Background, General Knowledge, Scientific Area, Skill Development

1) distinguish the concepts of music education and music training – MA1

2) compare the main points of music pedagogical systems and theories – MA3

3) distinguish the concepts of active musical listening and creative musical processes – MA1

4) design and perform music teaching processes – MA6

5) create improvised musical games, construct improvised musical instruments and use them – MA5

6) perform instrumental accompaniment to a fairy tale, poem, literary text – MA4

7) compose their own melodies and improvise – MA6

8) develop the ability to read and write music well – MA3

9) design teaching processes for children’s songs and musical concepts and structures – MA5

10) perform correctly and with a voice of a good quality children’s songs-MA3

11) accompany rhythmically and melodically (sometimes) with simple percussion instruments a children’s song-MA4

12) are able to teach (in various ways) a children’s song-MA4

13) distinguish basic elements of music theory and history-MA4

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

-Decision-making

-Independent work

-Teamwork

-Working in an interdisciplinary environment

-Generating new research ideas

-Respect for diversity and multiculturalism

-Respect for the natural environment

-Demonstrating social, professional and ethical responsibility and sensitivity to gender issues

-Promoting free, creative and inductive thinking

1. Introduction and review of the basic elements of music theory, history and teaching I.

2. Introduction and review of the basic elements of music theory, history and teaching I.

3. Construction of improvised musical instruments (sistra, maracas, drums, bells, guitars, flutes, trumpets, tambourines, tambourines, etc.) with simple materials (plastic bottles, cardboard boxes, flower pots, rubber bands, balloons, reeds, seeds and fruits, colored paper and cardboard, etc.).

4. Accompanying children’s songs with the above improvised musical instruments.

5. Viewing and listening to different instrumental and vocal musical ensembles for children and others.

6. Active music listening for the purpose of which all “authentic” musical genres are used: Greek music (art, folk, traditional), Western music (classical, contemporary, jazz, rock), music of other peoples (Indian, Chinese, Latin American, African, etc.), children’s songs.

7. Active music listening for the purpose of which all “authentic” musical genres are used: Greek music (art, folk, traditional), Western music (classical, contemporary, jazz, rock), music of other peoples (Indian, Chinese, Latin American, African, etc.), children’s songs.

8. Music and fairy tales with musical accompaniment: songs, compositions, background music, narration and partial dramatization of well-known children’s fairy tales and musical works.

9. Music and fairy tales with musical accompaniment: songs, compositions, background music, narration and partial dramatization of well-known children’s fairy tales and musical works.

10. Music in all its historical periods and the use of compositions from them for teaching primary school children.

11. Music in all its historical periods and the use of compositions from them for teaching primary school children.

12. Creation and participation: event/ceremony.

13. Creation and participation: event/ceremony.

E-class

e-mail

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Language of assessment: Greek

Assessment methods (weighting %):

• Short answer questions 10%

• Written assignment 20%

• Oral examination 40%

• Artistic interpretation 30% Assessment criteria (weighting %)

• Accuracy and completeness of answers 20%

• Adequate vocal and instrumental performance 50%

• Appropriate use of terminology 20%

• Adequacy of bibliographic references and appropriate use of bibliography 10%

-Κοψαλίδου, Ευαγγελία (2014),Αναπλάθοντας την «όπερα» το Παιδί  και τα Μάγια του M. Ravel μέσα από δημιουργικές μουσικές δραστηριότητες, Αθήνα, Fagottobooks.

              –JosephMachlis, KristineForney (1996), Η απόλαυση της μουσικής, Αθήνα, fagottobooks

Πρόσθετη βιβλιογραφία:https://eclass.duth.gr/courses/ALEX03212/