Master Music Education Kodaly

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Culture cannot be taken over like an apartment, furniture or clothing. Each generation has to study it and

experience it afresh. Zoltn Kodly

Master of Music, Specialisation Music Education According to the Kodly Concept

A well trained ear (listening and singing skills),

A well-trained mind (musical understanding through music making and musicianship, reading and writing skills),

A well-trained heart (emotional development and social skills),

A well-trained hand (instrumental playing),

These four areas of musical and personal development, mentioned by Zoltn Kodly in his article "Who Is A Good

Musician?" have become a mission statement for Kodly teachers and students all over the world. They are being

thought of as equally important for the development of both professional and amateur musicians, for music lovers

and music listeners in order to understand the language of music.

The two-year master program offered by the Royal Conservatoire lets students become masters in music education

according the Kodly concept. They become specialists in musical learning for children in and outside schools,

mainly using their singing voices.

The program consists of three main areas of study: methodology, musicianship and research. These three areas of

study are closely related: musicianship plays a central role in the study of teaching and learning music, and

methodological principles are an important part of the musicianship training. Research will relate to methods as well

as musicianship. It is an essential point in music education according to the Kodly concept: there is no division

between craft and art, between pedagogy and musical content, between methodology and didactics. Music making,

musical understanding and the musical learning process should become one.

The master program is open for singers, instrumentalists and music teachers, who have completed a Bachelor study

in music or in music education.

Learning outcomes and objectives

Skills and knowledge in the field of music education

A master in music education according to the Kodly concept:

1. has an advanced understanding of, and is able to teach music to children according to the Kodly philosophy.

2.

has an advanced understanding of the historical and pedagogical background of teaching music.

3.

has an advanced understanding of the musical learning process and is able to design music lessons in small and

logical steps that lead to high quality music making and musical understanding from the earliest ages.

4. is able to design and teach a curriculum for long term musical learning that may stretch up to 8 years or more.

5. is able to transfer musical content and musicality by means of their own voice, and/or their own instrument in

music teaching situations.

6. is aware of the possibilities of childrens voices at certain ages and knows how to develop childrens singing.


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7. has a broad knowledge of the musical repertoire.

8. has a broad repertoire of music materials and teaching techniques and knows how to use these in order to

achieve high quality music making.

Students are expected to be able to demonstrate that they have a thorough understanding of the pedagogical and

didactical practice and theory in the field of music education.

Skills and knowledge related to research

A master in music education according to the Kodly Concept:

1. can read and understand relevant literature and is able to relate this to the practice of music education

according to the Kodly concept.

2. is able to design and conduct a masters research project in the field of music education.

3. can present findings aurally and in written form to an audience of specialists and non-specialists.

Generic knowledge, understanding and skills

A master in music education according to the Kodly Concept :

1. shows a high level of skills in musicianship, musical literacy and musical leadership.

2. is able to use a highly developed musical personality in their music teaching practice.

3. is able to initiate and organize work with others in music teaching activities.

4.

can act independently and with initiative to meet challenges in the field of music education.

Compatibility to international qualification frameworks

AEC learning outcomes 2ndcycle. (See Handbook Master of Music Programme)

The Polifonia/Dublin Descriptors for 2nd Cycle Awards in Higher Music education are described as follows:

Qualifications that signify completion of the second cycle in higher music education are awarded to students who:

1. have demonstrated skills, knowledge and artistic understanding in the field of music that are founded upon and

extend and/or enhance those typically associated with first cycle level, and that provide a basis or opportunity for

originality in developing and/or applying ideas, in the practical and/or creative sphere, often with a research

dimension;

2. can apply their skills, knowledge, artistic understanding and problem solving abilities in new or unfamiliar

environments within broader (or multidisciplinary) contexts related to their field of study;

3. have the ability in the practical and/or creative sphere to integrate knowledge and handle complexity, to

formulate judgements with incomplete or limited information, and to link these judgements to reflection on

educational, artistic and social and ethical responsibilities;4. can communicate their conclusions and/or artistic choices, and the knowledge and rationale underpinning these,

to specialist and non-specialist audiences clearly and unambiguously;

5. have the learning and practical/creative skills to allow them to continue to study in a manner that may be largely

self-directed or autonomous.


