Study Guide

Objectives (course unit)

The objective of the course is to provide a general understanding of digital tools and online environments used in higher education, as well as to guide students to the appropriate services for acquiring additional information.

After completing the course, the student knows
• basics of data storaging and appropriate use
• office software available (MS Office)
• basic use of Pakki and Moodle environments
• how to get support for digital issues at TAMK

Content (course unit)

• TAMK Intra
• Pakki study register
• Moodle learning environment
• Email: Application (Outlook) and webmail: outlook.com/tuni.fi
Electronic calendar
• Office 365: Word, PowerPoint, Excel (desktop and online)
• Teams and Zoom
• Information security, data protection, GDPR
• Artificial intelligence - support intelligence

Assessment criteria, pass/fail (course unit)

Passed: The student has sufficient skills with digital tools so that progress in studies is successful.

Rejected: The student does not have sufficient skills with digital tools to progress successfully in the studies.

Assessment scale

0-5

Objectives (course unit)

The objective of the course is to provide a general understanding of digital tools and online environments used in higher education, as well as to guide students to the appropriate services for acquiring additional information.

After completing the course, the student knows
• basics of data storaging and appropriate use
• office software available (MS Office)
• basic use of Pakki and Moodle environments
• how to get support for digital issues at TAMK

Content (course unit)

• TAMK Intra
• Pakki study register
• Moodle learning environment
• Email: Application (Outlook) and webmail: outlook.com/tuni.fi
Electronic calendar
• Office 365: Word, PowerPoint, Excel (desktop and online)
• Teams and Zoom
• Information security, data protection, GDPR
• Artificial intelligence - support intelligence

Assessment criteria, pass/fail (course unit)

Passed: The student has sufficient skills with digital tools so that progress in studies is successful.

Rejected: The student does not have sufficient skills with digital tools to progress successfully in the studies.

Assessment scale

0-5

Assessment scale

Pass/Fail

Objectives (course unit)

The course focuses on developing various workplace communication skills in English.

After completing the course, the student
- knows how to effectively communicate in English in professional situations
- masters the relevant professional terminology in the field of music
- can write professional documents related to the field of music
- can search and interpret professional knowledge from various sources in English
- can assess, maintain, and develop their own language and study skills

Content (course unit)

- Authentic professional texts, music terminology
- Different jobs in the field of music
- Telling about one’s own education and objectives
- Describing productions and pieces in the field of music
- Different communication situations: e.g. teaching an instrument and musical theatre
- Formal letter, email, and CV
- Competition and scholarship applications

Prerequisites (course unit)

Starting level: Upper secondary school English courses or skill level B2 on the Common European Framework of Reference. Do the starting skill level test in English and if necessary, complete a preparatory course before the start of the course.

Assessment criteria, satisfactory (1-2) (course unit)

The student
- can give a simple and understandable presentation utilising aids
- can tell briefly about their own instrument
- manages simple conversations on professional topics
- usually reacts in some way to what's being said to them
- is somewhat conscious of the stylistic requirements of various types of text
- can produce mostly understandable writing
- understands the main points of a normally paced conversation about a familiar topic, when the message is repeated if needed
- can pronounce in a way that is mostly understandable
- can find the information they are looking for in texts that discuss familiar topics
- uses the basic professional vocabulary so that the essential message is communicated
- uses basic grammatical structures

Assessment criteria, good (3-4) (course unit)

The student
- can prepare and give a brief but clear presentation on a professional topic
- can tell about their own instrument
- manages conversations on professional topics quite fluently
- usually reacts appropriately to what's being said to them
- usually communicates using an appropriate style in various situations
- can produce quite fluent and clear writing
- understands speakers who have various accents when the topic is familiar
- can pronounce fairly fluently and clearly
- understands the main points and most details of various texts
- can express things using other words if needed
- understands and uses the professional vocabulary fairly accurately
- uses grammatical structures mostly correctly and self-corrects their errors if they have led to misunderstandings

Assessment criteria, excellent (5) (course unit)

The student
- can give an engaging, structured presentation with the needed materials
- can tell about their own instrument fluently and in a versatile way
- manages conversations on professional topics fluently and naturally
- reacts quickly and appropriately to what's being said to them
- communicates using an appropriate style in various situations
- can produce fluent, appropriate writing with only a few errors
- understands speakers who have various accents relatively easily
- can pronounce fluently and clearly
- understands the main points and details of a demanding professional text and can adapt the information
- can express things using other words and bridges the gaps in their vocabulary in a discreet way
- understands and skilfully and accurately uses the professional terminology of their own specialisation
- uses complex grammatical structures mostly correctly

Assessment methods and criteria

The student has to be present on at least 80% of the lessons i.e. three absences are allowed including the final exam. Failure to attend enough classes may affect final grade or prevent you from sitting the final exam.

The grade is based on oral competence (presentation, video CV) and written competence (grant application, written exam). Failing to adhere to deadlines may affect your grade. Submitting homework during the course also affects your grade.

Assessment scale

0-5

Teaching methods

Classroom teaching, group and pair work, online learning on Moodle.

This course is taught in English (Finnish as support language if needed).

Learning materials

Materials on Moodle page.

Student workload

Contact teaching 9 x 2,25 hours = 20,25 hours
Independent work includes weekly homework, either reading or exercises.

Completion alternatives

Independent portfolio for those with proficiency and prior experience in professional English. The portfolio must be submitted by the last day of the course.

If you have a Proposal for Individual Study Arrangements, please let the teacher know at the start of the course.

If you have prior studier in higher education, you might be entitled to credit transfer. Read more: https://intra.tuni.fi/en/studying/studying-0/studying-languages#credit

International connections

International students in the course if possible.

Further information

Prerequisites
A-level upper secondary school English or equivalent skills, a passed TAMK skill level test, or a passed preparatory course.

Objectives (course unit)

The course focuses on developing various workplace communication skills in English.

After completing the course, the student
- knows how to effectively communicate in English in professional situations
- masters the relevant professional terminology in the field of music
- can write professional documents related to the field of music
- can search and interpret professional knowledge from various sources in English
- can assess, maintain, and develop their own language and study skills

Content (course unit)

- Authentic professional texts, music terminology
- Different jobs in the field of music
- Telling about one’s own education and objectives
- Describing productions and pieces in the field of music
- Different communication situations: e.g. teaching an instrument and musical theatre
- Formal letter, email, and CV
- Competition and scholarship applications

Prerequisites (course unit)

Starting level: Upper secondary school English courses or skill level B2 on the Common European Framework of Reference. Do the starting skill level test in English and if necessary, complete a preparatory course before the start of the course.

Assessment criteria, satisfactory (1-2) (course unit)

The student
- can give a simple and understandable presentation utilising aids
- can tell briefly about their own instrument
- manages simple conversations on professional topics
- usually reacts in some way to what's being said to them
- is somewhat conscious of the stylistic requirements of various types of text
- can produce mostly understandable writing
- understands the main points of a normally paced conversation about a familiar topic, when the message is repeated if needed
- can pronounce in a way that is mostly understandable
- can find the information they are looking for in texts that discuss familiar topics
- uses the basic professional vocabulary so that the essential message is communicated
- uses basic grammatical structures

Assessment criteria, good (3-4) (course unit)

The student
- can prepare and give a brief but clear presentation on a professional topic
- can tell about their own instrument
- manages conversations on professional topics quite fluently
- usually reacts appropriately to what's being said to them
- usually communicates using an appropriate style in various situations
- can produce quite fluent and clear writing
- understands speakers who have various accents when the topic is familiar
- can pronounce fairly fluently and clearly
- understands the main points and most details of various texts
- can express things using other words if needed
- understands and uses the professional vocabulary fairly accurately
- uses grammatical structures mostly correctly and self-corrects their errors if they have led to misunderstandings

Assessment criteria, excellent (5) (course unit)

The student
- can give an engaging, structured presentation with the needed materials
- can tell about their own instrument fluently and in a versatile way
- manages conversations on professional topics fluently and naturally
- reacts quickly and appropriately to what's being said to them
- communicates using an appropriate style in various situations
- can produce fluent, appropriate writing with only a few errors
- understands speakers who have various accents relatively easily
- can pronounce fluently and clearly
- understands the main points and details of a demanding professional text and can adapt the information
- can express things using other words and bridges the gaps in their vocabulary in a discreet way
- understands and skilfully and accurately uses the professional terminology of their own specialisation
- uses complex grammatical structures mostly correctly

Location and time

According to the schedule in Pakki. Please note: we start at 11.30 am!

