Study plan - Teacher Education - Bachelor of Music
has basic educational knowledge, academic knowledge of their own subject areas and extensive didactic knowledge in the subjects included in the education.
has knowledge of the development of the school as an organisation and the subjects as school, culture and research subjects
has knowledge of the legal basis, including the school's purpose, value basis, curricula and the rights and duties of the pupils and school
has broad knowledge of class and group learning, learning environments and development of good relationships with and between pupils
has broad knowledge of working methods, learning strategies, learning resources and different learning arena and of the context between goals, content, working methods, framework conditions and evaluations
has knowledge of children and adolescents' childhood environment and child and youth culture, life cycle development and identity work
has knowledge of children and adolescents in difficult situations and their rights in a national and international perspective
is familiar with national and international research and development work and artistic development work relevant to the teaching profession and the practical and aesthetic subjects and is able to update their knowledge within the subject area.
is able, based on the governing document and research and evidence-based knowledge, to plan, implement and reflect upon teaching, independently and in collaboration with others
is able to identify and work systematically on basic skills
is able to use different expressions, forms and techniques in performance and creative activities, reflect upon their own professional performance and adjust this with supervision
is able to facilitate expression, experience and recognition and guide and collaborate with colleagues to strengthen the practical and aesthetic dimensions of all subjects and in the school as a whole
is able to motivate and guide pupils and adapt teaching according to pupils' abilities and aptitudes, interests and social and cultural background
is able to evaluate pupils' learning and development in relation to the goals of the teaching, provide feedback to promote learning and contribute to helping pupils evaluate their own learning
is able to find, assess, use and reference relevant research and development work, artistic development work and other relevant academic material and present it in a way that highlights an issue
has an insight into relevant academic and professional ethical issues and is able to contribute to a professional community and the development of the school
has a mastery of spoken and written Norwegian and is able to use the language in a qualified manner in a professional context
is able to inspire and facilitate entrepreneurship and innovation and involve local work, society and cultural life in the education
is able to contribute to a positive collaboration between school and home and, together with parents and professional bodies, identify pupils' needs and implement necessary actions
is able to communicate key subject material verbally and in writing, participate in academic discussions within the subject area and share their knowledge and experiences with others
The subject of teacher training in music is a professional qualification for work in primary and lower secondary school, upper secondary school and cultural school. The education at HSH is also suitable for work within the voluntary music sector, in a choir, marching band, band, ensemble activities (as an arranger, composer, conductor), folk high schools, private music teaching, music organisations and in different types of music projects.
The subject of teacher training in music at HSH emphasises students being able to develop as music performers whilst also developing the ability to reason over their own and others' practice. The education consists of performing subjects such as main instrument and interplay and support subjects such as music theory and music history. Additionally there is the professional subject which covers one third of the study. During the course of study students will gain general competence enabling them to function as music teachers and music performers in various arenas.
Through all three years, the professional subject of the subject teacher education will familiarise the students with the teaching profession. The subject will maintain and renew the contents of the educational subject and didactics and draw lines through these subject disciplines and practice. This also involves focusing on social and professional ethical competence as well as change and development competence. The more specific methodological activities linked to teaching have been divided across the music disciplines such as music history, ensemble theory, composition/arrangement and main instrument. Together with practice and the education in music disciplines the professional subject will enable the students to act as music teachers in different teaching arenas. University College Stord/Haugesund will provide subject teacher students in music with practice in relevant and varied arenas: primarily school but also within the voluntary cultural sector.
The first year of subject teacher education at HSH has a broad profile in which students receive an introduction to many different academic disciplines such as main instrument, secondary instrument, interplay, choir, professional knowledge, music theory, listening, composition, arrangement, music history and ensemble management. One of the main points of the study year is for students to develop a broad and solid basis in different subjects that they can build on further later in their training. The practical arena in the first year is primary and lower secondary school.
In year 2 the focus is largely on musical communication. During parts of the autumn semester students will create a multidisciplinary music scene production in which they collaborate with students from other subjects and courses at HSH. During the spring semester, year two focuses on ensemble knowledge. As part of the study, students will establish a permanent ensemble together with fellow students or musicians outside of HSH. Concert arrangement and ensemble play are key to this part of the study. The practical arena in the second year is cultural school and ensemble activities.
In the third study year students will write a bachelor's thesis in which they look at the subject teacher profession from a research point of view. The third year also includes training in arrangement and composition, main instrument and professional knowledge. The third year practice may take place at different venues such as secondary school, folk high school and as project practice of different kinds.
It is important that students experience the training as comprehensive so that lines are drawn between practice, the professional subject and the music disciplines. This is ensured by targeting parts of the contents of the professional subject and music subjects to the practical arenas for each year. Parts of the activities in the arrangement and composition subject will be targeted at primary and lower secondary school in the first year of study.
The study programme for Subject teacher training in music at University College Stord/Haugesund is based on Rammeplan for Faglærarutdanning i praktisk-estetiske fag (Framework plan for subject teacher training in practical/aesthetic subjects) dated 18 March 2013 by the Norwegian Ministry of Education and Research. The framework plan is common to all Norwegian subject teacher training in music and provides common goals and the basis for the education. Students must familiarise themselves with the academic basis for the education by reading Rammeplan for Faglærarutdanning i praktisk-estetiske fag.
The study programme plan at HSH is a binding document between the university college and the student. The plan is a specification of the framework plan and provides information about the study in general, about contents and working methods in practical training, about individual subjects and subject areas and multidisciplinary topics. Year plans are also prepared for each study year to visualise the academic and educational contents, different topics and projects and practice. The year plan will be prepared in collaboration between subject teachers, practice teachers and students.
Some of the subjects and certain topics and themes have a requirement for 80% mandatory attendance in order to take the exam. This also includes projects, excursions, choir, supervision and similar. An overview of mandatory activities can be found in the semester plan for each study year.
The mandatory part of the training consists of professional subjects (60 study points) and music disciplines (120 study points). Additionally there is practice with a scope corresponding to 70 days.
Certificate of good conduct issued by the police.
In the regulations concerning admission to universities and university colleges, Chapter 6, Section 6-2, it is stipulated that applicants to this kind of education must present a certificate of good conduct issued by the police. The certificate will be used in connection with practice placements. The certificate must be submitted no later than at the study start date and must have been issued within the last three months. The certificate is valid for 3 years. Students on 4-year courses and students who have taken a break in the course (leave of absence etc.) and thus are studying for more than three years must provide a new certificate.
Pursuant to the Act relating to universities and university colleges dated 1 April 2005, the Ministry of Education and Research issued the Regulations relating to evaluating suitability in higher education on 30 June 2006. The teacher training institution is responsible for evaluating whether student teachers are qualified for the teaching profession. This is a comprehensive evaluation of the student covering academic, educational and personal preconditions. The evaluations will be conducted for the duration of the study. Practical teachers and subject teachers are all responsible for raising any doubts about the student's suitability as early on as possible during studies. Students and other staff may also raise doubts. Such doubts must be handled by the institution manager at HSH. Students will receive more information about qualification assessment early in the course of study.
The faculty of music at HSH has an extensive international network and contact with educational institutions in a number of countries including Ireland, Belgium and Greece. Study trips abroad will be arranged in the final part of the study. The faculty is also associated with the EU-funded Intensive Study Programme, benefiting selected student groups in subject teacher training in music in the form of participation at assemblies where students and teachers from different European educational institutions meet.