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International Relations

The Royal Conservatoire works in partnership with the Kodly Institute of the Liszt Academy Budapest and with the

educational program of the National Youth Choir of Scotland (NYCOS).

Further partnership in music education according to the Kodly concept is being developed in the Erasmus + project

2014-2017 with the following institutions: (1) Liszt Academy of Music Budapest (2) the Dublin Institute of

Technology, (3) the National Youth Choir of Scotland, (4) the Hochschule fr Musik, Theater und Medien Hannover.A period of Erasmus exchange for students is stimulated, but is not a compulsory part of the program.

Planning

The study program is a two year course (120 ECTS) and is organised in a trimester system.

Each trimester contains 10 weeks of lessons and two class-free weeks.

International guest teachers will be invited twice a year.

Entrance requirements

The Master specialisation in Music Education can be entered by students who have graduated in music or music

education on bachelor level. Before being accepted, applicants take an entrance exam consisting of three parts:

1 The examination of instrumental/vocal abilities

2 The examination of musicianship skills and music teaching skills showing these musicianship skills

3 Evaluation of the study plan

Ad 1. The candidate presents his or her repertoire, from which the committee can make a selection during the

entrance exam. This test of instrumental/vocal abilities will take approximately 15 minutes. For students who have

completed a bachelor course in Music or Music Education, their final exam is valid for the instrumental/vocal ability

examination. The minimum mark is 7,5.

Ad 2. The candidate shows his or her musicianship skills in a practical teaching situation with a group of students.

Musicanship skills that are evaluated are: rhythm skills, singing in tune, polyphonic hearing, use of tools like solfa,

rhythm names, hand signs, staff notation.Ad 3. The candidate submits a master study plan, according to the requirements for the master studies within the

Royal Conservatoire.


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Overview of subjects and ECTS

I II

Methodology

Kodly concept 9 9

- other music education methods

- school systems and pedagogical philosophies

repertoire and teaching portfolio 4 4

observation and internship 9 9

Musicianship

aural skills and music theory 9 9

singing 4 4

keyboard skills or own instrument 4 4

choir and choir lab 6 6

Research

introduction to research in the arts 1

musicians research and development 11 15

elective 3

Extra

masterclasses

study tour

Total 60 60

Module descriptions

Research

In the research part of the Masters course students specialise in their own area of interest in music education. They

can for example choose to work on translating methodology for singing to instrumental teaching, specialise in

working with older beginners, investigate the posibilites of new technologies or develop music education programs

according to the Kodly concept for children with special needs. This part of the study program meets the

requirements of the research guidelines in the Handbook Master of Music Programme of the Royal Conservatoire.


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Course title: Introduction to Research in the Arts

Osiris course code: KC-M-AL-TRIP-11

Course Content: This course introduces the student to the phenomenon of research in the master

programme. This research is strongly connected to the main subject of the student. The

research questions derive from the students musical practice, the research method is

practice-based, e.g. in and through performing or composing, and the final outcome of

the research will often be musical practice, e.g. performances or compositions. During the

course we will discuss these issues, in order to prepare the student to develop his or her

own research project in the master programme. Students will also be introduced to the

online Research Catalogue, as well as the various methods of documenting and

presenting their research.

Objectives: At the end of the course the students should:

be able to demonstrate an understanding of what research in the master programme of

the conservatoire comprises;

have an understanding of the use of source material;

have an understanding of the skills required to document their research results; be able to demonstrate skills of formulating a preliminary research proposal and abstract;

be able to document their research process and results on the Research Catalogue.

Type of course: Compulsory

Level: Master

Teachers: Kathryn Cok, Henk Borgdorff and others

Credit points: 1 EC

Literature: Relevant literature will be distributed during the course

Work forms: Seminar and individual study

Assessment: Attendance results (80%) and a written research proposal and abstract

Sort of grading: Pass-fail

Language: English

Schedule:

Information: Klarijn Verkaart, Master studies assistant: [email protected]

Course title: Musicians research and development

Osiris course code: 1st

year: KC-M-AL-RD1-11, 2nd

year: KC-M-AL-RD2-11

Course Content: There are three stages in the research element of the Master of Music programme:

! becoming aware of the problem to be addressed and being able to clearly formulate

the research question.

! developing a research project and selecting a research method.

! presenting the results of the research to an interested audience, having chosen an

appropriate form of presentation and documentation.