Exam schedules

Presentation on the 20th February.
Written exam on the 3rd of April in the last class. Resit exam on Exam Tuni in April-May.

Assessment methods and criteria

The grade is based on oral competence (presentation, video CV) and written competence (grant application, written exam). Meeting deadlines may affect your grade.

Assessment scale

0-5

Teaching methods

Classroom teaching, group and pair work, online learning on Moodle.

This course is taught in Finnish and English.

Learning materials

Material on Moodle page.

Student workload

Independent work includes weekly homework, either reading or exercises.

Content scheduling

1st period: spoken communication, video CV, presentation
2nd period: grant application, written exam

You have to have submitted the video CV and the grant application in order to be allowed to sit the final exam.

Completion alternatives

Independent portfolio for those with proficiency and prior experience in English. The portfolio must be submitted by the last day of the course. More info in the first class.

If you have prior studier in higher education, you might be entitled to credit transfer. Read more: https://intra.tuni.fi/en/studying/studying-0/studying-languages#credit

Practical training and working life cooperation

none

International connections

none

Further information

If you have a Proposal for Individual Study Arrangements, please let the teacher know at the start of the course. (yksilölliset opiskelujärjestelyt)

The student has to be present on at least 80% of the lessons. Failure to attend enough classes may affect final grade or prevent you from sitting the final exam.

The grade is based on oral competence (presentation, video CV) and written competence (grant application, written exam). Meeting deadlines on time may affect your grade. Submitting homework during the course also affects your grade.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

The student fails to meet the criteria for the grade 1.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student
- can give a simple and understandable presentation utilising ready material and aids
- can tell briefly about his/her own instrument and teach others how to play it in an understandable way
- manages simple conversations
- usually reacts in some way to what's being said to him/her
- is somewhat conscious of the stylistic requirements of various types of text
- can produce mostly understandable writing
- understands the main points of a normally paced conversation about a familiar topic, when the message is repeated if needed
- can pronounce in a way that is mostly understandable
- can find the information he/she is looking for in texts that discuss familiar topics
- uses the basic professional vocabulary so that the essential message is communicated
- uses basic grammatical structures
- uses the most easily available aids, such as free dictionaries

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student
- can prepare and give a brief but clear presentation on a professional topic
- can tell about his/her own instrument and teach others how to play it
- manages conversations on professional topics quite fluently
- usually reacts appropriately to what's being said to him/her
- usually communicates using an appropriate style in various situations
- can produce quite fluent and clear writing
- understands speakers who have various accents when the topic is familiar
- can pronounce fairly fluently and clearly
- understands the main points and most details of various texts
- can express things using other words if needed
- understands and uses the professional vocabulary fairly accurately
- uses grammatical structures mostly correctly and self-corrects his/her errors if they have led to misunderstandings
- can utilise different sources and dictionaries

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student
- can prepare and give an engaging, structured presentation with the needed materials
- can tell about his/her own instrument fluently and in a versatile way and teach others how to play it using rich language
- manages conversations on professional topics fluently
- reacts quickly and appropriately to what's being said to him/her
- communicates using an appropriate style in various situations
- can produce fluent, appropriate writing with only a few errors
- understands speakers who have various accents relatively easily
- can pronounce fluently and clearly
- understands the main points and details of a demanding professional text and can adapt the information
- can express things using other words and bridges the gaps in his/her vocabulary in a discreet way
- understands and skilfully and accurately uses the professional vocabulary and the terminology of his/her own specialisation
- uses complex grammatical structures mostly correctly
- usually finds the terms he/she needs by utilising different sources

Objectives (course unit)

The student is familiar with the basic structures of tonal music, the fundamental concepts of voice leading, and principles, and can apply these when writing music.

Content (course unit)

Foundations of Tonal Chord Progressions:
• Principles of chord selection and chord progression
• Principles of voice leading
• Exercises
• Music examples
• Literature

Prerequisites (course unit)

Competence corresponding to the extensive curriculum of Finnish music institute.

Further information (course unit)

Music students have priority for this course. The teacher accepts students for the course

Assessment criteria, pass/fail (course unit)

The student is familiar with the principles of tonal voice leading and typical chord progressions, and can compose chord progressions accordingly.

Assessment scale

0-5

Objectives (course unit)

The student is familiar with the basic structures of tonal music, the fundamental concepts of voice leading, and principles, and can apply these when writing music.

Content (course unit)

Foundations of Tonal Chord Progressions:
• Principles of chord selection and chord progression
• Principles of voice leading
• Exercises
• Music examples
• Literature

Prerequisites (course unit)

Competence corresponding to the extensive curriculum of Finnish music institute.

Further information (course unit)

Music students have priority for this course. The teacher accepts students for the course

Assessment criteria, pass/fail (course unit)

The student is familiar with the principles of tonal voice leading and typical chord progressions, and can compose chord progressions accordingly.

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Students learn the basics of improvisation and are able to play music without note sheets by taking advantage of theory and practise of improvisation.

Content (course unit)

- playing a prima vista
- familiarization with various materials and analysis of them
- improvisation exercises

Assessment methods and criteria

Students learn the basics of improvisation and are able to play music without note sheets by taking advantage of theory and practise of improvisation.

Assessment scale

Pass/Fail

Teaching methods

- playing a prima vista
- familiarization with various materials and analysis of them
- improvisation exercises

Objectives (course unit)

Students are familiar with various methods in group dynamics through which musical expression and creative resources are released.

Content (course unit)

- improvisation exercises
- various stylistic exercises
- using methods of drama expression and movement

Assessment scale

0-5

Objectives (course unit)

Students are able to work as a member of a group in a improvisation situation as a musician or for example through dance and drama. They are able to work as a group leader and a producer of a production.

Content (course unit)

- improvisation exercises
- various stylistic exercises
- the use of movements and methods of dramatic expression
- production work

Assessment scale

0-5

Objectives (course unit)

The students technical and interpretive level of playing or singing has developed to the point where they possess skills in personal artistic expression and mastering larger musical forms. The student is capable of performing the repertoire of their own instrument in various music styles.

Content (course unit)

Versatile technical and expressice skills in the repertoire of student's instrument.

Assessment criteria, pass/fail (course unit)

The student masters the repertoire technically and artistically, expressing the distinctive features of different musical styles. The variety of sound is diverse, and they can master larger musical structures.

Assessment scale

0-5

Objectives (course unit)

Objectives
Music pedagogue
Students will go more profoundly into the repertoire of musical styles and their interpretation corresponding to the level pursued, into the forms of works of music, their artistic interpretation and into their own instrumental or vocal expertise. They will also have become familiar with the chamber music repertoire.

Musical theatre:
Students has developed their skills in the field of different genres required, artistic expression and vocal technique skills. Students have a versatile knowledge of musical theatre repertoire.

Content (course unit)

Content
Music pedagogue
Wide-ranging practice in the repertoire of the student`s main instrument and more profound familiarity with styles and modes of execution. Systematic implementation of independent work.


Musical theatre:
Students have trained their (versatile) singing repertoire and its practices, genre knowledge and practical know-how. Students can execute their goals and targets independently.

Prerequisites (course unit)

Prior knowledge required.

Further information (course unit)

The Achievement of course can be organized in English.

Assessment criteria, satisfactory (1-2) (course unit)

Evaluation criteria
Satisfactory ( 1-2)
The student is capable of performing repertoire of the professional level required. Artistic and technical competence is satisfactory. Sound culture is not sufficiently diverse. Mastery of musical entities is poor.

