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MASTER OF MUSIC

SPECIALISATION:

MUSIC EDUCATION
ACCORDING TO THE KODLY CONCEPT





ACADEMIC YEAR 2014-2015




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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 2
nd
cycle. (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: ma.studies@koncon.nl

Course title: Musicians research and development
Osiris course code: 1
st
year: KC-M-AL-RD1-11, 2
nd
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 each
year. 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.
Type of course: Compulsory
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: ma.studies@koncon.nl

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
(ma.studies@koncon.nl).
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 music
lessons 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.
Type of course: Compulsory
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: Kodly
Institute.
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.
Objectives: At the end of the course the student:
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.
Type of course: Compulsory
Level: Master
Prerequisites:
Teachers: Ewan Gibson, Daniel Salbert, Anne-Christine Wemekamp
Credit points: In total 8 EC: 4 EC per year
Literature:
Work forms: Group lesson
Assessment: Attendance 90%, developing and submitting content for database
Sort of grading: Pass or Fail per module
Language: English
Schedule:

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Time: 1 hour per week (50 minutes), 6 modules of 10 lessons
Venue:
Information: Suzanne Konings: s.konings@koncon.nl


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.
Objectives: At the end of the course the student:
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.
Type of course: Compulsory
Level: Master
Prerequisites:
Teachers: Ewan Gibson, Daniel Salbert, Anne-Christine Wemekamp,
Credit points: In total 18 EC: 9 EC per year
Literature:
Work forms: Group lesson
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 Fail
Language: English
Schedule:
Time: 2 hours per week (100 minutes) / 60 lessons per year
Venue:
Information: Suzanne Konings: s.konings@koncon.nl




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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.
Objectives: At the end of the course the student:
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.
Type of course: Compulsory
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.
Work forms: Group lesson

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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.
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: Suzanne Konings: s.konings@koncon.nl


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.
Objectives: At the end of the course the student:
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.
Type of course: Compulsory
Level: Master
Prerequisites:
Teachers: Anne-Christine Wemekamp, a.o.
Credit points: In total 8 EC: 4 EC per year
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:
Information: Suzanne Konings: s.konings@koncon.nl



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.
Objectives: At the end of the course the student:

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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.
Type of course: Compulsory
Level: Master
Prerequisites:
Teachers:
Credit points: In total 8 EC: 4 EC per year
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.
Sort of grading: Pass or Fail
Language: English
Schedule:
Time: 0,5 hour per week (25 minutes), 30 lessons per year
Venue:
Information: Suzanne Konings: s.konings@koncon.nl


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.
Type of course: Compulsory
Level: Master
Prerequisites:
Teachers: Ewan Gibson, Daniel Salbert, Koen van der Meer
Credit points: In total 12 EC: 6 EC per year
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.
Work forms: Group lesson
Assessment: Attendance 90%, concert
Sort of grading: Pass or Fail
Language: English

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Schedule:
Time: 1 hour per week (50 minutes), 6 modules of 10 lessons
Venue:
Information: Suzanne Konings: s.konings@koncon.nl



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
(ma.studies@koncon.nl).
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.

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