Students must write and develop their personal research proposal (a detailed description

of their research project), as soon as possible in the first semester of the first year of the

Master programme in consultation with their research coach, Master Circle leader, and

study leader Kathryn Cok. Each research project is concluded and evaluated in its own

particular way, but the results of the research must be in some way measurable and the


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content and level of the research must be capable of assessment. To this end the

research components of the Master of Music programme requires the participation in the

following three activities:

Individual coaching:The curriculum provides that every student will have a personal

research coach in the first year, from the beginning of their study up to their Research

Presentation in March of the second year. Students will be assigned a research coach,selected from a pool of teachers whose duties also include coaching. In addition students

may choose a coach from outside the school, with whom they can work part of the time

in conjunction with their assigned coach. This will have to be discussed beforehand with

Kathryn Cok, study leader. Each student has 15 minutes a week, or 60 minutes a month,

for personal instruction by the research coach. This represents 15 hours of individual

coaching, including preparation, over the entire course of the programme (including time

spent with an external coach). The method and frequency of coaching (personal, in small

groups, by e-mail or through social sites on the internet etc.) is entirely up to the coach

and the student and will differ from one individual to another.

Master Circle:Every month a Master Circle of first and second-year students meets

under the chairmanship of the coordinator of a department or a specially invited

chairman. At meetings of the Master Circles the participants discuss the Master Plans

submitted by the first-year students, and rework them into practical research projects.

The second-year students report on the progress with their own research projects and

any problems they have encountered, and the group discusses possible solutions. Guest

lecturers, speakers from the professional field and alumni of the conservatoire can also

be invited and interviewed, and there is room for criticism and confrontation.

Individual research and presentation: In order to complete the requirements of the

Master of Music programme, each student must successfully undertake an individual

research project, and present the findings of this project in a public Research

Presentation during the Master Research Symposium, which is held in March of eachyear. The format of the final presentation can vary (see Handbook Master of Music

Programme).

Objectives: At the end of the research component of the Master of Music programme, students

should be able to:

! develop a deeper understanding of and insight into why and how music education

works

! increase, through the findings of their research, their understanding of the professional

environment, and of their own opportunities and possibilities

! formulate judgments with incomplete or limited information and to link these

judgements to reflection on educational, artistic and social and ethical responsibilities.

! present the result of their research project to specialist and non-specialist audiences.


Level: Master

Prerequisites: See entrance requirements

Teachers: t.b.a.

Credit points: Year 1: 11 EC. Year 2: 15 EC.

Literature:


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Work forms: The individual research coaching will occur on a one to one basis. The Master Circle

meetings will take place in the form of a group lesson.

Assessment: Active participation in and 80% attendance of the Master Circle meetings, regular contact

with the assigned research coach and a successful presentation of the research results

during the Master Research Symposium. At the presentation, all students are required to

demonstrate the following points:! the relevance of the research for the professional teaching practice of the student

! internal consistency and structure of the presentation

! the relationship between the research process and the final presentation

! the accuracy of the informationpresented

! the correct handling of the source material

! a critical approach

Type of grading: Qualitative results (excellent, very good, good, more than sufficient, sufficient,

insufficient, not present)

Language: English

Schedule:

Time:

Venue:

Information: Klarijn Verkaart, Master studies assistant: [email protected]

Additional information on the Master Circles

Attendance in the Master Circles is compulsory for 80% of all sessions per year.

Teachers must keep a record of attendance and submit it to Klarijn Verkaart, Master studies assistant

([email protected]).

Students who wish to switch to a different Master Circle may do so if there is room and provided the

relevant Master Circle leaders are given sufficient notice and the Master studies assistant is informed in

time.

Course title: Methodology The Kodly Concept and other Music Teaching Methods

Osiris course code:

Course Content: Music education according to the Kodly concept forms the basis of the methodology

classes. The starting point is always making music (sound). Then awareness (musical

understanding) and practice (exercise) can lead to musical literacy. The process of

learning is connected to the students teaching practice. Students develop their teaching

material through pedagogical research and artistic evaluation.

Per year there are three modules containing 10 weeks of lessons and two class-free

weeks. Each module will be introduced by an overview of the methodology in the studied

area. Model lessons will be performed and analysed, and students develop their own

lesson plans and content, using the provided models. During the two year master study

program there will be six compulsory modules: 1. Pre-school music education 2. Music

education for 6-8 year old children 3. Music education for 8-10 year old children 4. Music

education for 11-14 year old children or older beginners 5. Instrumental teaching

according to the Kodly concept 6. Relations to other (music) teaching philosophies.