Assessment criteria, good (3-4) (course unit)

Good(3-4)
The student has gained mastery of the programme technically and artistically and presents the charasteristic features of different styles. The student`s sound culture is fairly versatile and mastery of musical entities is good.

Assessment criteria, excellent (5) (course unit)

Excellent (5)
The student demonstrates not only excellent technical mastery but also artistic and personalexpressive power. the student`s presentation of the various different stylistic directions is particularly impressive. The student has acquired
a rich culture and is able to create controlled formal entities.

Location and time

Musical theatre:
Agreed with the teacher

Exam schedules

Musical Theatre:
Agreed with the senior lecturer of musical theatre

Assessment methods and criteria

Participation, 80%
Master classes
Concerts and examination concerts

Assessment scale

0-5

Teaching methods

Musical theatre:
Agreed with the teacher. There is 26 individual lessons per academic year, duration 60min/ lesson. There is also master classes and lectures.

Learning materials

Musical theatre:
Musical theatre repertoire

Student workload

Musical theatre:
Requires commitment and regular participation to lessons and independent training. Master classes and concerts are important part of education.

Content scheduling

Musical theatre:
Season is entire except period-weeks, when there is no regular lessons.

Completion alternatives

AHOT

Practical training and working life cooperation

Musical theatre:
performing situations and concerts

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Evaluation criteria
Satisfactory ( 1-2)
The student is capable of performing repertoire of the professional level required. Artistic and technical competence is satisfactory. Sound culture is not sufficiently diverse. Mastery of musical entities is poor.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

Good (3-4)
The student has gained mastery of the programme technically and artistically and presents the charasteristic features of different styles. The student`s sound culture is fairly versatile and mastery of musical entities is good.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Excellent (5)
The student demonstrates not only excellent technical mastery but also artistic and personalexpressive power. the student`s presentation of the various different stylistic directions is particularly impressive. The student has acquired
a rich culture and is able to create controlled formal entities.

Objectives (course unit)

Students have ability for elementary subjects in techical issues or playing the instrument. They can perform elementary material of the instrument.

Content (course unit)

Participation to studies and performing the tasks.

Assessment scale

Pass/Fail

Objectives (course unit)

Students get ability to perform the advanced music in the elementary studies of art. They can also perform techically and artistic the repertoire of the higher vocational studies in music.

Content (course unit)

Students participate the studies and perform involved tasks.

Assessment scale

Pass/Fail

Assessment scale

0-5

Location and time

Lessons:
3.3. C1-05
5.5. Satamakadun sali

Seminars:
Wed 26.3. P3-01 at 9.00-10.30 am
Wed 23.4. P3-01 at 9.00-10.30 am

Exam schedules

Non existing

Assessment methods and criteria

Attendance and writing a cadenza required

Assessment scale

Pass/Fail

Teaching methods

2-3 lectures/seminars
Student´s work´s support
Wrapping up seminar

Learning materials

Literature to be found in Moodle

Student workload

Every student should be present at the seminars (3.3 and 5.5)
All active participants write their own cadenza and get individual support for that

Content scheduling

A quick approach to classical music styles
Composition tools applied to cadenza writing
Performance and interpretation

Completion alternatives

Non existing

Practical training and working life cooperation

Non existing

International connections

Non existing

Further information

The first and last lessons are also part of the Orchestral Academy program

Location and time

Lessons will be settled with the teachers and lessons are held at the main campus and in the pianopedagogic laboratory.
Teaching starts in september.

Exam schedules

No exam.

Assessment scale

Pass/Fail

Teaching methods

Lessons, minimi 9x45min, own practising and rehearsing with the chamber music group. Credit of the course is 2.

Learning materials

Chamber music works from different periods.

Location and time

The lessons will be settled with the chamber music teachers. Lessons are held at Tamk main campus and in other Tamk's locations in Tampere.

Exam schedules

No exam.

Assessment scale

Pass/Fail

Teaching methods

Lessons in chamber music, minimi 9x45min, own practising and rehearsing with the ensemble.
Credit of the course is 2.

Learning materials

Chamber music works.

Location and time

Lessons will be settled with the chamber music teachers and lessons will take place at Tamk main campus and other locations in Tampere.

Exam schedules

No exam.

Assessment scale

Pass/Fail

Teaching methods

Participating in lessons, minimum 9x45min, practising with ensemble, preparing own parts.
Credit of the course is 2.

Learning materials

Works written for chamber music groups.

Location and time

Lessons will be settled with the chamber music teachers. Lessons will be held at Tamk main campus and other Tamk's locations in Tampere.

Exam schedules

No exam.

Assessment scale

Pass/Fail

Teaching methods

Taking part to lessons, at least 9x45min, preparing own part and rehearsing with the ensemble.

Learning materials

Works written for chamber music groups.

Location and time

The lessons will be settled with the teachers who teach chamber music. The lessons are held at Tamk Main Campus and in the Pianopedagogic laboratory (Hämeenpuisto 28) The teaching starts in September 2024.

Exam schedules

The exam dates are 5th December 2024 and 24.4.2025.

Assessment methods and criteria

Chamber music A is a partial performance of the Recital A. It is estimated separetely of the recital by speaking, not graded. Important issues are the communication and breathing together in the chamber music, reacting and the artistic maturity. As well it is important to have the skills of the instrument at A-level.

Assessment scale

Pass/Fail

Teaching methods

Lessons in chamber music (compulsory at least 9x45 minutes), own practising and practising together with the chamber group. Credit of the exam is 2.

Learning materials

The grade has to be A-level chamber music.

Student workload

The student learns first the own part, and then the goup starts to practise together. After that start the lessons. This makes the stress restrained and the results of teaching maximized. If you need a chamber music partner or group, contact the instrumental teachers.

Completion alternatives

The exam is the only way to do.

Location and time

The lessons will be settled with the teachers who teach chamber music. The lessons are held at Tamk Main Campus and in the Pianopedagogic laboratory (Hämeenpuisto 28) The teaching starts in September 2024.

Exam schedules

The exam dates are 5th December 2024 and 24.4.2025.

Assessment methods and criteria

Chamber music A is a partial performance of the Recital A. It is estimated separetely of the recital by speaking, not graded. Important issues are the communication and breathing together in the chamber music, reacting and the artistic maturity. As well it is important to have the skills of the instrument at A-level.

Assessment scale

Pass/Fail

Teaching methods

Lessons in chamber music (compulsory at least 9x45 minutes), own practising and practising together with the chamber group. Credit of the exam is 2.
Aika ja paikka

Learning materials

The grade has to be B-level chamber music.

Student workload

The student learns first the own part, and then the goup starts to practise together. After that start the lessons. This makes the stress restrained and the results of teaching maximized. If you need a chamber music partner or group, contact the instrumental teachers.

Completion alternatives

The exam is the only way to do.

Location and time

The lessons will be settled with the teachers who teach chamber music. The lessons are held at Tamk Main Campus and in the Pianopedagogic laboratory (Hämeenpuisto 28) The teaching starts in September 2024.

Exam schedules

The exam dates are 5th December 2024 and 24.4.2025.

Assessment methods and criteria

Chamber music C is a partial performance of the Recital C. It is estimated separetely of the recital by speaking, not graded. Important issues are the communication and breathing together in the chamber music, reacting and the artistic maturity. As well it is important to have the skills of the instrument at A-level.

Assessment scale

Pass/Fail

Teaching methods

Lessons in chamber music (compulsory at least 9x45 minutes), own practising and practising together with the chamber group. Credit of the exam is 2.

Learning materials

The grade has to be C-level chamber music.

Student workload

The student learns first the own part, and then the goup starts to practise together. After that start the lessons. This makes the stress restrained and the results of teaching maximized. If you need a chamber music partner or group, contact the instrumental teachers.

Completion alternatives

The exam is the only way to do.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Students have learned the principles and basic structures of modal and tonal polyphony and they have an ability to apply that into writing music.

Content (course unit)

• 2 and 3-voice (optional) counterpoint
• exercises
• literature

Prerequisites (course unit)

Competence corresponding to the extensive curriculum of Finnish music institute.

