Key words
Musical skills and methods
Objectives
As an educator/supervisor working at the ‘coal face’ of your profession, you go about your business, based on your own capabilities and limitations. You are an ‘educative tool’, so to speak. You must explore this tool, and get to know your own limitations. This reference framework lays the foundation for further exploration.
This training module ‘Musical skills: 1’ is placed towards the front of the curriculum (in the first 6-month term) as it’s imperative to gain a clear insight into oneself. Self-experimentation with the 2 ‘safe’ disciplines, namely
music and visual material, is a starting-point for self-analysis. This sharpens the student’s aptitude for solving problems.
As a consequence of their search for creative, non-verbal (body language) communication and the skill to put it across clearly, a demand is created, namely a ‘thirst for knowledge’.
Provision is made for mid-course reflections and feedback at the end of the first 6-month term. The theoretical framework is elaborated at the start of the second 6-month term.
In this way we make the link to the ‘Remedial and Special Education in Practice’ (self-image) and ‘Interpersonal skills and methods’ training clusters, with special emphasis on the communicative aspects (with others and with oneself).
The purpose of this training module is to shape these objectives by fostering and developing the following core skills from the training profile:
- Proceeding from one’s own identity and a solid theoretical basis, to display professional competence in their vocational practice; to be objectively critical, communicative and creative.
o In a creative way (and well-founded theoretically), the student applies musical skills and methods correctly when rendering remedial and special assistance.
- The capacity to objectively assess one’s own functional performance.
o Employs introspection as a useful tool to develop a professionally-oriented attitude.
Topics
The following two main pillars of the course are presented thematically, preceded by a period of general introduction:
- General introduction:
o The importance of being able to play a musical instrument.
o The importance of educative games
o Entering into a direct dialogue with art.
o The attention-grabbing power of course notes, different colours, shapes, certain sounds,…
- Use of visual aids:
o Various image-based, expressive methods and techniques.
o Non-verbal (body) language in order to lend shape to certain moods and the student’s own feelings, emotions and thoughts.
- Music:
o Experimental use of musical instruments, voice and movement in order to better understand one’s own limitations and potential.
o Non-verbal (body) language in order to communicate with one another.
Entry-level skills
Exit qualifications in secondary education.
Exit-level skills
The core skills from the training profile listed in the ‘objectives’ section are fully underpinned by the following exit-level skills of the training module:
- At the level of knowledge and comprehension; the students:
o Concur in the importance of relative insecurity and the need to cocoon.
o Concur in the importance of the giving and receiving of constructive feedback in a learning process.
- At the application level (skills); the students:
o Develop their creative flair by actively experimenting with different forms of expression.
o Creatively develop a self-styled presentation.
- At the level of integration (attitude/standpoint); the students:
o Are aware of their own skills and tolerant of criticism about their limitations (e.g. their forms of expression).
Prerequisites
Final Objectives
Materials used
::Click here for additional information::
Syllabus (obtainable from the coursewear department).
Study costs
10 euros
Study guidance
- Exercises and feedback in class:
o General introduction: oral feedback.
o Visual material: written feedback.
o Music: oral feedback during the presentation.
- Possibility of conferring with the teachers involved.
Teaching Methods
The following methods are covered in this course, with a gradual transition from a teacher-led to a student-centred learning process:
- A practice group: the students experiment with creative methods and techniques under the expert guidance and direction of the teacher (e.g.: a retraining exercise about the term ‘play’, artwork using fabric dye, relaxation exercises, experimental use of tools, voice & movement).
- Individual and group tasks: the students experiment with creative methods and techniques (e.g.: a T-shirt with a fabric dye print on it, the design, making and presentation of objects for use in a multi-sensory stimulation room (for people with cognitive impairment), preparing and delivering a musical presentation, a student experiential report that focuses on introspection,…) NB: the tasks listed here can replaced by analogous exercises that arise in your specialist field).
Assessment
This training module is evaluated after the 1st 6-month term.
1) Continuous assessment (70%): throughout the different practice sessions, the teacher deduces – based on the student’s actual behaviour – which attitudes/standpoints have underpinned the student’s broad set of skills.
2) Product evaluation (30%):
- for the ‘Visual Material’ part, the student – working directly and unaided – compiles his (or her) own workbook. Presented therein are photos of pieces of work, made in the classroom.
- for the ‘Music’ part, the students – working in small groups – prepare a front-of-class presentation with, as their target group, the class group; key aspects of recent lessons pass the review.
Resits:
Regarding the product evaluation part, provision is made, in the resits, for an analogous assignment (30% of the
marks). The marks gained in the continuous assessment part (70% of the marks) during the 1st examination period are carried over.
Lecturer(s)
Peter Boone: Peter.Boone@hogent.be
Hilde Duyck: Hilde.Duyck@hogent.be
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