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Module Specifications

Archived Version 2020 - 2021

Module Title
Module Code

Online Module Resources

NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

This module builds on the fundamental elements covered in BEd1: appreciating, creating and teaching art and music. In art education the strands of print, construction, and working in fabric and fibre are taught with a focus on integration, digital media and assessment. The music component focuses on the three strands of the Primary School Curriculum in an integrated way. There is a special focus on understanding the practical and theoretical aspects of teaching children at senior primary level, and approaches to assessment in music education.

Learning Outcomes

1. Demonstrate increased confidence in creating art and music while applying an understanding of the fundamental principles and practices of each curriculum area and incorporating the use of digital media in creating, in recording of work, and in teaching.
2. Design, teach and assess imaginative and engaging activities for children’s learning in music and visual art.
3. Confidently lead children’s music-making and art-making in ways that nurture and support children’s growing creative skills while deepening children’s awareness of the expressive potential of music and art.
4. Using an appropriate specialist vocabulary, respond insightfully to music and artworks, considering both technical and affective aspects, and communicate an awareness of the multiple ways in which visual art and music have a role in making meaning for the individual and for society.
5. Increase the children’s repertoire of music and art works in a range of genres and styles to develop their appreciation of music and art.
6. Integrate a range of ways in which children can express meaning through visual media and represent sounds in symbols and gestures.

Workload Full-time hours per semester
Type Hours Description
Workshop18Art workshops: Printing; Construction; Work in fabric and fibre; Art appreciation; Lesson planning
Independent Study44Art Independent work: Completion of art works; Digital recording of art works; Reflections on teaching and learning in art education; Visit to art gallery; Reading
Workshop18Music Workshops: Practical music making workshops; Lesson planning design and review; Discussion on theory and practice; Presentation of collaborative task
Independent Study44Music Independent work: Reading and review of music education materials; Planning and rehearsing in small groups
Total Workload: 124

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

Visual Arts and Music Education
While the Visual Arts and Music each have discrete and distinctive modes of engagement and practice, they both draw on aesthetic engagement with auditory and visual media and develop sensitivity to the beauty and power of artworks. Through active appreciation, enquiry, expression and creation in visual arts and music this module focuses on providing practical experience of art and music making and the pedagogical content knowledge necessary for effective teaching in primary schools. Students develop an understanding of the power of the arts to shape and express personal and communal identities, connect and engage participants beyond surface meaning and encourage ways of working that are open-ended while drawing on and affirming a growing set of skills and competencies in ways that are ultimately personally satisfying. An indication of the content of the individual strands of Visual Art and Music which constitute this module is provided below.

Visual Arts Education
Year One focused on the strands of Drawing, Paint and Colour and Creating Form with clay and papier mâché. In Year Two the emphasis is on the teaching of art and design skills in the remaining three art strands and development of visual awareness and understanding of the visual arts elements: 1. Printing: Making prints using various techniques e.g., cut card repeat patterns, printing plates, templates with close attention to design, shape, space, line, pattern, colour and rhythm. 2. Construction: Using a variety of media, creating abstract, semi-abstract and realistic constructions of varying sizes with an emphasis on design, form, line, shape, space and balance. 3. Fabric and Fibre: Exploring the properties of different fabrics and fibres, creating new fabric and fibre forms (e.g., felting), using fabric and fibre to create two and three dimensional art pieces with increased awareness of texture, colour, pattern, shape and form.

Looking at and Responding to the work of artists and to natural art forms in the environment
A visit to an art gallery. Focus: (a) Art appreciation (b) Teaching children about art works.

An understanding of Curriculum Art in Primary Education
1. How to plan, teach and asses an art lesson/ art scheme: The need for the child to "be the designer". Suitable themes, stimuli, use of media, assessment techniques. 2. Classroom management during an art lesson. 3. Integrating art with other curriculum areas. 4. Use of photography and digital imagery. 5. Display of 2D and 3D art work.

Music Education
The course builds students’ knowledge of music education through focusing on the following dimensions within the strands and strand units of the Primary School Curriculum in Music for senior primary classes (3rd-6th) in particular. Key elements will focus on: ● Lesson planning for senior classes; ● Progressional schemes of work for senior classes; ● Assessing children’s learning in music education; ● Considerations of inclusive music making.

Listening and responding
Experiences in Listening and responding to music in senior classes will focus on the following: selecting appropriate music for Listening and responding; experiencing and reflecting on approaches to Listening and responding in senior classes - through text, art, movement and in creating new music.

Performing: Song singing and Playing instruments
Through learning a collection of rounds, partner songs, and songs with simple descants or accompaniments (e.g., drone, rhythmic or melodic ostinato, or basic chords), students explore and develop approaches to simple 2-part work with voice and instruments and learn how to facilitate appropriate two-part singing with primary children in senior classes. Through a collaborative process, students experience arranging and performing a song with harmony and instrumental accompaniment.

Workshops in composing will focus on developing understanding of how composing can continue to be refined in senior classes through linking with the other areas of musical activity, such Listening and responding, Performing, Music literacy and Playing Instruments; and generating an understanding of a children’s musical learning in a sequence of development from theoretical and practical perspectives.

Assessment Breakdown
Continuous Assessment% Examination Weight%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement
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
Indicative Reading List

  • Burnard, P. & Murphy, R.: 2013, Teaching Music Creatively, Routledge, London,
  • Feierabend, J: 2014, The Book of Canons, GIA Publications, Chicago,
  • Geoghegan, L: 2005, Singing Games and Rhymes for Middle Years, National Youth Choir of Scotland,
  • Glover, J: 2002, Children Composing 4-15, Routledge, London,
  • Glover, J. & Young, S.: 1998, Primary Music in the Early Years, Falmer, London,
  • Government of Ireland: 1999, Primary School Curriculum, Music: Curriculum, Dublin,
  • 1999: Primary School Curriculum, Music: Teacher Guidelines, Dublin, 206224
  • 2002: Music Express, A&C Black, London, 206225
  • 2007: Developing Musical Skills, A&C Black, London, 206226
  • 2002: Music 7-11: Developing Primary Teaching Skills, Routledge, London, 206227
  • 1990: Learning to Compose, CUP, London, 206228
  • 2009: Minds on music: Composition for creative and critical thinking, R&L Education, 206229
  • 1991: Music in the Primary School, CUP, Cambridge, 206230
  • 1998: Primary Music: the later years, Routledge, London, 206231
  • 2003: The Book of Echo Songs: I’ll sing after you, GIA Publications, 206232
  • 2000: The Book of Simple Songs and Circles, GIA Publications, 206233
  • 2000: The Book of Lullabies, GIA Publications, 206234
  • 2005: Singing Games and Rhymes for Middle Years, National Youth Choir of Scotland, 206235
  • 2007: The Right Note 3rd & 4th Class, Folens, 206236
  • 2001: Voiceworks: A handbook for singing, Oxford University Press, 206237
  • 2009: Let's make music, EDCO, 206238
  • 2006: ). Young Voiceworks – 32 songs for young singers, Oxford University Press., 206239
  • 2007: Upbeat, Carroll Heinemann, 206240
  • 2007: Ceol Abú, Carroll Heinemann, 206241
  • 1998: Three Rapping Rats, A&C Black,
Other Resources

Programme or List of Programmes