The methodology modules will concentrate both on in-school and after-school situations.


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Objectives: At the end of the course the student:

has a professional understanding of, and is able to teach music to children of different

ages according to the Kodly philosophy,

has a good understanding of the historical and pedagogical background of teaching

music,

has a detailed understanding of the musical learning process and is able to design musiclessons in small and logical steps that lead to high quality music making and musical

understanding from the earliest ages,

is able to design and teach a curriculum for long term musical learning that may stretch

up to 8 years or more.


Level: Master

Prerequisites:

Teachers: Ewan Gibson, Daniel Salbert, Suzanne Konings, Anne-Christine Wemekamp, Susanne de

Vaan, guest teachers: Lszl Nemes, Lucinda Geoghegan a.o.

Credit points: In total 18 EC: 9 EC per year, 3 EC per module

Literature: dm, Jen. 1971. Growing in Music with Movable Do. New York: Pannonius Central

Service.

Choksy, Lois. 2000. The Kodly Method I Comprehensive Music Education. New Jersey:

Prentice Hall.

Choksy, Lois. 1999. The Kodly Method II Folksong to Masterwork. New Jersey:

Prentice-Hall.

Choksy, Lois and Abrahamson, Gillespie, Woods and York. 2001. Teaching Music in the

Twenty-First Century. New Jersey: Prentice-Hall.

Dobszay, Lszl. 2011. The World of Tones Introduction to Music Literature, part I and

II.Kecskemt: Kodly Institute.

Dobszay, Lszl. 2009. After Kodly Reflections on Music Education.Kecskemt: KodlyInstitute.

Elliott, David J. 1995. Music Matters A New Philosophy of Music Education. New York:

Oxford University Press.

Forrai, Katalin. 1998. Music in Preschool,translated and adapted by Jean Sinor.

Queensland: Clayfield School of Music.

Gordon, Edwin. 1980 (2012 ed). Learning Sequences in Music.Chicago: GIA Publications.

Gordon, Edwin. 1990 (2013 ed).A Music Learning Theory for Newborn and Young

Children. Chicago: GIA Publications

Houlahan, Michel and Philip Tacka. 2008. Kodly Today: A Cognitive Approach to

Elementary Music Education.New York: Oxford University Press.

McPherson, Gary (editor). 2007. The Child as Musician: A Handbook of Musical

Development. New York: Oxford University Press.

Rainbow, Bernarr. 1992. Four Centuries of Music Teaching Manuals 1518-1932.United

Kingdom: The Boydell Press.

Rainbow, Bernarr. 2006. Music in Educational Thought and Practice.United Kingdom: The

Boydell Press.


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Rowsell, Cyrilla and David Vinden. 2009. The Music Handbook Teaching Music Skills to

Children through Singing. Beginners and Level 1, 2 and 3.United Kingdom: Jolly Learning

Strobbe, Lieven and Hans van Regenmortel. 2010. Klanksporen Breinvriendelijk

musiceren.Antwerpen: Garant-Uitgevers.

Sznyi, Erzsbet. 1988. Kodlys Principles in Practice .Budapest: Editio Musica

Budapest.Vajda, Cecilia. 1974. The Kodly Way to Music, Book 1. England: Halstan & Co.

Vajda, Cecilia. 1992. The Kodly Way to Music, Book 2. London: The British Kodly

Academy.

Work forms: Group lesson

Assessment: For each of the six modules students have to present lesson plans in their teaching

portfolio, referring to the studied literature and the analysed model lessons.

Sort of grading: Pass or Fail per module

Language: English

Schedule:

Time: 2 hours per week (100 minutes), 6 modules of 10 lessons

Venue:

Information:

Course title: Repertoire and Teaching Portfolio

Osiris course code:

Course Content: In this practical class activities include the experience with and development of suitable

teaching material: song repertoire with games, canons and part songs for different age

groups and teaching situations. Teachers and students bring their musical teaching

activities to the workshop-lessons and collect the repertoire in their teaching portfolios.

