Curriculum Desind and Development in Higher Music Education - Aec
AEC PUBLICATIONs 2007
handbook CurriCulum design and development in higher musiC eduCation jeremy Cox
A free electronic version of this handbook is available through www.polifonia-tn.org.
The Polifonia project has been funded with support from the European Commission. This publication reflects the views of its authors and the Commission cannot be held responsible for any use which might be made of the information contained therein.
handbook CurriCulum design and development in higher musiC eduCation jeremy Cox
Contents 1. 2. 3. 4. 5. 6. 7. Foreword introduction some preliminary remarks on Curriculum design and development – what is it and what is it for? Curriculum design: the holistic approach 3.1 The parts and the whole 3.2 Learning Outcomes 3.3 From Learning Outcomes to a holistic curriculum the use of learning outcomes in curriculum design 4.1 From theory to practice 4.2 Lessons, classes, Learning Outcomes and the relationship between them 4.3 Semesters, years and a progressive curriculum 4.4 Learning Outcomes and intermediate milestones 4.5 Learning Outcomes, the ‘typical’ student, core and optional units the use of credit points in curriculum design 5.1 Credit points, volume and standard units 5.2 The benefits of standardisation 5.3 Credit points and levels 5.4 Credit points, options and managing the cost of provision reviewing and updating a designed curriculum – Curriculum development 6.1 Design, approval and review 6.2 Learning Outcomes and review 6.3 Ongoing development through annual monitoring 6.4 Continuous enhancement – the developmental philosophy 6.5 The developmental approach to managing the cost of provision 6.6 Curriculum review and external quality assurance Conclusion 7.1 Returning to first principles 7.2 Student-centeredness: traditions and ideals 7.3 Final remarks 9 12 12 13 15 17 17 17 19 21 22 25 25 28 28 30 32 32 33 34 34 35 36 38 38 38 39 5
handbook CurriCulum design and development in higher musiC eduCation jeremy Cox
A free electronic version of this handbook is available through www.polifonia-tn.org.
The Polifonia project has been funded with support from the European Commission. This publication reflects the views of its authors and the Commission cannot be held responsible for any use which might be made of the information contained therein.
handbook CurriCulum design and development in higher musiC eduCation jeremy Cox
Contents 1. 2. 3. 4. 5. 6. 7. Foreword introduction some preliminary remarks on Curriculum design and development – what is it and what is it for? Curriculum design: the holistic approach 3.1 The parts and the whole 3.2 Learning Outcomes 3.3 From Learning Outcomes to a holistic curriculum the use of learning outcomes in curriculum design 4.1 From theory to practice 4.2 Lessons, classes, Learning Outcomes and the relationship between them 4.3 Semesters, years and a progressive curriculum 4.4 Learning Outcomes and intermediate milestones 4.5 Learning Outcomes, the ‘typical’ student, core and optional units the use of credit points in curriculum design 5.1 Credit points, volume and standard units 5.2 The benefits of standardisation 5.3 Credit points and levels 5.4 Credit points, options and managing the cost of provision reviewing and updating a designed curriculum – Curriculum development 6.1 Design, approval and review 6.2 Learning Outcomes and review 6.3 Ongoing development through annual monitoring 6.4 Continuous enhancement – the developmental philosophy 6.5 The developmental approach to managing the cost of provision 6.6 Curriculum review and external quality assurance Conclusion 7.1 Returning to first principles 7.2 Student-centeredness: traditions and ideals 7.3 Final remarks 9 12 12 13 15 17 17 17 19 21 22 25 25 28 28 30 32 32 33 34 34 35 36 38 38 38 39 5