Bachelor's Degree Programme in Music Pedagogue
- Degree
- Bachelor of Culture and Arts (Music)
- Degree title
- Bachelor of Culture Studies (Music)
- Credits
- 240 ects
Key learning outcomes
Graduates of the degree programme in Music have extensive knowledge in music and a strong pedagogical competence as well as high level skills as a musician in practice. Music pedagogues apply these skills in different kinds of changing operating environments – both as an employee and as an entrepreneur. The entrepreneurship, interaction and internationalisation competence acquired during the studies create capabilities to operate in networks and multi-professional teams in creative and adjacent fields, such as media and the wellness sector. Music pedagogues are able to experiment and create new things and productise their own competence. They have the capabilities for lifelong learning, creative problem-solving and maintaining professional skills and personal functional capacity and ability to work. They act ethically and support sustainable development.
Education content and professional growth and know-how
Music educator studies are aimed at strong musical and pedagogical competence in both classical and pop/jazz music.
After the first study year, the students in the degree programme can shape their profile by developing the competences required in the positions of instrument teacher, music instructor or early childhood music instructor. The teacher’s pedagogical studies worth 60 ECTS credits develop the student’s skills as the teacher and tutor of individuals and groups. The studies include teaching practice, which is supported by basic studies in educational science and pedagogical studies according to the student’s personal study path.
In addition to pedagogical competence, all study paths create capabilities for extensive knowledge in the field of music, give a high level of practical musicianship and provide skills to apply competence in different changing operating environments. The studies include studies that support entrepreneurship, which help the students to productise their competence and promote employment.
In addition, the Finnish Music Campus, a centre of excellence of three educational levels, allows cross-institutional studies, the creation and utilization of an extensive network of expert and student colleagues, and a flexible transition from one level to another.
The curriculum of the music pedagogue degree programme is based on the competence needs in the music business and the shared competence of the university of applied sciences. The students must make choices in accordance with their personal study and career plans within the modules, or study modules. The specific modules of the degree programme are musical perception, creative music production, instrument studies and playing music together, fundamentals of teaching, individual and group pedagogy in music and early music education, and comprehensive music pedagogy. The degree also includes the following shared university of applied sciences modules: students and occupational well-being, languages and communication, FutureFactory and research-based development activities. In addition to this, the studies also include training, elective studies and Campus Online studies selected by the student.
Flexible studies
Students have a choice of alternative or elective studies offered by partner universities in Finland and abroad, such as other universities of applied sciences (CampusOnline), universities and educational institutions involved in the EduJyväskylä collaboration (University of Jyväskylä and Gradia). Higher level studies completed elsewhere may be accredited as part of your degree. The student must have a certificate or some other document to prove that they have completed the studies. Skills acquired elsewhere can also be described and demonstrated to enable accreditation. Further information is available in the Study Guide.
Working life oriented learning
Working life oriented learning is included in bachelor’s degree courses throughout the studies. These include practical training to promote professional skills, the thesis and various working life projects. At JAMK University of Applied Sciences, the operating model for working life oriented and student-driven learning is called JAMK Future Factory®. It combines working life operators, students, JAMK experts and working life oriented LAB environments and other learning environments. In addition to multidisciplinary and working life oriented project studies, it offers students a chance to develop their future working life skills, career paths and networks.
Practical training to promote professional skills is carried out in accordance with the student’s personal career and learning plan. The practical training of music educators mainly consists of teaching practice at music education institutes and the Practice Music Institute mentioned in the degree programme, among others. You can explore the work of an early childhood music instructor at the Musical Playschool Studio or in integrated form as part of the operations of day-care centres. Other typical practical training activities include various performances (musician’s practical training) and participation in projects and productions.
Working life cooperation is also part of the thesis process, which is a research, development or innovation project implemented in response to the development needs of working life. Furthermore, practical intensive courses, projects and productions make working life part of the studies.
Studification is also among the options offered by working life oriented learning. It refers to combining work, project work, Future Factory activities, etc. with studies. Studification involves students drafting a studification plan and documenting it in the manner agreed with the teacher. Further information is available in the Study Guide.
Career opportunities and employment
Those who have graduated from JAMK University of Applied Sciences' degree programme in Music work in music schools and institutes, community colleges as well as adult education centres in different positions, such as instrument and theory teachers, early childhood music educators, choir leaders or conductors.
In addition to teaching tasks, music educators also work as musicians who encounter diverse audiences at day care centres and schools, concert halls and clubs as well as care and nursing homes. In addition to being musician entrepreneurs, pedagogues also employ others by establishing companies, such as music schools and companies providing educational and content production services.
Qualifications
The studies confer general pedagogical eligibility for teaching positions. The eligibility may also be affected by the education and work experience requirements of the field or type of educational institute concerned.
Further studies
Students may, after graduation and a working career of at least two years, apply for studies leading up to a master’s degree. Studies can also be continued by applying for a university master’s degree programme or similar programmes as well as professional teacher education. After a bachelor’s degree from a university of applied sciences, it is also possible to continue studies at higher education institutes abroad on master’s degree level programmes. A university of applied sciences also provides opportunities for continuing education in the form of specialisation studies, open studies, an online study portal (CampusOnline) and working life based continuing education.
A student who completes a master’s degree at a university of applied sciences may apply to continue on to postgraduate studies in science or arts at universities (Act 558/2009, Section 37).
Compatible post-graduate study options are available at the Department of Music, Art and Culture Studies of the University of Jyväskylä, which operates from the Finnish Music Campus.
Education planning
The planning work of the degree programme and the definition of the curriculum learning objectives have involved not only teachers, but also representatives of the students as well as experts from working life. A competence needs survey intended for working life experts was also drafted, the results of which were used in curriculum work. The periodic evaluation of degree-awarding education in accordance with the European quality assurance standard has also been used for developing the quality and working life relevance of the curriculum. Curriculum work also utilised recent reports, research and reviews by key operators and background organisation in working life and education.
Contact Information
Sallinen Sami
Senior Lecturer, Music
+358403518350
firstname.lastname@jamk.fi