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International Music Education: Psychology, Culture and Philosophy

  • Module code: MU7004
  • Year: 2018/9
  • Level: 7
  • Credits: 30
  • Pre-requisites: None
  • Co-requisites: None

Summary

The module is core for MA Music Education and is offered as an option for the MA Music and other MMus programmes.  The module will consider the psychological processes that underpin musical understanding; interpersonal communication; the social construction of meaning and how such processes contribute to the educational philosophies of world cultures. There will be opportunities to investigate the philosophies and practices in music education in a variety of cultural and international contexts including the UK and those of the students themselves. The issues surrounding the teaching of musical will be explored and in particular the views and research associated with composing and how/why it is not explored in many different cultural contexts.

Aims

  • To examine the place and role of music education in different international contexts
  • To explore the nature of psychological principles that underpin  musical understanding in all cultures
  • To consider various cultural contexts and how they engender educational philosophies and decisions associated with teaching and learning in music
  • To evaluate the discourse and research associated with the teaching of musical creativity in different cultural/philosophical contexts

Learning outcomes

On successful completion of the module, students will be able to:

  • appraise their own music educational experiences in relation to that of others from different cultural backgrounds;
  • identify and critically examine music education philosophies and characteristics within different international contexts by engaging with and critiquing published texts;
  • undertake an investigation into a music education issue located within an international context;
  • present evidenced findings in a clearly articulated manner through an oral presentation and accompanying paper.

Curriculum content

  • the psychology of musical understanding, perception and learning
  • enculturation
  • philosophies and modes of learning of  the music education systems represented in the current MA cohort
  • philosophies underpinning music education in the UK 
  • the western European musical canon and its impact on music education across the world
  • musical creativity in the curriculum: where, why and how?
  • music education and Confucian philosophies of learning
  • the traditional ensemble as a pedagogic location

Teaching and learning strategy

The content is delivered through keynote lectures, and seminars in which the students discuss a series of topics of international significance informed by their evaluation of prescribed texts. Supplementary material e.g. links to articles and websites are provided via StudySpace. Lectures and seminars occupy 4 hours per week for 11 weeks. Music students at Masters' level are expected to undertake a significant level of independent guided study reading books and articles. Tutorial support for assessment preparation will be delivered in office hours. Additional support will be provided for students by the Centre for Academic Support and Employability (CASE) and music-dedicated Study Space skills support.

Breakdown of Teaching and Learning Hours

Definitive UNISTATS Category Indicative Description Hours
Scheduled learning and teaching Lectures, seminars and debates 44
Guided independent study 256
Total (number of credits x 10) 300

Assessment strategy

An investigation into a music education issue will be undertaken in which a balanced discussion will be presented through the synthesis of a range of cultural and theoretical perspectives and also involve a small informal piece of individual research. This will be assessed in the form of a presentation (25%) and a written paper of 4,000 words accompanied by a folio of appropriate materials (75%).

Mapping of Learning Outcomes to Assessment Strategy (Indicative)

Learning Outcome Assessment Strategy
1) appraise their own music educational experiences in relation to that of others from different cultural backgrounds; Assessed formatively by tutor feedback to in-course discussions, mini- seminars and in individual tutorials; summatively by the presentation, paper and folio of materials
2) identify and critically examine music education philosophies and characteristics within different international contexts by engaging with and critiquing published texts; Assessed formatively by tutor feedback to in-course discussions, debates, mini- seminars and in individual tutorials; summatively by the presentation, paper and folio of materials
3) undertake an investigation into a music education issue located within an international context; Assessed formatively by tutorial feedback and email reviews; summatively by the presentation, paper and folio of materials
4) present evidenced findings in a clearly articulated manner through an oral presentation and accompanying paper. Assessed summatively by the presentation, paper and folio of materials

Elements of Assessment

Description of Assessment Definitive UNISTATS Categories Percentage
PRC Presentation 25
Coursework Essay 4000 words 75
Total (to equal 100%) 100%

Achieving a pass

It IS NOT a requirement that any major assessment category is passed separately in order to achieve an overall pass for the module

Bibliography core texts

Brand, M. (2006) The Teaching of Music in Nine Asian Nations. Comparing Approaches to Music Education. Lampeter: Mellen Press.

Hargreaves, D.J. and North, A.C. (ed.) (2001) Musical Development and Learning. The International Perspective. London: Continuum.

Juslin, P. N, & Sloboda, J. A. (Eds.) (2001) Music & Emotion, Theory and Research. Oxford: Oxford University Press.

Sloboda, J. (1985/1999) The Musical Mind: The Cognitive Psychology of Music, Oxford: Oxford University Press.

Sloboda, J. (2005) Exploring the Musical Mind. Oxford: Oxford University Press.

Lines, D.K. (ed.) (2005) Music Education for the New Millenium. London: Blackwell.

Bibliography recommended reading

Aiello, R. & Sloboda, J. (Eds.) (1994) Musical Perceptions,Oxford: Oxford University Press.

Campbell, P.S. & Schippers, H. (Ed.) (2005) Cultural Diversity in Music Education. Directions and Challenges for the 21st Century. Griffith: Australian Academic Press.

Deliège, I. & Wiggens, G.(Eds.) (2006) Musical Creativity: Multidisciplinary Research in Theory and Practice, Hove and New York:Psychology Press.

Hallam, S. (2006) Music Psychology in Education. London: Institute of Education.

Hulmes, E. (1989) Education and Cultural Diversity. New York: Longman.

Harris, D. (2006) Music Education and Muslims. Stoke on Trent: Trentham.

Pears, R. & Shields, G. (2006) Cite them right: the essential guide to referencing and plagiarism. Newcastle upon Tyne: Pear Tree Books.

Phelps, R.P. et al. (2005) A Guide to Research in Music Education. 5th edn. Lanham: Scarecrow Press.

Phillips, K.H. (2008) Exploring Research in Music Education and Music Therapy. Oxford: Oxford University Press.

Pitts, S. E. (2000) A Century of Change in Music Education. Aldershot: Ashgate.

Reimer, B. (Ed.) (2002) World Musics and Music Education. Facing the Issues. Lanham: Rowan and Littlefield.  

Volk, T.M. (1998) Music Education and Multiculturalism, Foundations and Principles. Oxford: Oxford University Press.

Woodford, P.G. (2005) Democracy and Music Education Liberalism, Ethics and the Politics of Practice. Bloomington and Indianapolis: Indiana University Press.

This will be complemented by selected articles from the following journals:

Bulletin – Council for Research in Music Education

British Journal of Music Education (BJME)

International Journal of Music Education

Journal of Research in Music Education

Music Education Research (MER)

These and other journals on music education are available in the library and/or online through the library web pages

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