Further information (course unit)

Music students have priority for this course. The teacher accepts students for the course.

Assessment criteria, pass/fail (course unit)

The student actively participates in the teaching. The exercises demonstrate competence of polyphonic writing. The exercises are in accordance with the given style model and do not have significant voice-leading errors

Assessment scale

0-5

Objectives (course unit)

The student has basic skills for working in a choir or vocal ensemble on an advanced level. They can function as part of the choral instrument, manage and develop their own vocal technique, and follow the conductor.

Content (course unit)

• Singing as part of the practice choir in the choral conducting class or vocal ensemble.
• Performance in a concert or in an exam concert of choral conducting students´.
• Choral singing technique, choral ear training, tuning, rhythmic and harmonic cohesion in the choir or vocal ensemble

Assessment criteria, pass/fail (course unit)

Students works professionally and responsible in a choir or vocal ensemble.

Assessment scale

Pass/Fail

Objectives (course unit)

The student advances the skills for working in a choir or vocal ensemble on an advanced level. They can function as part of the choral instrument, manage and develop their own vocal technique, and follow the conductor.

Content (course unit)

• Singing as part of the practice choir in the choral conducting class or vocal ensemble.
• Performance in a concert or in an exam concert of choral conducting students´.
• Choral singing technique, choral ear training, tuning, rhythmic and harmonic cohesion in the choir or vocal ensemble

Assessment criteria, pass/fail (course unit)

Students works professionally and responsible in a choir or vocal ensemble.

Assessment scale

Pass/Fail

Objectives (course unit)

The student advances the skills for working in a choir or vocal ensemble on a semi professional level. They can work as part of the choral instrument, manage and develop their own vocal technique, and follow the conductor.

Content (course unit)

• Singing as part of the practice choir in the choral conducting class or vocal ensemble.
• Performance in a concert or in an exam concert of choral conducting students´.
• Choral singing technique, choral ear training, tuning, rhythmic and harmonic cohesion in the choir or vocal ensemble

Assessment criteria, pass/fail (course unit)

Students works professionally and responsible in a choir or vocal ensemble.

Assessment scale

Pass/Fail

Objectives (course unit)

The student can work as a singer in a choir or vocal ensemble in a professional level. They can function as part of the choral instrument, manage and develop their own vocal technique, and follow the conductor.

Content (course unit)

• Singing as part of the practice choir in the choral conducting class or vocal ensemble.
• Performance in a concert or in an exam concert of choral conducting students´.
• Choral singing technique, choral ear training, tuning, rhythmic and harmonic cohesion in the choir or vocal ensemble

Assessment criteria, pass/fail (course unit)

Students works professionally and responsible in a choir or vocal ensemble.

Assessment scale

Pass/Fail

Assessment scale

Pass/Fail

Objectives (course unit)

Students are capable of conducting an amateur choir and are able to employ adequate conducting technique and musical skills to master relatively demanding choral scores. They master the principles of independent and purposeful work with a choir and appropriate rehearsing methods for the repertoire. They are familiar with choral literature and understand the psychological regularities of choral singing.

Content (course unit)

• Beating technique: beat patterns, changing metres, mastery of left hand gestures, expression of meaning, choral scores, and a repertoire of 5-8 compositions representing diversive styles of music eras and includes compositions which are demanding by form and structure.
• Rehearsing a choir, giving the starting pitches, warm-up techniques, analysis of choral scores, playing choral scores.
• Rehearsing and conducting a skilled choir

Further information (course unit)

Studying in English is possible

Assessment criteria, pass/fail (course unit)

The student has participated in the instruction and is completing the required progress demonstration.

Assessment scale

Pass/Fail

Objectives (course unit)

Students are capable of conducting an amateur choir and are able to employ adequate conducting technique and musical skills to master relatively demanding choral scores. They master the principles of independent and purposeful work with a choir and appropriate rehearsing methods for the repertoire. They are familiar with choral literature and understand the psychological regularities of choral singing.

Content (course unit)

Conducting echnique: beat patterns, changing metres, mastery of left hand gestures, expression ja communicativeness in conducting.
Rehearsing a choir, giving the starting pitches, warm-up techniques, analysis of choral scores, playing choral scores. A repertoire of 5-8 works, which represents different eras and consists of 2-3 pieces with demanding harmonic structures and musical form.
Conducting and rehearsing of a skilled chamber choir.

A Recital concert of minimum 20 min with a choir provided or approved by TAMK.

Studying a wide range of choral repertoire on C-level and mastering it technically and artisticly. Concert performance.

Further information (course unit)

Studying in English is possible.

Assessment scale

0-5

Objectives (course unit)

Student shows development in their work as an artistic director of a choir. He/she is able to shape the sound of an ambitious amateur choir. A student hears and locates details in the sound of a choir and shapes them using appropriate training methods and conducting technique. A Student is capable of performing a selection of B-level repertoire in a public concert.

Content (course unit)

Conducting technique: technically skilled, expressive and communicative gestures.
Rehearsing methods: Different rehearsing approaches on voice training, tuning a choir, shaping choral sound and choral psychology and pedagogy.
Analysis of different styles of choral scores and playing choral scores.
Rehearsing and conducting a choir, even an own established one.

Studying a wide range of choral repertoire on B-level and mastering it technically and artisticly. Concert performance.

Further information (course unit)

Studying in English is possible.

Assessment scale

Pass/Fail

Objectives (course unit)

Student shows development in their work as an artistic director of a choir. He/she is able to interpret the repertoire artisticly independently and masters the skills in conducting technique, sound and analysis of demanding choral scores of different eras.

Student is able to work responsibly and lead the artistic development of a choir using appropriate training methods. He/she is able to me a part of a professional team.

Content (course unit)

A recital of the minimum length of 45 minutes with an own choir or choirs and a skilled chamber choir provided or approved by TAMK . The repertoire has to cover barock, renaissance and romantic eras and include 1-2 works composed after 2000. At least one piece in the repertoire has to be accompanied by an instrument. The concert program must include a minimum of one piece by a female composer.

Conducting technique: technically skilled, expressive and communicative gestures.
Rehearsing methods: Different rehearsing approaches on voice training, tuning a choir, shaping choral sound and choral psychology and pedagogy.
Analysis of different styles of choral scores and playing choral scores.
Rehearsing and conducting a choir, even an own established one.

Studying a wide range of choral repertoire on B-level and mastering it technically and artisticly. Concert performance.

Further information (course unit)

Studying in English is possible.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

Pass/Fail

Objectives (course unit)

After completing the course, the student
• knows the regulations and documents as well as ethical and pedagogical principles that guide the work of a music pedagogue.
• understands the significance of self-knowledge and interaction in learning and learner communities.
• is able to develop appropriate and accessible learning environments.

Content (course unit)

During the course, we will seek to answer the following questions:
• What are the regulations and documents as well as ethical and pedagogical principles that guide the work of a music pedagogue?
• What do self-knowledge and interaction mean and how do they impact learning and learner communities?
• What kind of learning environments are appropriate and accessible, and how can they be developed?

Assessment criteria, pass/fail (course unit)

Completing the course successfully requires demonstrating competence in accordance with the competence objectives using the agreed implementation methods.

Assessment scale

Pass/Fail

Assessment scale

0-5

Prerequisites (course unit)

Music Perception, Analysis and History 2 or similar competences.

Assessment scale

0-5

Objectives (course unit)

Students can aurally analyse and transcribe tonal and free-tonal an atonal melodies. Students are capable of aural analysis of music from different periods with the help of theoretical knowledge. Students have the ability to apply their knowledge and skills of music analysis in practice.

Content (course unit)

Melody and Harmony
- dictations of free-tonal and atonal melodies for two voices- dictations of free-tonal and atonal melodies for two voices
- singing free-tonal and atonal unisonous melodies and two-part harmonies
- score reading exercises and reading music for transposing instruments
- dictations of tree-part and four-part modulating tonal and free-tonal harmony
- perception of modulating tonal harmony and free-tonal harmony
- music aural analysis
Rhythm
- singing, playing and dictations of polyrhythm

Assessment scale

0-5

Objectives (course unit)

Music Analysis
The course is implemented with varied contents: for example, contemporary music analysis, Schenkerian analysis, or other.