The material is analysed for its musical components and is added to the Kodly teaching

materials database.


has a broad repertoire of music materials and teaching techniques and knows how to use

these in order to achieve high quality music making,

is able to design his or her own musical activities using a variety of musical repertoire,

games and songs,

is able to analyse the musical and game material.


Level: Master

Prerequisites:

Teachers: Ewan Gibson, Daniel Salbert, Anne-Christine WemekampCredit points: In total 8 EC: 4 EC per year

Literature:


Assessment: Attendance 90%, developing and submitting content for database


Language: English

Schedule:


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Time: 1 hour per week (50 minutes), 6 modules of 10 lessons

Venue:

Information: Suzanne Konings: [email protected]

Course title: Observation and Internship

Osiris course code:Course Content: After the first semester, students will have arranged a music teaching situation where

they can regularly practice the things they learn in the course. This can be classroom

music teaching or private after school music teaching to a group of children. The teachers

of the course will supervise the students, and they will prepare and discuss their lesson

plans together. In this central part of the master study students will use their learned

skills and knowledge in real time and relevant music teaching situations.


is able to teach music to a group of children according to the Kodly philosophy,

is able to design and perform music lessons in small and logical steps that lead to high

quality music making and musical understanding,

is able to transfer musical content and musicality by means of their own voice, and/or

their own instrument in music teaching situations,

is aware of the possibilities of childrens voices at certain ages and is able to develop

childrens singing,

is able to use a broad repertoire of music materials and teaching techniques in order to

achieve high quality music making,

shows a professional level of skills in musicianship and musical leadership,

is able to initiate and organize work with others in music teaching activities,

can act independently and with initiative to meet challenges in the field of music

education.


Level: Master

Prerequisites:

Teachers: Ewan Gibson, Daniel Salbert, Anne-Christine Wemekamp,

Credit points: In total 18 EC: 9 EC per year

Literature:


Assessment: Reports on at least 20 hours of observed lessons and reports on at least 40 hours of own

music teaching per year.

Reports consist of lesson plans, videos and reflective comments.

Sort of grading: Pass or FailLanguage: English

Schedule:

Time: 2 hours per week (100 minutes) / 60 lessons per year

Venue:



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Course title: Aural Skills and Music Theory

Osiris course code:

Course Content: Students develop their own practical musicianship skills needed for high quality music

teaching to children: stylistic understanding, melodic, polyphonic, harmonic and analytical

hearing, musical imagination, singing in tune, improvisation, music reading and writing

skills. Students practice their musicianship skills through singing, moving, sing and play,performing different kinds of melodic, harmonic and rhythmic activities in different

musical styles and genres (classical, folk, popular, jazz etc.). Techniques used in Kodly

music teaching are actively learned: relative solmisation, hand signs and rhythm

language. Per year there are three modules containing 10 weeks of lessons and two

class-free weeks. Per module different musical styles or techniques will be the main focus

point. 1. Middle ages and Renaissance 2. Baroque 3. Classical Style 4. Romanticism 5.

Contemporary Music 6. Jazz and Pop.


shows a high level of skills in musicianship and musical literacy,

is able to use a highly developed musical personality in their music teaching practice,

shows a high level of musical literacy,

has knowledge of the methods for learning and teaching musicianship skills.


Level: Master

Prerequisites:

Teachers: Ewan Gibson, Daniel Salbert, Suzanne Konings, Erik Albjerg, Jaap Zwart

Credit points: In total 18 EC: 9 EC per year, 3 EC per module

Literature: Curwen, John. 1872. How to Observe Harmony.London: J. Curwen & Sons.

Curwen, John. 1891. Tonic Sol-Fa.London: Novello, Ewer and Co.

Geoghegan, Lucinda and Christopher Bell. 2008-2011. Go for Bronze, Silver, Gold; a

Comprehensive Musicianship Training Programme for Young Musicians.Glasgow:National Youth Choir of Scotland.

Hegyi, Erzsbet. 1975. Solfege According to the Kodly Concept, volume 1. Kecskemt:

Kodly Institute.

Hegyi, Erzsbet. 1979. Solfege According to the Kodly Concept, volume 2. Budapest:

Editio Musica Budapest.

Hegyi, Erzsbet. 1984. Stylistic Knowledge on the Basis of the Kodly Concept, volume

1. Kecskemt: Kodly Institute.

Hoffman, Richard. 2009. The Rhythm Book. Franklin, Tenessee: Harpeth River

Publishing.

