Cultural pedagogy

Children need community

Social living space school

Admission requirements

Semester: 8

Orientation

Practical pedagogical studies (PPS)

Focus

Cultural pedagogy

Aim

The aim of this course is to expand the skills for the planning, implementation, and reflection of musical-artistic teaching projects in the school environment with a special focus on learning outcome-oriented, differentiated, and rhythmic teaching over larger time units with special consideration of social relationships and learning processes in lessons and schools. The students as a professional learning community in the combination of theory, practice and art not only gain insights into the complexity of everyday school life as well as the diverse responsibilities of the teaching profession and build routines. Through the use of profession-specific communication and the necessary cultural pedagogical action strategies, the social skills of the pupils, in particular, both the musical and diverse artistic skills as well as the social competence of the pupils are strengthened and promoted. is to be strengthened and social relationships promoted.

Content

• Didactically sound planning, implementation and reflection of lessons with a cultural pedagogical orientation in the form of collaborative lesson development and practice research with lesson study with special consideration of social learning processes (teaching practice)
• Dialogic-integrative embedding of musical-artistic learning sequences in medium and longer-term lesson planning (teaching practice)
• Administrative activities with a special focus on cultural pedagogical mediation work as a primary school teacher (teaching practice)
• Structuring and rhythmisation of learning processes and adaptive lesson design with special consideration of social and musical-artistic processes (teaching practice)
• Special features of the Conflict management in musical-artistic teaching projects (teaching practice)
• Assessment of learning levels and performance with a musical-artistic orientation in the field of tension between the promotion of gifted students and the need for support (teaching practice)
• Stress management and conflict management (teaching practice)
• Theory-based reflection with special consideration of individual and joint learning processes
• Implementation of the criteria of good lesson planning (general/inclusive and subject-related didactics) (teaching practice)
• Specific requirements of the teaching profession
• Requirements for the teaching profession by de-privatizing teaching, making strengths and challenges visible, valuing teacher expertise and building a culture-related collective knowledge base at the school