Analysis of New Music
Students perceive, analyse and describe structures in new western classical music. They undestand and are able to take advantage of literature in music analysis.

Schenkerian Analysis
Students are able to analyse and describe surface, middle, and deep structures according to the principles of Schenkerian analysis. They understand and take advantage of literature in music analysis.

Content (course unit)

Analysis of New Music
- theories of new music and analytical applications of them
- new music analysis
- literature

Schenkerian Analysis
- Schenkerian analysis on tonal music
- literature

Assessment scale

0-5

Objectives (course unit)

Music History
Students have gained knowledge of the fundaments of the history of art music from the romantic era up to modern time. They recognize characteristics of the various periods of times and the unities and trends formed in different eras.

Content (course unit)

Music History
Fundaments of Romanticism in music, and music of the 20th and 21st century.

Prerequisites (course unit)

Music Perception, Analysis and History 1 or similar competences.

Assessment scale

0-5

Objectives (course unit)

Music History
Students have gained knowledge of the fundaments of the history of art music from the romantic era up to modern time. They recognize characteristics of the various periods of times and the unities and trends formed in different eras.

Content (course unit)

Music History
Fundaments of Romanticism in music, and music of the 20th and 21st century.

Prerequisites (course unit)

Music Perception, Analysis and History 1 or similar competences.

Assessment scale

0-5

Objectives (course unit)

The student is familiar with the main trends in Western classical music history and the foundations of aesthetics from the Renaissance to Classicism. They can identify stylistic features characteristic of different historical periods and grasp the overall context of musical styles. Students are capable of applying their knowledge of music history to practical work as musicians or music educators.

Content (course unit)

• Main trends in Music History from the Renaissance to Classicism

• Identifying music samples representing different historical periods

• Literature

Assessment criteria, pass/fail (course unit)

The student masters the content of the course and is able to critically analyze historical writing. The student can compare the characteristics and stylistic features of different music historical periods and address topics from various perspectives in music history research.

Assessment scale

Pass/Fail

Location and time

Kuntokatu 4
p2-08b Tiistaisin klo. 11.00-13.00
fall:
3.9., 10.9., 24.9,.8.10., 29.10, 5.11., 12.11., 3.12., 10.12., 17.12
spring:
7.1., 14.1., 21.1., 28.1., 4.3., 11.3., 25.3.,1.4., 8.4., 15.4., 22.4., 29.4.

Assessment methods and criteria

The activity in the lessons and own private work are needed to get accepted marking.
A 60% of presence is needed. In case it does not happen, an optional way of evaluation will be applied.

Assessment scale

Pass/Fail

Teaching methods

Teaching in small groups.
Practical approach to conducting through ensemble playing.
Observing conducting lessons and masterclasses.

Learning materials

Materials to be offered through the following link:
https://drive.google.com/drive/folders/16HGosRYNoih21P8X_bAgqafvuxeytkdz?usp=sharing

Student workload

20 x 2h lessons where students play and conduct their class ensemble
Score reading
Technical training
Short arrangements

Content scheduling

Beating technique, score reading, ensemble playing and conducting, rehearsal observing

Completion alternatives

To be agreed. It could be video, essay, arrangement, etc.

Practical training and working life cooperation

Local windorchestras and stringorchestras, junior orchestras

Objectives (course unit)

Students brush up with implementing a conducting project.
They are able to apply their music skills diversively. They are able to consider the interaction between content and realization and the possibilities and problems that this interaction brings along, and make creative decisions within the limits of the prevailing circumstances.

Content (course unit)

Student works as an artistic director or as an active assistant in an orchestra-, choir, or musicalproduction.

Assessment scale

Pass/Fail

Objectives (course unit)

The student is responsible for the project and progresses in the following skills:
• Preparing the repertoire and planning the rehearsal/production period
• Pedagogical approach to preparing an ensemble

Content (course unit)

Operating as an artistic director in a concert production, competition period, recording, or other project related to the work of music director. The project is mentored and can be an integral part of TAMK’s production activities or a project by the student’s own ensemble.

Assessment criteria, pass/fail (course unit)

The student works responsible and professionally as an artistic director in a project.

Assessment scale

Pass/Fail

Objectives (course unit)

Students brush up with implementing a conducting project.
They are able to apply their music skills diversively. They are able to consider the interaction between content and realization and the possibilities and problems that this interaction brings along, and make creative decisions within the limits of the prevailing circumstances.

Content (course unit)

Student works as an artistic director or as an active assistant in an orchestra-, choir, or musicalproduction.

Assessment scale

Pass/Fail

Assessment scale

Pass/Fail

Assessment scale

Pass/Fail

Objectives (course unit)

Students can act in different Learning Enviroments and Schools. They can adjust their Activities into Demands. Students can manage independetly Teaching and administrative Issues. They can also work as Musicians.

Content (course unit)

Teaching in Adult Education, Elementary Art Education, Secondary Vocational Education or in other Music Education School. They can also work in Projects. Part of this Study Modula can be working as Musician or Produser. The Curriculum will be formlated with every Student one-by-one.

Assessment scale

0-5

Objectives (course unit)

The student masters the basic concepts of music analysis and is able to perceive, analyze, and describe small-scale musical structures from different stylistic periods

Content (course unit)

• basic concepts of music analysis
• exersices in analyzing music from different stylistic periods of tonal music
• literature

Prerequisites (course unit)

Competence equivalent to the extensive curriculum of a music institute.

Further information (course unit)

Music degree students have priority for this course. The instructor approves students for the course.

Assessment criteria, pass/fail (course unit)

The student can identify and describe musical structures at different levels of form, abstract their analytical observations, apply music theory concepts to them, and justify their analytical solutions. The student’s presented analytical observations are mostly relevant and form a coherent whole.

Assessment scale

0-5

Objectives (course unit)

Choral Conductor
Students have abilities in working with choirs of basic and mediocre level and with different repertoires. They know how to plan rehearsals are familiar with different kinds of choir. Students have the basic skills or working as an artistic director in choral associations.

Orchestra Conductor
Students have abilities in working with orchestras of basic and mediocre level and with different repertoires. They know how to plan rehearsals are familiar with different kinds of orchestras. Students have the basic skills or working as an artistic director in orchestra socities. Students are familiat with the basics of instrumental pedagogy of different instrument types.

Assessment scale

Pass/Fail

Objectives (course unit)

The Student are able to use ICT and create into it suitable materials. He can develop, plan, carry out and reflect own Project concidered Music Area.
The Student get to know early Childhood and Elementaty Music Education. He get´s Ability to teach little Chidren in his Work and to create learing Moments or Lessons.
The Student has Ability to carry out wide Study Planning perceiving different Sudy Fields.
ICT in Music Teaching Profject, Music in Early Childhood and Elementary Level. The deeper and expansive Level in Teaching Planning and noticing the different Study Fileds in Teacnhing

Instrumental Pedagogy : Students have deepened their Knowledge in Instrction of Pupils in various Ages. They can choose suitable Methods with different Pupils. Students take part in some other Pedagogy and get some Influence to their onw Work.
Music Theory Pedagogy : Students can teach the Groups in higher Level in Music Schools. They handle the Syllabus and carry out the Exams wiht their Pupils. They can deal with invidual Ways with their Pupils and choose different measures to dirrentialand learner-centred teaching. They can also meet the Changes in Education.
Students will create locigally and progressive Study Plans for Long Time on Single Lesson.They have Ability to use Scientical Knowledge in Practise. Students recognize the Lacs of their Knowledge and can do relevant Questions. They can take advantage of critical Feedback.
Studentswill deepen their Knowledge in Pupils in different Points and Ages. They get Aquantance in several Materials and Tools for Teaching. They can choose the suitable Pracitces and give their Reasons for the Choises.
Students take part in some other Pedagogy and reflect the Influence in their own Work.

