Registry
Module Specifications
Archived Version 2021 - 2022
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Description This module draws attention to music education in special education contexts with a specific focus on music education for visually and hearing impaired. Music education for children with special education needs in mainstream classes is also considered. Points of departure will focus on narrative perspectives of those with visual and hearing impairments, and these will be presented in various formats such as text, podcasts and videos, as well as visits to educational settings for visually and hearing impaired. Curriculum material for music education in SEN will also be examined and explored, through discussion, theorising and practical music making. Consideration of how music materials/instruments might be created or adapted for learners in SEN and wider inclusive contexts will form a significant part of this module. Students will be provided with strategies, parameters and materials with which to explore possibilities for creating original adaptations. Co-constructing curricular, pedagogical, musical and technological knowledge together with other students, and with specific learners in mind, will be a key feature of this module. Continuous reflection on theory and practice of becoming a socially inclusive music educator will underpin the experiences throughout. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Synthesise understanding of selected research in music education for special and inclusive contexts. 2. Critically analyse music curriculum prescriptions for children in SEN settings in national policy documents or other educational resources. 3. Observe and interpret the nature of the experience of music education in a school for visual or hearing impairment, or in a SEN setting. 4. Engage in music making with other students in a SEN context, with guidance. 5. Collaborate with other students to adapt musical materials for a learner with SEN or other socially inclusive context. 6. Demonstrate an understanding of learning throughout the module through critical reflection on observations and experiences. | |||||||||||||||||||||||||||||||||||||
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 Indicative ContentBuilding on students’ understanding of SEN from modules in general education, this module will focus attention on music education in special education contexts with a specific focus on music education for visually and hearing impaired. • Critical examination of readings and other digital resources on music education in SEN contexts; • Examination of curriculum documents and materials for music education in SEN through discussion, theorising and practical music making; • Working in small groups, observing music education experiences in SEN settings, other inclusive mainstream settings, or non-formal music learning setting, depending on locations; • Reflecting on use of music materials/instruments in particular settings and considering how they might be created or adapted for learners in SEN or wider inclusive contexts through working in small teams; • Working in cooperative teams to build understandings of music materials and related pedagogical, curricular, musical and technological knowledge with specific learners in mind; • Trying out the adapted materials in contexts – either in mainstream with an inclusive focus or other SEN setting; • Reflecting on experiences of becoming a socially inclusive music educator and documenting learning through a reflective eportfolio (Loop Reflect) . | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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