The areas of music making, dancing, active listening, and composing are approached through practical work with music from different cultures and through discussions related to multicultural understanding. The language of instruction is English.
- be able to teach by taking music as their point of departure
- be able to use music and dance from different cultures, traditions and nations in their teaching
- have acquired qualifications in music education with children from various cultures and traditions
- be able to present music and dance from their own cultural background
- be able to use musical material from different cultures in a creative way, to adapt to different groups of students
- have acquired a better understanding of their own identity and cultural background
- vocal activities
- body, dance and movement
- introduction to Orff instruments, African drums African drums and other relevant instruments
- active listening
- music performance and communication
- educational methods in relation to music practice
- children's music in different cultures
Theoretical subjects will include:
- music education - musically educated
- music, identity and communication
- music education in different countries
- music, emotion and everyday life
- music psychology - music experience
Required prerequisite knowledge
|1 individual paper||1/2||A - F|
|Group project||1/2||A - F||All. |
- Individual paper (50%)
- A final group project (50%) which can be in the form of a musical performance or the development of a pedagogical music program. The students will be evaluated individually.
Each candidate is assessed on a scale from A-F, where A-E denotes pass and F denotes fail.
All classes are mandatory. In addition to this
- the candidate shall have carried out at least one individual presentation
- an individual paper (1000 words)
- as part of a group, the candidate shall have developed and presented one practical music program within a defined pedagogical context
Method of work
Barrett, M. S. (2011). A cultural Psychology and music education. Oxford. Oxford University Press. 41-60 (19 s.)
Bilalovic, N. K. (2016). "It's you - not the music": musical skills in group interventions in multicultural kindergartens. Nordic research in Music Education. Yearbook Vol. 17 2016 p. 137-166 (29 s.)
DeNora, T. (2006). "Music and self-identity". I A. Bennett, B. Shank & J. Toynbee (Red.), The Popular music studies reader. London: Routledge, pp.141-147 (7 s.)
Gudmundsdottir, H.-R., Holgersen, S.-E., Vestad, I. L. & Vist, T. (2014). Music Education. Never as Important as in Early Childhood. Knowledge Formation in Music; 2014-04-23 - 2014-04-25 HIHM UIS
Maagerø, E. & Simonsen, B. (2008). Norway - Music and Musical Life. I Norway, Society and Culture. Kristiansand: Portal forlag.
Marsh, K. & Young, S. (2006). Musical play, I G. E. Mc Pherson, (Red.), The child as musician. Oxford. Oxford university press. 289-310 (21 s.)
Norsk kulturskoleråd. (2016). Curriculum Framework for schools of Music and Performing - diversity and deeper understanding p. 1-30 (30 s.) https://www.kulturskoleradet.no/rammeplanseksjonen
Ruud, E. (1998). Music and Identity. I Music therapy: improvisation, communication, and culture, selected chapters Gilsum: Barcelona Publ. 31-47 (16 s.)
Welch, G.F. (2006). Singing and vocal development, I G. E. McPherson (Red.), The child as musician. Oxford. Oxford university press. 311-329 (18 s.)
The literature will be found on Canvas.
Musical material will be handed out during the course.
Sist oppdatert: 24.08.2019