Students who have completed a Master's degree in Music Pedagogy are developers of their work community and sector in their area of expertise. The competence module “Core competence of an expert” focuses on renewable pedagogy, the themes of which are topical questions related to music pedagogy. During renewable pedagogy studies, the student acquires and strengthens their competences in functional group pedagogy, creative music production, music education technology and distance learning in music. The working life oriented thesis allows the student to show their research and development competence acquired during and before the degree programme.
The Master’s degree in Music Pedagogy consists of the following competence modules: Shared Master's competence, Expert's core competence and Complementary competence. The degree programme is based on JAMK's shared competences and the degree programme's own professional-specific competences. These competences are acquired, developed and evaluated in courses compiled as thematic modules, such as Research and development activities, Management and Renewable pedagogy. In addition to the above-mentioned modules, the thesis and the related maturity test form an important entity within the degree.
Competence in music pedagogy is an important focus in the module “Renewable pedagogy” that starts immediately at the beginning of the studies so that it is possible to deepen the competence acquired in the studies and demonstrate them in the thesis. The scope of the thesis covers half of the studies, so working on it will also begin at the beginning of the studies. The thesis is usually a working life development task, which is why the choice of its topic should support the development needs of the student’s work community or sector. The student's thesis and development tasks during modules may be related to the implementation of research, development and innovation projects or the development of entrepreneurial activities in joint entrepreneurship studies of the university of applied sciences, in which case the student can get support and help for growth from e.g. JAMK’s Future Factory and Jyväskylä Startup Factory Oy.
At the beginning of the studies, a personal learning plan (PLP) will be drawn up with the student that maps out the choices related to the studies and opportunities for the studification of work as well as recognition of prior learning and experience.
The standard study period for completing the studies is two years, and the maximum study period lasts three years.
The studies are implemented as contact and distance learning, which enables studying alongside work and requires development in the work community or other reference group. On average, contact teaching days take place once a month for 1-2 days mainly on Thursdays and/or Fridays. If necessary, the days reserved for contact teaching can also be implemented using remote technologies. Distance learning periods are used to work on learning assignments independently, in peer groups and online under supervision. The learning environment of the studies consists of peer students, student work communities and the operating environment of the music sector as well as teachers, guidance services and the online environment of the university of applied sciences.
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 EduFutura 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.
The aim is to link the learning assignments of the courses to genuine workplace development objectives. The focus of the thesis is usually also in the research and development of working life; in most cases, the student's own work community is under development.
The studies utilise the working life competence and expertise of each member of the student group for the benefit of the entire group. In addition, working life contacts are maintained by organising workshops and/or lectures for guest experts from workplaces.
A person with a Master's degree in Music Pedagogy may work in various teaching, management and development tasks in the music sector at different levels of education. The qualification provides eligibility for public positions or other positions that require a Master's degree.
Job titles may include:
- a teacher or lecturer at a music school,
- teacher or lecturer at a music academy,
- president of a music school or academy (in addition, studies or knowledge of teaching administration is required),
- a teacher or lecturer at a university of applied sciences,
- a teacher of liberal adult education or a teacher of designers,
- project manager, coordinator or entrepreneur.
There are no specific degree-related or statutory qualification requirements in the field.
The graduate may apply to continue on to postgraduate studies in science or arts at universities (Act 558/2009, Section 37) and in the school of professional teacher education. Studies can be continued by applying for corresponding post-degree education at universities abroad, for example. 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.
The learning outcomes of the degree programme are derived from the competence needs of working life. The planning of the degree has considered the results of the competence needs surveys targeted at graduates in the music sector and the degree development proposals collected from graduates in the Master's degree in Music Pedagogy. The planning has also been guided by discussions with representatives of working life and the need to profile the degree programme nationally.
The education also corresponds to the strategic objectives of the Finnish Music Campus. The Finnish music campus is a community that creates future expertise and produces research for the use of the surrounding society. Digital pedagogy is part of the everyday life of teachers and students on the Finnish Music Campus, and the high-quality education meets the needs of working life in other respects, too. The strategy of the Music Campus also calls for interaction between research, teaching and learning, which is naturally a central part of the Master's degree in Music Pedagogy.
Senior Lecturer, School of Health and Social Studies
Head of Department Music