Choral and orchestra conducting pedagogy : Students have the skills of rehearsing medium- and advanced level amateur choirs/orchestras. They become acquainted with working as a director of children’s and youth choirs/orchestras. Students are capable of rehearsing music from different musical eras and choosing repertoire for choirs/orchestras of different levels. They have the basic skills of developing choral/orchestra societies on a long term and on an ambitious level.

Content (course unit)

The Student has Ability to carry out wide Study Planning perceiving different Sudy Fields.
ICT in Music Teaching Profject, Music in Early Childhood and Elementary Level. The deeper and expansive Level in Teaching Planning and noticing the different Study Fileds in Teacnhing.

Instrumental Pedagogy and Music Theory Pedagogy: Seminar with own Teacher. Taking part in some other Pedagogy and reflecting the Information.
Choir Conducting Pedagogy: Seminar in Choir Class
Orchesta Conducting Pedagogy: Seminar in Conducting Class

Choir conducting Pedagogy nad Orchestra Conducting pedagogy:
Seminar and complete the Tasks during it.

Assessment scale

Pass/Fail

Objectives (course unit)

The Student has deepen his knowledge of teaching pupils in different ages. He can choose the essential methods and tools to achieve the aims. He has ability to meet differnet learners and he has made acquaintance of Special music education. He can search more Information about it.
The Student can act as in digital society. He is in role of expert and notice the ethics of teaching. He can take advance of the music educational reseach.
He has a highly Level Sence of emotilanal Pedagogy and he can develop his own Work as Part of different Teams.
The Student knows how to act an Event Producer ja Project Manager and he can carry out an Event with Partner in cooperation.

Choral and orchestra conducting pedagogy : Students have the skills of rehearsing advanced and professional level choirs/orchestras. They are capable of programming concert seasons and developing choirs/orchestras on a long term. Students are capable of rehearsing music from different musical eras. Choral conductors work as a chorus master in an opera or symphony production. Orchestra conductors have enhanced their skills instrumental pedagogy. Students have strengthened their indentity as an artistic director.

Content (course unit)

The change of the role in expertation. Appying ICT to make learning possible.
Be aquainted with the reseach of music education and music psychology. Using the knowledge to students own work.
Taking participate in project.


Englanniksi
Instrumental Pedagogue: Students are able to plan and carry out classes matching with the learners aims and needs or projects of higher level both in terms of knowledge and skills.
They are capable of peforming their duties in different operative environments. They are competent teachers of diversive groups from amateurs of different ages up to vocational education.
They are capable of performing their duties in a multicultural environment.
The students professional identity as a teacher has strenghtened.

Music Theory Pedagogy: Students have knowledge and skills to be capable of music instruction duties of teaching the basics of music at music institutes.
They have skills to perform duties related to course contents and assignments.
The teacher is able to treat the students individually and choose methods for learner-centred and individualized teaching and fitting their work into the changing trends.
They make consistent, varied and course-focused teaching an course plans.
Students are able to make lessions suited for the aims and learners needs or high-level projects both using obtained knowledge and skills. They are able to take the role of an expert in the field of vocational education. They have skills to operate in varioud types of environments, to further develop them and to plan the teaching accordin to the needs of the target. They consider principles of sustainable development in their work.
Students have obtained working life skills and sociological empowerment skills, and they use them to contribute to the wellbeig of the work comunity.

Choral Conducting Pedagogy: Students have the skills of rehearsing advanced level amateur choirs and professional choirs. They have the skills of programming diverse concerts programmes and long-term projects for choirs of different levels and different types. Students have the special skills of rehearsing repertoire of different musical eras. They are able to work as a chorus master in an opera or orchestra production.
The students professional identity as a teacher has strenghtened.

Orchestra Conducting Pedagogy:

Assessment scale

Pass/Fail

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Students have gained knowledge of the fundaments of research and development and they are capable to design a practice based thesis project. Students are able to focus the topic, set the goals and means for the implementation of the thesis project in an appropriate way. They are able to schedule their project realistically. Students are able to gather information from various sources and apply it into the project with their professional skills gained during their studies.

The thesis may consist of the artistic or other practice based part and the written report, or the thesis may be a research project with the written report.

Students have gained advanced learning skills, as well as skills required in working communities and in international occasions.

Content (course unit)

preliminary seminar
the fundaments of research and development
participating in thesis supervision
written proposal for bachelor’s thesis
starting the thesis project

Assessment criteria, pass/fail (course unit)

Students have participated in preliminary seminar and their written proposal for bachelor’s thesis has been accepted.

Assessment scale

0-5

Objectives (course unit)

Students are capable to implement and to document a practice based thesis project either individually or as a team member. Students are able to evaluate the outcomes of the project, and to report the goals, implementation and results of the project in written paper.

Students have gained advanced learning skills, as well as skills required in working communities and in international occasions.

Content (course unit)

- completing the thesis project
- final product, if approproate (depending on the topic)
- written paper
- opponency
- thesis presentation
- publishing the thesis

Assessment criteria, satisfactory (1-2) (course unit)

TUAS's Bachelor’s Thesis Assessment Criteria

Assessment criteria, good (3-4) (course unit)

TUAS's Bachelor’s Thesis Assessment Criteria

Assessment criteria, excellent (5) (course unit)

TUAS's Bachelor’s Thesis Assessment Criteria

Assessment scale

0-5

Objectives (course unit)

During this course, you will learn study practices and become part of the study community.

After completing of the course, the student
• feels a sense of belonging to the university, degree program, and student community.
• receives guidance for their studies and can plan their coursework effectively.
• familiarizes themselves with TAMK's practices and services.
• recognizes TAMK's services that support learning and well-being.
• understands the services supporting learning and well-being provided by key stakeholders.

Content (course unit)

• Engagement in Higher Education Studies
• Orientation to Tampere University of Applied Sciences (TAMK) and Degree Program
• Curriculum of the Degree Program and Creating a Individual Study Plan (ISP)
• Course Offerings and Cross-Enrollment
• Internship as Part of a University of Applied Sciences Degree
• Services Offered by Tampere University of Applied Sciences (TAMK)
• Monitoring the Progress of Studies
• Orientation to the Next Study Year

Assessment criteria, pass/fail (course unit)

The course is approved when the student proves that they
- are able to plan their studies at TAMK and are familiar with the curriculum of their degree programme.
- know what kind of support is available for their studies.
- understand the importance of the group as part of the learning environment.

A course is failed if the student does not have evidence of achieving the objectives of the course.

Assessment scale

0-5

Objectives (course unit)

The student develops following skills:

• Orchestral playing
• Active listening
• Section playing, following, and leading
• Playing in different ensembles
• Orchestral musician’s work practices, ethics, and well-being
• Preparation for professional life and auditions

Content (course unit)

• Collaboration with Tampere Philharmonic Orchestra. Professional orchestral musicians serve as advisor
• Trainee activities with Tampere Philharmonic and Finnish Military Bands through auditions
• Various productions from chamber Music to opera
• Different ensembles and musical styles
• Repertoire sessions
• Orchestral excerpts
• Lectures
• Mock Auditions

Further information (course unit)

The number of study credits can vary depending on the number of productions.
Active participation in TAMK productions is required

Assessment criteria, pass/fail (course unit)

The student works professionally and responsibly as part of an ensemble during rehearsals and concerts, in accordance with the work ethics of a professional orchestra.

Location and time

Up-to-date info to be found here:
https://drive.google.com/drive/folders/1udIMZTJp3977om5bPMT9Whdl928xtEAk?usp=sharing

Assessment scale

Pass/Fail

Learning materials

https://drive.google.com/drive/folders/1udIMZTJp3977om5bPMT9Whdl928xtEAk?usp=sharing

Completion alternatives

To be discussed between the concerned students and teachers.

Assessment scale

0-5

Assessment scale

0-5

Assessment scale

0-5

Objectives (course unit)

Students are capable of conducting orchestras and are able to employ adequate conducting technique and musical skills to master relatively demanding scores. Students choose to focus on symphonic or wind orchestra or musical repertoire. They master the principles of independent and purposeful work with a an orchestra and appropriate rehearsing methods for the repertoire. They are familiar with orchestral repertoire of different styles and understand the psychological regularities of working with an orchestra.

