Learning Outcomes in Music Teacher Education - Useful Material by Isolde Malmberg

malmberg — 2024-06-01 14:47:26 UTC

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

malmberg — 2024-06-01 14:47:26 UTC

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.

TEAM Work Package 6: Learning Outcomes in Music Teacher Education

malmberg — 2024-06-01 14:47:26 UTC

TEAM Newsletter

malmberg — 2024-06-01 14:47:26 UTC

(on bottom of page)

TEAM Newletter (via QR Code)

malmberg — 2024-06-01 14:47:26 UTC

(on bottom of page)

meNet Learning Outcomes for Specialists (2009)

malmberg — 2024-06-01 15:01:41 UTC

Also available in further 6 languages

EAS Learning Outcomes for Generalists and Specialists (2013)

malmberg — 2024-06-01 15:02:26 UTC

malmberg — 2024-06-10 12:00:45 UTC

PLEASE PUT THE COUNTRY as TITLE

malmberg — 2024-06-13 17:42:48 UTC

ppt slides 14.06.2024 Sumposium Dublin

malmberg — 2024-06-14 09:54:17 UTC

GreenComp

malmberg — 2024-06-14 10:26:12 UTC

DigCompEdu

malmberg — 2024-06-14 10:29:45 UTC

SCOTLAND

2024-06-14 11:33:05 UTC

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

Netherlands

2024-06-14 11:33:47 UTC

THE NETHERLANDS (in Dutch)

pz6j4njgh8 — 2024-06-14 11:37:48 UTC

Austria (in German)

waig — 2024-06-14 11:39:27 UTC

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)

Austria (in German)

waig — 2024-06-14 11:44:05 UTC

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)

Scotland: Generalists - Selfsustaining communities -

malmberg — 2024-06-14 11:47:43 UTC

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

Critical reflecitve

malmberg — 2024-06-14 11:49:07 UTC

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

Being a musician yourself

malmberg — 2024-06-14 11:50:13 UTC

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

Comeptence to attentively listen

malmberg — 2024-06-14 11:50:43 UTC

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

Use your voice in public space / body confidence

malmberg — 2024-06-14 11:51:46 UTC

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.

Emerging themes the Netherlands

2024-06-14 11:52:14 UTC

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.

NL Hague

marinagall1 — 2024-06-14 11:54:07 UTC

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

Music in England

markaitchison — 2024-06-14 11:54:53 UTC

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.

NL Hague

marinagall1 — 2024-06-14 11:56:21 UTC

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

NL

marinagall1 — 2024-06-14 11:57:26 UTC

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

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

malmberg — 2024-06-14 11:59:45 UTC

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.

DE

marinagall1 — 2024-06-14 11:59:59 UTC

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

GR Smara

marinagall1 — 2024-06-14 12:01:47 UTC

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

Core Curriculum Framework for England

markaitchison — 2024-06-14 12:04:38 UTC

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

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

malmberg — 2024-06-14 12:04:44 UTC

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

GEN: Music terrifies them the most

malmberg — 2024-06-14 12:05:51 UTC

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

Spain Cristina

marinagall1 — 2024-06-14 12:06:20 UTC

(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

Being able to feel safe..

malmberg — 2024-06-14 12:07:02 UTC

Performance assessment in the subject Music

2024-06-14 12:07:43 UTC

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

malmberg — 2024-06-14 12:07:44 UTC

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

NL AdV

marinagall1 — 2024-06-14 12:08:36 UTC

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.

Music Curriculum Germany (upper secondary)

2024-06-14 12:09:27 UTC

Many

marinagall1 — 2024-06-14 12:10:17 UTC

Various ideas:

Must have traditional skills of singing and playing and instrument

One must have strenght in one area

Age specialization (NL)

2024-06-14 12:10:30 UTC

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

Finn AEC

marinagall1 — 2024-06-14 12:11:38 UTC

Community is impportant.

Lots of people

marinagall1 — 2024-06-14 12:15:07 UTC

Making music with students

GERMANY - TEACHER T Standards - MUSIC Page 41

malmberg — 2024-09-17 10:38:11 UTC