Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MUSIC EDUCATION in EARLY CHILDHOOD | - | Fall Semester | 3+0 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Işık SABIRLI ÖZTUŞ |
| Name of Lecturer(s) | Assist.Prof. Işık SABIRLI ÖZTUŞ |
| Assistant(s) | |
| Aim | This course aims to enable prospective teachers to acquire basic knowledge of music theory; explore and understand the developmental value of shared musical experiences with early childhood children; know and compare different approaches to music education. It also aims to enable them to experience rhythm studies, singing, dancing, using materials and musical games personally, and to develop a repertoire of activities and plan various musical experiences for children with an intercultural and interdisciplinary vision, based on these experiences. |
| Course Content | This course contains; Introduction to Music Education in Early Childhood,What is Music?: Definition, Fundamentals and Concepts,Musical Development in Early Childhood ,The Role of Music in Early Childhood and Its Use in Education: Importance, Basic Principles and Scope ,Vocal, Breathing and Rhythm Exercises,Singing,Creative Movement and Dance,Use of Materials in Music Activities,“Planning-Implementation-Evaluation” Processes and the Role of the Teacher in Music Activities,Interdisciplinary and Intercultural Use of Music in Early Childhood Education,Planning for Music Activities in Early Childhood,Different Approaches in Music Education: Orff-Schulwerk, Dalcroze and Kodaly,Practices for Early Childhood Music Activities 1 ,Practices for Early Childhood Music Activities 2. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the importance, basic principles and scope of the use of music in early childhood education. | 10, 16, 9 | A, E |
| Establishes the relationship between musical experiences in early childhood and all areas of development. | 10, 16, 5, 6, 9 | A |
| Discusses the role of the teacher in the "planning-implementation-evaluation" processes of music activities. | 10, 16, 9 | A, E |
| Plans activities using the elements of early childhood music education experienced during the lesson. | 11, 5, 6 | A, E, H |
| Compare different methods and approaches in early childhood music education. | 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 16: Question - Answer Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Music Education in Early Childhood | |
| 2 | What is Music?: Definition, Fundamentals and Concepts | Readings related the subject |
| 3 | Musical Development in Early Childhood | Readings related the subject |
| 4 | The Role of Music in Early Childhood and Its Use in Education: Importance, Basic Principles and Scope | Readings related the subject |
| 5 | Vocal, Breathing and Rhythm Exercises | Exercises related the subject |
| 6 | Singing | Music listening related the subject |
| 7 | Creative Movement and Dance | Videos related the subject |
| 8 | Use of Materials in Music Activities | Material designs to be used in the class |
| 9 | “Planning-Implementation-Evaluation” Processes and the Role of the Teacher in Music Activities | Readings related the subject |
| 10 | Interdisciplinary and Intercultural Use of Music in Early Childhood Education | Listening and watching music and dance videos of different cultures |
| 11 | Planning for Music Activities in Early Childhood | Preparation and Submission of Group Performance Project Proposal |
| 12 | Different Approaches in Music Education: Orff-Schulwerk, Dalcroze and Kodaly | Readings and videos related the subject |
| 13 | Practices for Early Childhood Music Activities 1 | Completion of group performance preparations |
| 14 | Practices for Early Childhood Music Activities 2 | Completion of group performance preparations |
| Resources |
| Gönen, M. S. & Alisinanoğlu, F. (Editors) (2021). Child and Music. İzge Publishing. Kılıç Tapu, I. (2022). Music Education in Preschool. Pegem Academy Publishing. Eren, E. K. (2019). Emile Jaques-Dalcroze and Rhythmic Method. Eurasian Journal of Music and Dance, 14, 131-145 Özevin, B. (2018). Humanistic, artistic and pedagogical aspects of Orff-Schulwerk music and movement education. International Journal of Human Sciences, 15, 1, 8-23. Sabırlı, I. (2012). The Role of Preschool Teachers in Music-Movement Activities. An In-Depth Look at Early Childhood (Ed. Ebru AKTAN ACAR and Gülçin KARADENİZ), Ankara: Özgün Kök Publishing. Sabırlı, I. (2023). The relationship between creative drama, music and movement experiences and social emotional well-being in early childhood. Bayram S, editor. Psychopathological Approaches to Problems. 1st Edition. Ankara: Türkiye Klinikleri; pp.116-22. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | X | |||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | X | |||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | ||||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | X | |||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | X | |||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | ||||||
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 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 12 | 24 | |||
| Term Project | 2 | 5 | 10 | |||
| Presentation of Project / Seminar | 1 | 4 | 4 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| 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 |
|---|---|---|---|---|---|
