Springboard Certificate in Music Education

COURSE STRUCTURE & CONTENT

MODULE 1: to be taught in 2 Units with the emphasis on the student’s own musical understanding. A detailed breakdown of the content of Module 1 is given on page 4 of this briefing.

Unit 1: an introduction to Kodály the man and his beliefs, and the way the Kodály approach has developed in Hungary and Britain.

Unit 2: learning the concepts through practice.

MODULE 2: to be taught in 1 Unit with the aim to further develop the student’s own musical understanding, and also to develop teaching skills.

ASSESSMENT

• There will be no specific assessment for Module 1, Unit 1 other than a record of attendance
• See the foot of this page for details of Assessment Requirements re. Module 1, Unit 2, and Module 2. Ongoing assessments will also be made of the skills, knowledge and concepts taught in Unit 2.

Record sheets for this have been devised

• Detailed assessment of these skills is not a requirement for Roehampton, but will be collected for BKA purposes, and to provide student feedback
• The formal assessment of Unit 2 for accreditation purposes will be an analysis of 10 songs.

MUSICIANSHIP

Formal assessments will be made and recorded on all students in solfege.

1. Musicianship will not be an element in the formal assessment of Module 1 students as far as Roehampton requirements are concerned.
2. The assessments are considered essential for BKA purposes and particularly in preparation for Module 2.

SUPPORT

Students will be offered support in the form of an additional day between Modules 1 & 2. There will be the opportunity for additional solfege experience on this day.

Tutors on the Springboard Course will include Judith Brindle, Lucinda Geoghegan, Klara Nemes, Cyrilla Rowsell, David Vinden and Miranda ZWalf - internationally recognised authorities and practitioners in Kodály Music Education.

THE ELEMENTS OF SPRINGBOARD MODULES 1 & 2

MODULE 1, UNIT 1: THE KODÁLY CONCEPT - THEORY

LEARNING OBJECTIVE: To give an overview of the Kodály concept of music education and its practical realisation in Hungary and Britain.

CONTENT

• Zoltán Kodály – the composer, scholar and educator
• The main principles of the Kodály concept of music education
• The musical and didactical tools of the Kodály concept
• The structure of the Hungarian school system and music curriculum in the Hungarian Singing Music Schools
• Chronology of the development of Kodály’s music pedagogy
• Viewing and analysing Hungarian music lessons

MODULE 1, UNIT 2: THE KODÁLY CONCEPT - PRACTICE

LEARNING OBJECTIVE: Learning about the musical skills, concepts and elements that are key to Kodály concept of music education and beginning to develop a range of skills in own practice.

CONTENT

• The value of songs and game songs for learning and teaching
• The criteria for the selection of suitable material
• How one song can be used to develop many musical skills
• Song analysis
• Building up a suitable repertoire
• The attributes of a good teacher
• The three stages of learning – unconscious, conscious and reinforcement
• Sequential process for the introduction of rhythm names and symbols
• Sequential process for the introduction of solfa
• Adaptation of the Kodály approach in Britain

MODULE 2

THE KODÁLY CONCEPT – LEARNING AND TEACHING

LEARNING OBJECTIVES:

To further develop an understanding of the musical skills, concepts and elements that are key to the Kodály concept of music education, and to be able to demonstrate an increasing ability to translate that understanding into practice.

To appreciate some of the skills that are required to teach music according to the Kodály concept and to be able to demonstrate those skills in practice.

CONTENT:

• The development of musical elements in a variety of songs and singing games
• How to teach a song
• Song analysis
• Analysing videoed lessons
• The order in which tonesets and rhythmic elements are introduced and the reasons for that order
• How an understanding of one toneset can be developed
• The practice and reinforcement of rhythm learning
• The practice and reinforcement of solfa learning

ASSESSMENT REQUIREMENTS MODULE 1, UNIT 2 and MODULE 2

There will be four assessment tasks to be completed by the end of the course:

MODULE 1, UNIT 2: An analysis of 10 songs and a rationale for their selection; PLUS a written assignment of not more than 2000 words addressing the question ‘What are the key elements of the Kodály concept and how has what you have learned and experienced on the course affected your own musical development’.

MODULE 2: An analysis of 20 songs (additional to those songs presented for Module 1 assessment); PLUS an evaluation and critique of a videoed lesson which will be provided.

Course Details

• DAILY PROGRAMME The programme starts every day at 9.00 am and continues into the evening.
  Most course sessions will last 1½ hrs.
• ALL PARTICIPANTS Choir and Solfege every day.There will be two evening Workshops on the first three days topics tba.
• SPRINGBOARD STUDENTS (Modules 1 and 2)There will be ten 1½ hr Springboard sessions for each Module, spread over the four days, with a variety of tutors and topics.
• OTHER STUDENTS Twice-daily Methodology sessions (7 in total). Students choose either Early Years or Primary according to their particular interest.Three Conducting sessions over the four days.