| Course Objectives: |
Definition of music, aims, importance in education; Music development in childhood, music techniques used in education, Listening and distinguishing sound, Singing, Creative movement and dance, Rhythm, Musical stories, Role and importance of educator, Environment and instruments, Relationship of music with other developmental areas, Approaches to music, Different to provide information about music groups with children groups (eg babies, disabled people, hospitalized children ...) |
| Course Content: |
The importance of music in childhood (0-18 years), the relationship between music and education, music development and musical skills of children aged 0-8, approaches in music education (Orff Schulwerk, Dalcroze approach, Kodaly approach, Suziki approach), techniques used in music studies in early childhood (creative movement and dance, musical stories, sound listening, discrimination, sound production and rhythm studies, breathing and singing) introduction and analysis of children's songs, criteria to be considered in the selection of children's songs, techniques of teaching songs to preschool children, preschool education the use of music in achieving the goals in the program and creating appropriate repertoire, creating educational environment and equipment related to music education in early childhood education institutions; spiral education model integrated with music events. |
| Week |
Subject |
Related Preparation |
| 1) |
Course Introduction |
Expression |
| 2) |
The importance of auditory perception in childhood and lifelong The importance of auditory perception and music in child development |
Artan, İsmihan., (1994),Okulöncesi Dönemde Müzik Eğitimi ve Etkinlik Örnekleri |
| 3) |
Relationship of music with development areas Music development in childhood, music techniques used in music studies in childhood |
McDonald, T. Dorothy; Simons, Gene, M., (1989) Musical Growth and Development, Schirmer Books |
| 4) |
Creative Movement and Dance- Activity Examples, Breathing Opening Singing- Activity Examples |
Okulöncesi Eğitimciler İçin El kitabı, YA-PA Yayınları, İstanbul. |
| 5) |
Musical Story-Event Examples |
Musical instruments |
| 6) |
Techniques and Student Presentations |
Eliason, C.; Jenkins, Loa., (1994), A Practical Guide to Early Childhood Curriculum, 5th Edition, MacMillan College Publishing Company, U.S.A |
| 7) |
MIDTERM |
|
| 8) |
The role and importance of the developer / educator / family |
Okulöncesi Eğitimciler İçin El kitabı, YA-PA Yayınları, İstanbul. |
| 9) |
Instruments Approaches to music |
A Practical Guide to Early Childhood Curriculum, 5th Edition, MacMillan College Publishing Company, U.S.A |
| 10) |
Special Needs and Music Music Therapy |
McDonald, T. Dorothy; Simons, Gene, M., (1989) Musical Growth and Development, Schirmer Books, |
| 11) |
Application Examples |
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 |
| 12) |
Application Examples |
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 |
| 12) |
Application Examples |
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 |
| 13) |
Application Examples |
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 |
| 14) |
FINAL EXAM |
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 |
| |
Program Outcomes |
Level of Contribution |
| 1) |
Have knowledge of children's development, learning characteristics and difficulties. |
5 |
| 2) |
It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. |
5 |
| 3) |
It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. |
5 |
| 4) |
In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. |
5 |
| 5) |
In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. |
5 |
| 6) |
Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. |
5 |
| 7) |
Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. |
5 |
| 8) |
Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. |
3 |
| 9) |
It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. |
3 |
| 10) |
Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning |
5 |
| 11) |
Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. |
5 |
| 12) |
Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. |
3 |
ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
