TRAIN THE TRAINERS CURRICULUM
The methodology to be employed in carrying out this module is elaborated in the Module Content and Sequencing sections. Each action's relevance to the key competences is elaborated in the Learning Outcomes Matrix. The methodology involves:
- Practical demonstrations, including performance and recording using digital technology, by the individual participants and/or through group activities.
- A learner journal kept by each participant to record self-directed evaluations and reflections after each section is completed.
- A practical edit of the music using digital software.
The drafting of individual lesson plans by each participant.
- Group and/or individual presentations.
Section 1. Music appreciation and listening skills
Section 2. Creating music
Section 3. Music project
Section 4. Applying the learning
Educational resources related to this Module (original production by partners)
The open educational resources, selected and developed for/during the local pilots, are:
1. “Photo-Speak: writing lyrics from photos”, how to use music lyrics as a medium to discuss sensitive topics with young people (MP)
2. “Cultural awareness through percussion instruments”, how to explore instruments and other cultures (MP)
3. The list of 40 songs (AESD)
4. Short introduction to acoustic and psychoacoustic (SF)
Where to learn more (files/images archive and links available on the www)
Some very useful and relevant links which could be used by trainers and youth workers to find more information are:
The International Music Council (IMC), founded in 1949 by UNESCO, is the world's largest network of organizations and institutions working in the field of music. The International Music Council promotes access to music for all and the value of music in the lives of all peoples.
The European Music Council, a regional group of the International Music Council (IMC), is the umbrella organisation for musical life in Europe. It is a platform for National Music Councils and organisations involved in various fields of music from many European countries.
We suggest the following exercises:
- To pre-assess / Formative assessments
Use method Piece- of- the basket in different ways (a basket as a container for anonymous thoughts written down in pieces of paper):
- To discuss sensitive issues - participants respond anonymously and when patches are drawn and answers are read, they remain anonymous. The answers and opinions will then be the basis for a discussion without being "hung out".
- As a rehearsal or a basis for discussion – how can we promote and share cultural expression and understanding? – trainers will write and then will discuss with trainees possible solutions, which are going to be the basis of music project.
- Formative assessments
Guidelines given by trainer to be followed. An assessment grid can easily scale the abilities that are expected and achieved by each trainee.
- Final evaluation
Launch the event (Music Project).
- Assess the success of the Final Performance and the role each of the trainees had in the organisation and implementation of the music project – (see Participation and responsibility assessment criteria).
Evaluate the performance of each trainee in the project - (see Participation and responsibility assessment criteria and Matters domain assessment criteria).