Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILD and MUSIC | YÇGL3135340 | Fall Semester | 1+4 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Lect. Aziz KÜÇÜKKELEPÇE |
| Name of Lecturer(s) | Lect. Aziz KÜÇÜKKELEPÇE |
| Assistant(s) | |
| Aim | This course aim to learned to student The definition and aims of music education The techniques of music education Listening and discriminating sounds Rhythm activities Singing songs Creative movement and dance Musical stories The music teacher?s properties and importance, The environment, Musical instruments, The relation between music and developmental areas, Music education of handicapped children, Practicing musical activities |
| Course Content | This course contains; The importance of auditory perception in childhood and throughout life,Auditory perception and the importance of music in child development,Relationship between music and child development. Müsical developmentin early years.,The techniques of music education in childhood,Creative movement and dance- Example of activity,Singing songs-Example of activity,Musical stories-Example of activity,Techniques ? student presentations,The roles and importance of child developmen specialist, teacher?s and families,Musical instruments Music Approachs,Children with Special Needs and music Music Terapy,Example of activity,Project presentations,Project presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| The student prepares and evaluates music programs that can support the development of different groups of children. | 10, 15, 6, 9 | A |
| Explains the importance of auditory perception in childhood throughout life. | 10, 15, 6, 9 | A |
| Explains the importance of music in child development and its relationship with developmental areas. | 10, 15, 6, 9 | A |
| Explains the techniques used, similarities and differences. | 10, 15, 6, 9 | A |
| Evaluates herself by applying the learned techniques with children. | 10, 15, 6, 9 | F |
| Defines the characteristics of the developer/educator/family, environment and material and explains with examples. | 10, 15, 6, 9 | A |
| States and analyzes approaches to music. | 10, 15, 6, 9 | A |
| Teaching Methods: | 10: Discussion Method, 15: Role Play and Drama Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The importance of auditory perception in childhood and throughout life | No preliminary |
| 2 | Auditory perception and the importance of music in child development | Preparation of the related subject from the recommended sources |
| 3 | Relationship between music and child development. Müsical developmentin early years. | Preparation of the related subject from the recommended sources |
| 4 | The techniques of music education in childhood | Preparation of the related subject from the recommended sources |
| 5 | Creative movement and dance- Example of activity | Preparation of the related subject from the recommended sources |
| 6 | Singing songs-Example of activity | Preparation of the related subject from the recommended sources |
| 7 | Musical stories-Example of activity | Preparation of the related subject from the recommended sources |
| 8 | Techniques ? student presentations | Preparation of the related subject from the recommended sources |
| 9 | The roles and importance of child developmen specialist, teacher?s and families | Preparation of the related subject from the recommended sources |
| 10 | Musical instruments Music Approachs | Preparation of the related subject from the recommended sources |
| 11 | Children with Special Needs and music Music Terapy | Preparation of the related subject from the recommended sources |
| 12 | Example of activity | Preparation of the related subject from the recommended sources |
| 13 | Project presentations | Preparation of the related subject from the recommended sources |
| 14 | Project presentations | Preparation of the related subject from the recommended sources |
| Resources |
| Artan, İsmihan., (1994),?Okulöncesi Dönemde Müzik Eğitimi ve Etkinlik Örnekleri?,Okulöncesi Eğitimciler İçin El kitabı, YA-PA Yayınları, İstanbul. 2. Eliason, C.; Jenkins, Loa., (1994), A Practical Guide to Early Childhood Curriculum, 5th Edition, MacMillan College Publishing Company, U.S.A. 3. McDonald, T. Dorothy; Simons, Gene, M., (1989) Musical Growth and Development, Schirmer Books,? |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | ||||||
| 3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
| 5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | ||||||
| 7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | ||||||
| 8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | X | |||||
| 9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | X | |||||
| 13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | ||||||
| 14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
| 15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 4 | 56 | |||
