reflective practice:- Students will learn that musical discovery is a lifelong process, and that a creative mindset in continuing to diversify the music curriculum, repertoire and pedagogies employed can reinvigorate their teaching at any stage of their career.Literacy:- Students will learn songs and singing games in many languages, including common languages of newcomer communities in Ireland (e.g. counting, numbers, days of the week in Polish, French...). This will help foster an inclusive classroom, and contribute to the wellbeing of all children. Students will also be encouraged to foster pupil agency, in encouraging EAL children to use and share their home languages in the classroom, and incorporating this knowledge into musical activities where possible.Digital Skills: to include Digital Literacy:- Students will research, evaluate and use digital repositories and archives of world music in the preparation, development and presentation of teaching materials. These digital resources include the Smithsonian Folkways Learning Pathways and Carnegie Hall Music Explorers; both resources can be used in face-to-face and online teaching. | |||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||
Indicative Reading List
| |||||||||||||||||||||||||||||||||||||
|
Other Resources 0, 0, Department of Education and Skills. (2018). Annual Statistical Reports 2017-2018. Department of Education and Skills., 0, 0, ESRI, McGinnity, F., Grotti, R., Russell, H., & Fahey, É. (2018). Attitudes to Diversity in Ireland. ESRI. https://doi.org/10.26504/bkmnext350, 0, 0, NCCA (2005) Intercultural Education in the Primary School: Guidelines for Schools. Department of Education and Science., | |||||||||||||||||||||||||||||||||||||
| Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||
| Archives: |
| ||||||||||||||||||||||||||||||||||||