| MUSIC EDUCATION in EARLY CHILDHOOD | - | Fall Semester | 3+0 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Işık SABIRLI ÖZTUŞ |
| Name of Lecturer(s) | Assist.Prof. Işık SABIRLI ÖZTUŞ |
| Assistant(s) | |
| Aim | This course aims to enable prospective teachers to acquire basic knowledge of music theory; explore and understand the developmental value of shared musical experiences with early childhood children; know and compare different approaches to music education. It also aims to enable them to experience rhythm studies, singing, dancing, using materials and musical games personally, and to develop a repertoire of activities and plan various musical experiences for children with an intercultural and interdisciplinary vision, based on these experiences. |
| Course Content | This course contains; Introduction to Music Education in Early Childhood,What is Music?: Definition, Fundamentals and Concepts,Musical Development in Early Childhood ,The Role of Music in Early Childhood and Its Use in Education: Importance, Basic Principles and Scope ,Vocal, Breathing and Rhythm Exercises,Singing,Creative Movement and Dance,Use of Materials in Music Activities,“Planning-Implementation-Evaluation” Processes and the Role of the Teacher in Music Activities,Interdisciplinary and Intercultural Use of Music in Early Childhood Education,Planning for Music Activities in Early Childhood,Different Approaches in Music Education: Orff-Schulwerk, Dalcroze and Kodaly,Practices for Early Childhood Music Activities 1 ,Practices for Early Childhood Music Activities 2. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the importance, basic principles and scope of the use of music in early childhood education. | 10, 16, 9 | A, E |
| Establishes the relationship between musical experiences in early childhood and all areas of development. | 10, 16, 5, 6, 9 | A |
| Discusses the role of the teacher in the "planning-implementation-evaluation" processes of music activities. | 10, 16, 9 | A, E |
| Plans activities using the elements of early childhood music education experienced during the lesson. | 11, 5, 6 | A, E, H |
| Compare different methods and approaches in early childhood music education. | 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 16: Question - Answer Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Music Education in Early Childhood | |
| 2 | What is Music?: Definition, Fundamentals and Concepts | Readings related the subject |
| 3 | Musical Development in Early Childhood | Readings related the subject |
| 4 | The Role of Music in Early Childhood and Its Use in Education: Importance, Basic Principles and Scope | Readings related the subject |
| 5 | Vocal, Breathing and Rhythm Exercises | Exercises related the subject |
| 6 | Singing | Music listening related the subject |
| 7 | Creative Movement and Dance | Videos related the subject |
| 8 | Use of Materials in Music Activities | Material designs to be used in the class |
| 9 | “Planning-Implementation-Evaluation” Processes and the Role of the Teacher in Music Activities | Readings related the subject |
| 10 | Interdisciplinary and Intercultural Use of Music in Early Childhood Education | Listening and watching music and dance videos of different cultures |
| 11 | Planning for Music Activities in Early Childhood | Preparation and Submission of Group Performance Project Proposal |
| 12 | Different Approaches in Music Education: Orff-Schulwerk, Dalcroze and Kodaly | Readings and videos related the subject |
| 13 | Practices for Early Childhood Music Activities 1 | Completion of group performance preparations |
| 14 | Practices for Early Childhood Music Activities 2 | Completion of group performance preparations |
| Resources |
| Gönen, M. S. & Alisinanoğlu, F. (Editors) (2021). Child and Music. İzge Publishing. Kılıç Tapu, I. (2022). Music Education in Preschool. Pegem Academy Publishing. Eren, E. K. (2019). Emile Jaques-Dalcroze and Rhythmic Method. Eurasian Journal of Music and Dance, 14, 131-145 Özevin, B. (2018). Humanistic, artistic and pedagogical aspects of Orff-Schulwerk music and movement education. International Journal of Human Sciences, 15, 1, 8-23. Sabırlı, I. (2012). The Role of Preschool Teachers in Music-Movement Activities. An In-Depth Look at Early Childhood (Ed. Ebru AKTAN ACAR and Gülçin KARADENİZ), Ankara: Özgün Kök Publishing. Sabırlı, I. (2023). The relationship between creative drama, music and movement experiences and social emotional well-being in early childhood. Bayram S, editor. Psychopathological Approaches to Problems. 1st Edition. Ankara: Türkiye Klinikleri; pp.116-22. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
| 2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | X | |||||
| 3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
| 4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
| 5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | X | |||||
| 6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | X | |||||
| 7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
| 8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | X | |||||
| 9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | ||||||
| 10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | X | |||||
| 11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | X | |||||
| 12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |