Browsing by Subject "musiikki alakoulussa"

The focus of this study is to collectively analyze which factors teaching and learning music composes of, what the cognitive readiness theories are that propose guide lines for lesson planning in music teaching and how the national curriculum provides the bigger frame in which all this takes place. This research studies the entirety of teaching and learning music in elementary school through psychology, music didactics and classroom conventions. This study is an analytical and theoretical overview into education theories, studies and doctoral dissertations which address how learning and especially learning music procedurally occurs. The theory part of this study is divided into separate subsections in which I address the entirety of learning and teaching music. The subsections cover the psychological view into learning, the social aspect of music, music didactics, general didactics and the viewpoint of the institutional curriculum. Psychological theories provide a frame for examining learning events in a general scale into which music didactics and general didactics provide practical methods for improved conventions. Readiness to teach music requires the teacher to be aware of the cognitive and skill level of the pupils. Cognitive readiness theories guide the lesson planning by proper teaching methods and content choices. The national curriculum with general and special objectives creates its own demands which the music teacher must pursue with each class. Academic studies provide music teachers with theoretical readiness to enable explicit learning. Together with practical teaching experience, in which the teaching practice is constantly developed and improved towards even more inclusive teaching practice, they are the main factors that constitute readiness to readiness to teach music.