Kodly, Zoltn. 1972. Choral Method Revised Edition. London: Boosey & Hawkes.

Sznyi, Erzsbet. 1974 (1954). Musical Reading and Writing, volume 1. Budapest: Editio

Musica Budapest.

Sznyi, Erzsbet. 1978 (1954). Musical Reading and Writing, volume 2. London: Boosey

& Hawkes.

Sznyi, Erzsbet. 1979. Musical Reading and Writing, final volume. Budapest: Editio

Musica Budapest.



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Assessment: Students perform and analyse music showing their musicianship skills: stylistic

understanding, melodic, polyphonic, harmonic and analytical hearing, musical

imagination, singing in tune, improvisation, music reading and writing skills. Per module

students design one musicianship lesson on the specific topic themselves.


Language: EnglishSchedule:

Time: 2 hours per week (100 minutes), 6 modules of 10 lessons

Venue:


Course title: Singing

Osiris course code:

Course Content: Students sing as a group and individually to develop their own voice and learn how to

sing with children.


is able to transfer musical content and musicality by means of their own voice in music

teaching situations,

is aware of the possibilities of childrens voices at certain ages and knows how to develop

childrens singing,

has a broad knowledge of the musical repertoire.


Level: Master

Prerequisites:

Teachers: Anne-Christine Wemekamp, a.o.


Literature:Work forms: Group lesson with 4 students

Assessment: Presentation of studied repertoire in ensemble and/or individual singing.

Sort of grading: Pass or Fail

Language: English

Schedule:

Time: 1 hour per week (50 minutes), 30 lessons per year

Venue:


Course title: Keyboard skills or own instrument

Osiris course code:

Course Content: Students continue their own instrumental development after their initial Bachelors

degree or years of practical experience in professional music making. They may choose

for their own instrument or may learn to play keyboard instruments in order to be able to

use these in music teaching situations.



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is able to transfer musical content and musicality by means of a keyboard instrument, or

their own instrument in music teaching situations,

is aware of the possibilities of using an instrument in a music teaching situation,

has a broad knowledge of the musical repertoire.


Level: MasterPrerequisites:

Teachers:


Literature: Chosen by teacher and student

Work forms: Individual or group lesson with two students

Assessment: Presentation of studied repertoire in ensemble and/or individual performance.


Language: English

Schedule:

Time: 0,5 hour per week (25 minutes), 30 lessons per year

Venue:


Course title: Choir and Choir Lab (conducting)

Osiris course code:

Course Content: Students and teachers sing in the choir to develop their ensemble singing skills,

intonation skills, explore new repertoire, examine the repertoire on possibilites and

difficulties and create an artisitic performance. Students conduct the choir, choosing and

preparing the music for studying and musical learning, using techniques they have

learned in the methodololgy and musicianship classes.

Objectives: At the end of the course the student: shows a high level of skills in musicianship and musical literacy,

has a broad knowledge of the musical repertoire,

can lead a vocal ensemble or class or childrens choir in singing.


Level: Master

Prerequisites:

Teachers: Ewan Gibson, Daniel Salbert, Koen van der Meer


Literature: Kardos, Pl. 2005. Intonation and Vocal Training in Choir Three Studies. Kecskemt:

Kodly Institute.

Kontra, Zsuzsanna. 1995. Let us Try to Sing Correctly Training for Singing in Parts.

Kecskemt: Kodly Institute.

Sapszon, Ferenc. 2004.Az Intonci Iskolja.Budapest: Kodly Zoltn Krusiskolai.


Assessment: Attendance 90%, concert


Language: English


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Schedule:

Time: 1 hour per week (50 minutes), 6 modules of 10 lessons

Venue:


Master Elective (see Handbook Master of Music Programme)

Every student in the first year must select at least one subject in the series and attend at least 80% of the

associated series of lectures. Participation in more than one Master Elective course is only possible if places

are available; priority will be given to students chosing the Elective course as their first choice.

Students must register for the Master Electives with Klarijn Verkaart, Master studies assistant

([email protected]).

Important: Students will only receive 3 EC credits for these electives, even if otherwise indicated in the

course description. Any extra points offered by the courses may not be used towards the required 120 EC

credits necessary for completion of the Master programme.

Documents

Master Music Education Kodaly