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 aware of yourself as an ‘educative tool’, so to speak.. Deepening and expanding your creative talents is a prerequisite for learning to coach and supervise a group with a focused and purposeful attitude.
This training module coming, as it does, in the 2nd 6-month term, is a logical sequel to the subject matter that was taught earlier in ‘Musical skills and methods: 1’. Here, the ‘cocooned’ learning process makes way for a relatively ‘exposed’ learning environment, in which the spotlight is squarely on the student. It is a penetrating and insightful journey of self-exploration to discover one’s strengths and weaknesses as an educative tool, and how to apply one’s skills to good purpose.
The link can be made, by the teacher, to near-related training clusters, such as: ‘Remedial and Special Education in Practice’ and ‘Interpersonal skills and methods’.
The purpose of this training module is to shape these objectives by fostering and developing the following core skills from the training profile:
- Organizing and monitoring of processes (medical care, nursing, guidance, counselling and treatment) affecting our daily lives (organizing and support of work processes).
o Highlighting the different basic types. Employing social- and musical interpersonal skills and appropriate methods in medical care, nursing, guidance, counselling and treatment.
- Cooperate with others in an interdisciplinary, intercultural and international professional work environment (working in a team).
o Employ group-dynamic and communicative insights and skills constructively for effective teamworking.
- Be alive to the limitations of your skills and be willing to address your personal ‘skills gap’
(i.e. a disposition toward lifelong learning).
o Identify their own qualities and limitations with the requisite insight, based on objectively critical reflection.
Topics
The following two main pillars of the course are presented thematically, preceded by a period of general introduction:
- General introduction:
o Place the meaning and significance of creative social and community work within the educator’s specialist field.
- Drama:
o Experimental use of one’s own body as a means of dramatic expression.
o Characteristics of a polished presentation: learn your own front-of-class presentation by practice - in a team - and then pick holes (constructively) in the front-of-class presentations of your classmates.
- Game forms to test your interpersonal skills:
o Systematically implement a 5-stage plan in all its aspects.
o Lend shape to various communicative game forms in social and community work.
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 Can correctly distinguish which different play elements are present in the stage- or role plays.
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 Creatively develop a self-styled presentation.
o Are flexible as to what form a ‘learning through play’ exercise should take.
o Tackle the different ‘learning through play’ exercises with a degree of creative flair.
Prerequisites
Final Objectives
Materials used
::Click here for additional information::
Syllabus (the same as under: Musical Skills and Methods: 1).
Study costs
10 euros
Study guidance
Exercises and feedback in class.
Possibility of conferring with the teachers involved
Teaching Methods
- A practice group: the students experiment with dramatic methods and communicative game forms (in social and community work) under the expert guidance and direction of the teacher (e.g.: experimental use of one’s own body as an educative tool).
- Individual and group tasks: the students experiment with dramatic methods and communicative game forms in social and community work (e.g.: prepare and perform a front-of-class stage- or role play; prepare and play a game to test one’s interpersonal skills).
Assessment
This training module is evaluated after the 2nd 6-month term.
1) Continuous assessment (70% of the marks): 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% of the marks): the end-of-term assignment gives students an opportunity to work in
small groups and – in the games, stage- or role plays – to apply all the teaching materials they’ve been issued with. As for the envisaged product, the teacher is looking for a 15-minute-long, front-of-class presentation (per small group of 6 to 8 students).
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)
Christina Pauwels: Christina.Pauwels@hogent.be
Erik De Witte: Erik.Dewitte@hogent.be
|
|