Content (course unit)

• Beating technique: beat patterns, changing metres, mastery of left hand gestures and expression, and a repertoire of 5-8 compositions representing diversive styles of music eras and includes compositions which are demanding by form and structure.
• Rehearsing orchestras and conducting a perfomance.
Techniques for rehearsing an orchestra, analysis of compositions and score playing. A set of 5-8 works from the repertoire of symphony orchestras, wind orchestras, or musical programs that reflect a diverse range of styles and include demanding pieces in terms of form and musical language. Additionally, exploration of symphonic, string, and wind orchestra repertoire, along with musical programs related to one’s specific area of focus

Further information (course unit)

Studying in English is possible

Assessment criteria, pass/fail (course unit)

The student has participated in the instruction and is completing the required progress demonstration.

Assessment scale

0-5

Objectives (course unit)

Students have advanced in mastering different styles and employ adequate conducting technique and musical skills to master relatively demanding scores. Students continue focusing on symphonic or wind orchestra or musical repertoire. They master the principles of independent and purposeful work with a an orchestra and appropriate rehearsing methods for the repertoire. They are familiar with orchestral repertoire of different styles and understand the psychological regularities of working with an orchestra.

Content (course unit)

- Beating technique: beat patterns, changing metres, mastery of left hand gestures and expression, and a repertoire of 5-8 compositions representing diversive styles of music eras and includes compositions which are demanding by form and structure.
- Rehearsing orchestras and conducting a perfomance.
A Recital concert of minimum 20 min with a choir provided or approved by TAMK

Studying a wide range of repertoire on C-level and mastering it technically and artisticly. A 20-minute concert performance.

Further information (course unit)

Studying in English is possible.

Assessment scale

0-5

Objectives (course unit)

Student shows development in their work as an artistic director of a choir. He/she is able to shape the sound of an ambitious amateur choir. A student hears and locates details in the sound of a choir and shapes them using appropriate training methods and conducting technique. A Student is capable of performing a selection of repertoire in a public concert.

Content (course unit)

Conducting technique: technically skilled, expressive and communicative gestures.
Rehearsing methods: Different rehearsing approaches, tuning chords, shaping sound orchestal psychology and pedagogy.
Analysis of different styles of scores and playing scores.
Rehearsing and conducting an orchestra.

Studying a wide range of repertoire and mastering it technically and artisticly. Concert performance.

Further information (course unit)

Studying in English is possible.

Assessment scale

Pass/Fail

Objectives (course unit)

Student shows development in their work as an artistic director of an orchestra. He/she is able to interpret the repertoire artisticly independently and masters the skills in conducting technique, sound and analysis of demanding scores of different styles.

Student is able to work responsibly and lead the artistic development of an orchestra using appropriate training methods. He/she is able to me a part of a professional team.

Content (course unit)

Minimum of 45 min. performance with an orchestra approved by TAMK. The repertoire consists of different styles, a piece with a soloist and an arrangement made by the student.The concert program must include a minimum of one piece by a female composer.

Conducting technique: technically skilled, expressive and communicative gestures.
Rehearsing methods: Different rehearsing approaches, tuning chords, shaping sound orchestal psychology and pedagogy.
Analysis of different styles of scores and playing scores.
Rehearsing and conducting an orchestra. Arranging for orchestra.

Studying a wide range of repertoire and mastering it technically and artisticly. Concert performance.

Further information (course unit)

Studying in English is possible.

Assessment scale

0-5

Objectives (course unit)

After completing the course, the student is able to
• utilize their musical skills and strengths as well as various teaching and practice methods in their pedagogical activities.
• identify the musical wishes and goals of an individual or a group, and select appropriate practice material for them.
• plan and implement goal-oriented teaching or training sessions.
• act in accordance with the ethical principles of teaching.
• make concrete observations about the skills and learning of an individual or a group.
• provide positive and learning-promoting feedback.

Content (course unit)

During the course, we will seek to answer the following questions:
• How do I utilize my musical skills and strengths as well as various teaching and practice methods in my pedagogical activities?
• How do I identify and take into account the musical wishes and goals of an individual or a group?
• How do I plan and implement goal-oriented teaching or practice sessions?
• How do I apply the ethical principles of teaching in my pedagogical activities?
• How do I identify the skills and learning of an individual or a group?
• How do I provide positive and learning-promoting feedback?

Assessment criteria, pass/fail (course unit)

Completing the course successfully requires demonstrating competence in accordance with the competence objectives using the agreed implementation methods.

Assessment scale

0-5

Objectives (course unit)

With the help of knowledge and skills obtained during the course, students are able to work purposefully in the substance instruction duties. They are capable of choosing appropriate and creative methods to reach the aims of the teaching and of reflection.
They are able to choose suitable methods for learners of different age. They are able to consider the demands of the learning environment and working with various pupils.

Choral and orchestra conductor:
Students improve their pedagogical skills of an artistic director of medium level groups within their own subject of focus. They are capable of rehearsing and conducting medium level choirs/orchestras. Choral conducting students work with mixed, male and female choirs.

Content (course unit)

Students will teach one Boasic Level Pupil using the Plan hteir Tutor Teacher has given. Students are going to observe other Assistent Teachers and other Teachers. They can reflect their Experiences.

Choral and orchestra conductor:
Working with choral conducting class’s vocal ensemble and the student’s own choir or ensemble. Demonstration Lesson. Observing choirs/orchestras of different levels and age groups. Observing voice and instrument pedagogy or Musical pedagogy.

Assessment scale

Pass/Fail

Objectives (course unit)

Students strengthen their skills in the music instruction duties of various stages and with learners of different ages. They obtain a wider range of knowledge of the various materials and tools of music instruction. They are capable of choosing the most appropriate and creative methods and give reasons for the choices of methods. They become acquainted with the pedagogy employed in some other area of interest or other instrument and obtain ability to reflect their observations in their own work.

Choral and orchestra conductor:
Students have the pedagogical skills of an artistic director of pre-professional choirs/orchestras. They have skills for working with children’s choirs and youth choirs/youth orchestras. Students are able to plan a long-term curriculum for developing a choir/orchestra.

Content (course unit)

Students assess and futher develop their skills, also learning skills. They teach one advenced Pupil the whole School Year and-take responsibility of the group´s learning and its effort in sharing skills and knowledge. They will follow some other Pedagogy and taking part in pedagogial Discussion

Choral and orchestra conductor:
Working with choral conducting class’s vocal ensemble and the student’s own choir or ensemble. Working with a youth choir/youth orchestra. Observing choirs/orchestras of different levels and age groups. Observing voice and instrument pedagogy or Musical theatre pedagogy.

Assessment scale

Pass/Fail

Objectives (course unit)

Students are able to plan and carry out classes matching with the learners aims and needs or projects of higher level both in terms of knowledge and skills.
Students are able to take the role of an expert in the field of vocational education.
They are capable of peforming their duties in different operative environments, to further develop them, and to make methodological changes to own instruction to fit it according to the needs of the target group of the instruction.
They also consider the principles of sustainable development in their duties.

Choral and orchestra conductor:
Students are able to direct choirs and orchestras in demanding concert and rehearsing venues. They improve their pedagogical skills in planning a long-term curriculum for a choir or orchestra. Students has developed an identity as a professional conductor and he/she is capable of working in demanding artistic venues.

Content (course unit)

Students are teaching one advanced Pupil and working as an assistant in the field of vocational education. They are making acquaintance with various learning environments and work communities. Students will observe Lessons with the Plan given by their Tutor Teacher. They are reflecting their experiences.

Choral and orchestra conductor:
Choral: Working with choral conducting class’s vocal ensemble and the student’s own choir or ensemble. Working as chorus master in an opera or orchestra production.
Orchestra: Working with the rehearsal instruments of the conducting class.
Observing choirs/orchestras of different levels and age groups. Observing voice and instrument pedagogy or Musical Theatre pedagogy.

