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(on bottom of page)

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TEAM - The Teacher Education Academy for Music, Future-Making, Mobility and Networking in Europe is a pan-European collaborative research and development network.

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TEAM - The Teacher Education Academy for Music, Future-Making, Mobility and Networking in Europe is a pan-European collaborative research and development network.

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It aims to reshape initial and ongoing music teacher education (MTE) and school music education (ME) in Europe according to the current needs of music teacher professionalization, digitization, intercultural learning, future viability, sustainability and social coherence.

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TEAM Work Package 6: Learning Outcomes in Music Teacher Education

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TEAM Work Package 6: Learning Outcomes in Music Teacher Education

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The Teacher Education Academy for Music, Future-Making, Mobility and Networking in Europe is a pan-European collaborative research and development network.

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(on bottom of page)

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Get in touch with TEAM or get our latest News & Events. Teacher Education Academy for Music, Future-Making, Mobility & Networking in Europe.

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EAS Learning Outcomes for Generalists and Specialists (2013)

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EAS Learning Outcomes for Generalists and Specialists (2013)

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These are the standards all teachers are expected to meet in England. Not music specific.

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https://education.gov.scot/curriculum-for-excellence/curriculum-areas/expressive-arts/

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Concept luks en kennisparagraaf v1.0 240508 

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GreenComp The European sustainability competence framework

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The development of a European sustainability competence framework is one of the policy actions set out in the European Green Deal as a catalyst to promote learning on environmental sustainability in the European Union.

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Dig Comp Hub - Promoting the adoption of the European Digital Competence Framework for Citizens through the development of the DigComp Hub

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Promoting the adoption of the European Digital Competence Framework for Citizens through the development of the DigComp Hub About The Erasmus+ project called ‘DigComp Hub - Promoting the adoption of the European Digital Competence Framework for Citizens (DigComp) through the development of the DigComp Hub’ aims at supporting and engaging adult education providers and educators

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Bachelor Curriculum (2018) for Music Teacher Training in Secondary Schools at www.mdw.ac.at ; Learning Outcomes ("Lernergebnisse") pages 3-5 (--> formulation of those learning outcomes is explicitly based on meNet Learning Outcomes)

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Master Curriculum (2018) for Music Teacher Training in Secondary Schools at www.mdw.ac.at ; Learning Outcomes ("Lernergebnisse") pages 4-6 (--> formulation of those learning outcomes is explicitly based on meNet Learning Outcomes)

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Scotland: Generalists - Selfsustaining communities - 

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Scotland: Generalists - Selfsustaining communities - 

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a group of people you could turn to, to feel confident

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what you do, what happends to the kids - waht songs do I chose, waht kind of music, what is in my class

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in what style he/she should have an expertise? Gen/Spec., improvising

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in a careful way, to music, to people ...

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1. Democratic citizenship, 2. Subject integration (emphasis on Language and Math), 3. Digital Skills (the Netherlands), 4. Inclusion, 5. Increasing role of the schools (not the institutes in higher education) in educating the students, teaching practice and internships become more important.

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Use your voice in public space / body confidence

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Use your voice in public space / body confidence

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especially for Generalists, have the power to use your voice. Understand the primary importance of the voice / most acessible tool. Extend it to body and objects that make sounds... / a willingness to sing more important than the ability to sing / even willing to fail! Train your voice in different ways.

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Formulated outcomes with other arts subjects = good and less good. They are formulated using the word 'art' not music. This is at Bachelor and Maters areas. Bachelor = one can teach or primary and secondary schools.

4 areas - artistic (act as an artist)

didactic/ pedagogical skills

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Non-statutory Model Music Curriculum. There was a contentious debate about this at the time of publication.

Added more detail to what could be expected for the National Curriculum. The recently published National Plan for Music Education suggests a requirement of 1 hour per week of music learning. But again, this is non-statutory.

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Should we formulate the LOs and music LOs or broader - such as the arts (or some other area)?

Or ensure that everyone is clear of the specific aspects of music

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Concern that we are trying to fit music with other 'key' themes. It is not an instrument or tool to achieve non-music outcomes. The nature of music should be at the forefront

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Knowledge about music next to music making - how much, how far?

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Knowledge about music next to music making - how much, how far?

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styles/practices of music (CH: how much music theory do they need?) DE: "Music theory bashing" ... beauty of music theory, rules and functions --> get this quality in the foreground. It preserves cultures... / principles of forms and structures. Music as a cultual practice and knowledge about it.

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To know that music can be a method but is important as a subject

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Without musical skills one cannot even use music as a method. Discrete musical skills must be developed. In primary schools there is a need for more time to develop musical skills

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Be able to find good assignments/work-forms FOR the kids offer them instruments, offer the experinces

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Be able to find good assignments/work-forms FOR the kids offer them instruments, offer the experinces

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Not being the best musician themselves - open up the talent of the kids.

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We need to know how to create again - not look at perfect musicians. Staying vulnerable.

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(there are courses to train specialist primary school teachers as well as secondary school teachers).

Primary school generalists need to be able to teach creativity

innovation

interdisciplinarity of music

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Performance assessment in the subject Music

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Performance assessment in the subject Music

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being able to enter into PLAY. Playing as one of the five ways of learning music - Improvising and creating ...

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being able to enter into PLAY. Playing as one of the five ways of learning music - Improvising and creating ...

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musically and pedagogcally (from improvistaion to creation). It has been there, the aspect of "PLAYING". Learning to let go.

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We must rethink what musical skills are

we must move away from only the traditional skills - eg technologies.

What are the skills within musical practices today? These are important in school.

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Music Curriculum Germany (upper secondary)

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Music Curriculum Germany (upper secondary)

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Various ideas:

Must have traditional skills of singing and playing and instrument

One must have strenght in one area

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Discussion whether students should be educated to teach to a specific age group (e.g. young children) or very broad (4-18).

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Community is impportant.

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Making music with students

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GERMANY - TEACHER T Standards - MUSIC Page 41

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GERMANY - TEACHER T Standards - MUSIC Page 41

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meNet Learning Outcomes for Specialists (2009)

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meNet Learning Outcomes for Specialists (2009)

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