Course content

This course is part of the full-time, post graduate teacher training programme (PPU). The course is Subject 1 in this programme for music performance, and comprises with Subject 1 Teaching Music (15 credits) and 30 credits pedagogy the post graduate teacher training programme. Guided practice is an integrated part of the programme.

This course enables the students to teach instruments and ensembles in music and art schools, , primary schools, community music and upper secondary schools. Students become instrumental, vocal and ensemble teachers at all levels. The course deals with basic educational thinking in instrumental, vocal and ensemble teaching, instrument- and ensemble-specific curricula, teaching methods, organization, assessment, master-apprentice learning and collective learning processes, the music and art school as a workplace, legitimation of instrumental, vocal and ensemble teaching, and subject specific research. This course contains:

Instrumental and vocal teaching:

• Subject-specific methods in instrumental/vocal teaching, organized by instrument.
• Learning materials and repertoire from beginner level to advanced level.
• Methods for working with instrument-specific techniques and musical expression.
• Methods for ear training, reading music scores and improvisation.
• Being an instrumental/vocal teacher, and professional ethics in working with students at different levels.

Ensemble teaching:

Subject-specific methods and repertoire for different types of ensemble teaching, with didactic examples from bands, in wind bands, choirs, and smaller ensembles. Improvisation didactics, the leadership role, and teacher competence within different ensembles is emphasized.

Learning outcome

Knowledge

The student

• has broad knowledge of learning processes and learning theories in instrumental, vocal and ensemble teaching
• has broad knowledge of teaching repertoire for the specific instrument and relevant ensembles
• has broad insight into the master-apprentice tradition and discussions in and around this tradition and tacit knowledge
• has insight into student diversity and can use this insight to make informed choices about teaching materials and working methods

Skills

The student

• can plan, lead, and reflect on instrumental,vocal, and ensemble teaching at beginner, intermediate and advanced level
• can adapt instructions to the pupil's level and individual needs
• can apply different methods in working with pupils' technical and musical development, rehearsal, and self-practice
• can apply educational thinking in planning, analyzing, and implementing teaching
• can organize and lead different groups and working communities within the field of instrumental, vocal and ensemble teaching
• can include assessment and ethical reflections in working with pupils
• can facilitate teaching that promotes the pupil's independence
• can evaluate, improve and renew their own teaching
• can integrate music theory into instrumental, vocal and ensemble teaching through different approaches to listening, training the musical ear and understanding notation
• can guide pupils regarding bodily learning and bodily awareness in singing and/or playing an instrument
• can carry out a delimited R&D based work related to instrumental, vocal and/or ensemble teaching

General competence

The student

• can reflect on and discuss academic, didactic and ethical issues related to instrumental/vocal and ensemble teaching
• can analyze and develop their own practice in meeting different students' prerequisites, interests and needs based on research, theory, and experience
• can build relationships and collaborate with pupils, parents, colleagues, and other actors relevant in instrumental, vocal and ensemble teaching.
• can formulate, investigate, and discuss issues through theoretical and research-based knowledge to further develop their own practice and contribute to the development of professional communities.
• can use research, literature, and other relevant sources of information to structure appropriate argumentations in discussing teaching aspects and ethical aspects in instrumental, vocal and ensemble teaching.

Learning methods and activities

This course is taught over two semesters. To achieve the objectives of the course, an interaction between disciplinary and pedagogical competence, teaching experiences and the acquisition of subject didactic theories and concepts is required. This involves further reflection on one's own teaching practice and cooperation with the field of the teaching practice. Students gain experience with varied teaching and working methods, and different arenas for learning. There will be an alternation between teaching in larger and smaller groups.

Emphasis is placed on interdisciplinarity, including through the implementation of group-based R&D work. The R&D work is carried out in the didactics course that belongs to the student's Subject 1.

All compulsory activities must be approved before the candidate can present themselves for the exam. NTNU is assigned a certification responsibility that will ensure that students master the areas that are fundamental for the upcoming professional practice. 75% participation in teaching is therefore required. It is crucial that students develop into independent and responsible teachers and that they are able to collaborate with their fellow students and future colleagues. The student’s own efforts are not only important for their own learning, but also for the professional development of their colleagues.

Compulsory assignments

• Repertoire list with reflection for supervision (autumn)
• 75% participation in lectures fall
• 75% participation in lectures spring
• Semester assignment for supervision (spring)
• Two defined practical-theoretical work requirements

Specific conditions