Demonstration Lesson.

Assessment scale

Pass/Fail

Objectives (course unit)

The student recognizes an ergonomic working posture and actively uses methods of body care to promote well-being at work. The student has knowledge of the fundamentals of mental preparation and can apply them in practical work situations, including performance.

Content (course unit)

• Good breathing technique
• Relaxation of the body in different positions and movements
• Ergonomic playing and/or singing postures
• Muscle balance exercises
• Analysis of working posture
• Well-being of hearing
• Self-awareness
• Mental exercises
• Methods for mental preparation

Assessment criteria, pass/fail (course unit)

Throughout the course, the student receives feedback on their performance and also reflects on their own learning. Successful completion requires the student’s participation in classes and timely completion of required assignments.

Assessment scale

0-5

Assessment scale

Pass/Fail

Objectives (course unit)

The students' technical and interpretive level of playing or singing has developed to the point where they possess skills in personal artistic expression and mastering larger musical forms. The student is proficient in the repertoire of various music styles in their own instrument and chamber music.The student is capable of performing in a public concert.

Content (course unit)

• Versatile technical and expressive mastery of the main instrument’s repertoire.
• Chamber music repertoire.

Further information (course unit)

Studying in English is possible.

Assessment criteria, pass/fail (course unit)

The student masters the repertoire technically and artistically, expressing the distinctive features of different musical styles. The variety of sound is diverse, and they can master larger musical structures.

Assessment scale

0-5

Objectives (course unit)

Music pedagogue
Students will have mastered playing or singing works for their own instrument representing the prescribed level and also chamber works. Artistic expression based on a knowledge of musical styles and mastery of extensive formal entities will have developed to the standard required for Recital 1. Student will be able to to utilize professional and scientific literature and also their skills in envisaging music in the development of their instrumental proficiency.

Musical theatre:
Students manage to perform a certain level repertoire. Artistic expression and knowledge of repertoire has developed to demanded, recital 1, level. Students can work and perform as a leading soloist of a band or a group. Students have advanced knowledge of different genres and required music styles from different musical periods. They can exploit professional studies and researches and their own musical understanding in their work.

Content (course unit)

Content
Musicpedagogue
Instrumental or vocal and expressive mastery of repertoire representing the target level, including skills pertaining to ergonomic expertise and the ability to interact with an audience and , if necessary, an accompanist and/or chamber ensemble. The recital is a public concert which includes a chmber music component.
Musical theatre:
Repertoire, voice technique, expression and an ergonomic knowledge have to represent a certain, required level of know-how. Communication with the audience, accompanist and/ or the band is required. Recital is a public concert.
Precise information is found from Tampere University of Applied Sciences Intranet, (ask from your teacher).

Prerequisites (course unit)

Prior knowledge required

Further information (course unit)

The Achievement of course can be organized in English.

Assessment criteria, satisfactory (1-2) (course unit)

Evaluation criteria: Satisfactory (1-2)
The student is able to demonstrate the level of skills defined in the personal study plan. artistic and technical mastery is satisfactory and developing, Sound culture is limited and and mastery of musical entities satisfactory.

Assessment criteria, good (3-4) (course unit)

Evaluation criteria Good (3-4)
The student has achieved mastery , technically and artistically, of the level of expertise specified in the personal study plan and demonstrates charasteristic features of different styles. The student`s sound culture is versatile and mastery of musical entities is good.

Assessment criteria, excellent (5) (course unit)

Evaluation criteria. Excellent (5)
The student`s mastery of the technical and artistic level of skills specified in the personal study plan is of a high standard and demonstrates the characteristic features of different musical styles.in a versatile manner.

Assessment scale

0-5

Objectives (course unit)

Objectives
Music pedagogue
Students will be capable of coping with works of a prescribed standard in a concert situation their own work as soloists and as members of chamber ensembles. They will be capable of independent artistic expression and coping with extensive formal entities. Students will be able to utilize professional literature., research publications and their conceptual abilities using history and writingin the further development of their instrumental expertise.
Students will have acquired the skill of reflecting art or the ability to scrutinize their own work analytically.
Students will have acquired sufficient instrumental skill to work as musicians or music pedagogues and also to undertake postrgraduate/ further studies.

Musical theatre:
Students has achieved required skills to manage/ perform as a leading singer or a member of a group or a band. They can express themselves independently, artistically and personal way and also master large entities. Students can exploit professional studies and researches. They have ability to reflect and examine their own output from an analytical perspective. Students have reached a satisfactory level in their main instrument in order to work as a professional and postgraduate studies.

Content (course unit)

Music pedagogue
Mastery of playing or singing technique of the target level repertoire including expertise in ergonomy and interaction skills with the audience and, if necessary with an accompanist and/or chamber music ensemble.
The recital is a public concert which also includes chamber music component.


Musical theatre:
Repertoire, voice technique, expression and an ergonomic knowledge have to represent a certain, required level of know-how. Communication with the audience, accompanist and/ or the band is required. Recital is a public concert.

Precise information is found from Tampere University of Applied Sciences Intranet, ask from your teacher.

Prerequisites (course unit)

Prior requirements

Further information (course unit)

The studies can be taken through the medium English.

Assessment criteria, satisfactory (1-2) (course unit)

Music pedagogue:
The student is capable of performing repertoire of the level specified in the personal study plan. Artistic and technical mastery and also mastery of musical entities satisfactory. The quality of the sound is limited.

Music theatre:
The student is capable of performing repertoire of the standard specified.
Artistic and technical mastery of the instrument is satisfactory. Playing culture and use of voice are limited. Mastery of musical entities is poor.

Assessment criteria, good (3-4) (course unit)

Music pedagogue:
The student has achieved artistic and technical mastery of repertoire of the level specified in the personal study plan and presents characteristic features of different styles. The student`s quality of the sound on the instrument is diverse and mastery of musical entities is good.
Music theatre:
The student has mastered and is capable of presentingthe repertoire technically and artistically and brings out the charasteristic features of differenr styles.. The student`s sound culture and use of the voice are reasonably diverse and mastery of musical entities is good.

Assessment criteria, excellent (5) (course unit)

Excellent:
Music pedagogue:
Evaluation criteria Excellent (5)The student demonstrates not only excellent technical mastery of the repertoire but also artistic and personal power of
expression. The student has acquireda rich sound culture, brings out particularly impressively the charasteristic features of different styles and is also able to create controlled musical formal entities.

Music theatre
The student demonstrates not only ecxellent technical mastery but also artistic and personal power of expression.
The student`s portrayal of different styles is particularly impressive. The student has acquired a rich sound culture and controlled use of the voice and is also capable of creating interesting artistic entities.

Assessment scale

0-5

Objectives (course unit)

Students are able to utilize their instruments skills independently in various types of group playing situations.

Content (course unit)

- playing in various ensembles and orchestras with various lineups and familiarization with diversive repertoires

Prerequisites (course unit)

Skills equal with those obtained through music institute requirements

Assessment scale

Pass/Fail

Objectives (course unit)

Students have become familiar with the basic techniques on comping instruments and rhythm section playing. They can independently adapt their instrument skills to playing in various ensemble playing situations.

Content (course unit)

- familiarization with a guitar, bass, drums, percussion instruments and their structures and operation principles
- learning the basic techniques of playing and rhythms for accompaniment and rhythm section playing
- playing in ebsembles and orchestras and making diversive acquaintance with repertoire

Prerequisites (course unit)

Rhythm Music Ensemble 1

Assessment scale

Pass/Fail

Objectives (course unit)

Students have deepened their skill to play comping instruments. They can adapt their skills to making small-scale arrangements and rehearsing them in the rehearsals of a musical group. They are capable of utilizing music technology in the playing of a musical group.

Content (course unit)

- playing comping instruments, playing in a musical group
- making and rehearsing small-scale arangements
- familiarization with music software and the utilization of themin the playing in a musical group

Prerequisites (course unit)

Rhythm Music Ensemble 1

Assessment scale

0-5