| Guided Problem Solving | 7 | 4 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 8 | 16 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 120 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILD and MUSIC | YÇGL3135340 | Fall Semester | 1+4 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Lect. Aziz KÜÇÜKKELEPÇE |
| Name of Lecturer(s) | Lect. Aziz KÜÇÜKKELEPÇE |
| Assistant(s) | |
| Aim | This course aim to learned to student The definition and aims of music education The techniques of music education Listening and discriminating sounds Rhythm activities Singing songs Creative movement and dance Musical stories The music teacher?s properties and importance, The environment, Musical instruments, The relation between music and developmental areas, Music education of handicapped children, Practicing musical activities |
| Course Content | This course contains; The importance of auditory perception in childhood and throughout life,Auditory perception and the importance of music in child development,Relationship between music and child development. Müsical developmentin early years.,The techniques of music education in childhood,Creative movement and dance- Example of activity,Singing songs-Example of activity,Musical stories-Example of activity,Techniques ? student presentations,The roles and importance of child developmen specialist, teacher?s and families,Musical instruments Music Approachs,Children with Special Needs and music Music Terapy,Example of activity,Project presentations,Project presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| The student prepares and evaluates music programs that can support the development of different groups of children. | 10, 15, 6, 9 | A |
| Explains the importance of auditory perception in childhood throughout life. | 10, 15, 6, 9 | A |
| Explains the importance of music in child development and its relationship with developmental areas. | 10, 15, 6, 9 | A |
| Explains the techniques used, similarities and differences. | 10, 15, 6, 9 | A |
| Evaluates herself by applying the learned techniques with children. | 10, 15, 6, 9 | F |
| Defines the characteristics of the developer/educator/family, environment and material and explains with examples. | 10, 15, 6, 9 | A |
| States and analyzes approaches to music. | 10, 15, 6, 9 | A |
| Teaching Methods: | 10: Discussion Method, 15: Role Play and Drama Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The importance of auditory perception in childhood and throughout life | No preliminary |
| 2 | Auditory perception and the importance of music in child development | Preparation of the related subject from the recommended sources |
| 3 | Relationship between music and child development. Müsical developmentin early years. | Preparation of the related subject from the recommended sources |
| 4 | The techniques of music education in childhood | Preparation of the related subject from the recommended sources |
| 5 | Creative movement and dance- Example of activity | Preparation of the related subject from the recommended sources |
| 6 | Singing songs-Example of activity | Preparation of the related subject from the recommended sources |
| 7 | Musical stories-Example of activity | Preparation of the related subject from the recommended sources |
| 8 | Techniques ? student presentations | Preparation of the related subject from the recommended sources |
| 9 | The roles and importance of child developmen specialist, teacher?s and families | Preparation of the related subject from the recommended sources |
| 10 | Musical instruments Music Approachs | Preparation of the related subject from the recommended sources |
| 11 | Children with Special Needs and music Music Terapy | Preparation of the related subject from the recommended sources |
| 12 | Example of activity | Preparation of the related subject from the recommended sources |
| 13 | Project presentations | Preparation of the related subject from the recommended sources |
| 14 | Project presentations | Preparation of the related subject from the recommended sources |
| Resources |
| Artan, İsmihan., (1994),?Okulöncesi Dönemde Müzik Eğitimi ve Etkinlik Örnekleri?,Okulöncesi Eğitimciler İçin El kitabı, YA-PA Yayınları, İstanbul. 2. Eliason, C.; Jenkins, Loa., (1994), A Practical Guide to Early Childhood Curriculum, 5th Edition, MacMillan College Publishing Company, U.S.A. 3. McDonald, T. Dorothy; Simons, Gene, M., (1989) Musical Growth and Development, Schirmer Books,? |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | ||||||
| 3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
| 5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | ||||||
| 7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | ||||||
| 8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | X | |||||
| 9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | X | |||||
| 13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | ||||||
| 14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
| 15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |