| Gru | | 15 cr |
| UOKUÖ10AS | | 6 | 3 | 6 | | | 15 cr |
|
| UOKUÖ14IN01 |
The student is familiar with own unit, branch and style of learning; considers studies, future plans and is conscious of the importance of personal development in relation to life-long learning and professional work; can acquire new skills and personal learning environments; is familiar with the examination process; can look for and critically assess information; can plan, effect and evaluate processes; can apply tools for project planning and treatment; can work with others in group and teamwork activities regardless of their background | 3 | | | | | 3 cr |
| YH10SV01 |
The student can communicate in oral and written forms in a well structured and linguistically effective way to meet the demands of working life and society; is familiar with the working procedure for scientific writing and can make use of reference systems; is aware of different ways of looking for information and is able to give written accounts in accordance with the rules of standard presentation.
Students with Finnish as prior educational language have to show such skills in the Swedish language as are in accordance with the Act on the Knowledge of Languages Required of Personnel in Public Bodies (424/2003). This means that these students must show satisfactory (grade 1, 2 or 3) or good (grade 4 or 5) skills in speaking and writing Swedish. Written and oral skills are assessed separately. | 3 | | | | | 3 cr |
| YH10FI01 |
The student can communicate professionally in oral and written forms in working life situations and interfaces involving customers and working partners; has the mastery of core terminology within own branch and can make effective use of technical material in own studies, in future work and professional development; will attain a level of Finnish required by law (424/2003) for employees in the public sector: i.e. 'satisfactory' (grade 1,2 or 3) or 'good' (grade 4 or 5) in spoken and written Finnish. Oral and written skills graded separately. Dölj kompetenser | | 3 | | | | 3 cr |
| YH10EN01 |
The student can communicate professionally in oral and written forms in contexts relating to professional life; has knowledge of core terminology within own area of activity and make effective use of the main contents in technical material; maintains a positive approach for developing receptive and productive language skills knowing the appropriate tools to apply for this purpose; is aware of cultural differences in international contexts | | | 3 | | | 3 cr |
| UOKUÖ10FM01 |
The student develops an open, critical approach relating to the role of art and culture in society; is familiar with the method most applicable to research in specific branch of study and can make use of the most relevant professional skills in terms of research methodology; formulates questions pertaining to research individually and creatively; documents and critically analyses methods and results from research activities within a specific area. | | | 3 | | | 3 cr |
| | 53 cr |
| MU14BI | | 5 | 5 | | | | 10 cr |
|
| MU14BI01 |
The student
has elementary skills in piano playing, and knows how to use the piano as a tool in his/her musical achievements | 5 | | | | | 5 cr |
| MU14BI02 |
The student
has a developed proficiency in piano playing, and is able to use the piano as a tool in his/her musical achievements | | 5 | | | | 5 cr |
| MU14BI03 |
The student should
have the rudimentary basics in two rhythm ensemble instruments which can be used as tools in his/her musical activities | | 5 | | | | 5 cr |
| MU14DR | | 3 | | | | | 3 cr |
|
| MU14DR01 |
The student
has work discipline
has rhythmic melody and coordonationvand feel for the beat as well as the physiology of each instrument. | 3 | | | | | 3 cr |
| MU14KS | | | 3 | | | | 3 cr |
|
| MU14KS01 |
The student
has basic skills to participate in larger choral entities; acquires a good insight into different types of choral singing. | | 3 | | | | 3 cr |
| MU12ML | | | | 3 | | | 3 cr |
|
| MU12ML01 |
The student
has basic skills in conducting and rehearsing music material for different ensemble settings.
has an insight into different conducting techniques | | | 3 | | | 3 cr |
| MU14NT | | 12 | 12 | 10 | | | 34 cr |
The student
has a deeper knowledge of music history, form, dynamics and is able to discuss and reflect upon these topics.
has a deeper knowledge of musical function and form.
knows how to collaborate with the professional life - with groups, ensembles, producers, choirs, and other similar social work relations.
Has a deeper knowledge of musical theory, arranging and composing technigues and knows how to use this knowledge in hands-on situations
Has a deep knowledge of transcribing, eartraining, memorizing and notating melodies, chords and rhythm. Dölj kompetenser |
| MU14NT01 |
The student
has a basic knowledge of terminology and theory, laying a foundation for undergraduate studies.
can make connections between music theory and practice in his/her own assignments.
can write and arrange minor pieces.
has a basic knowledge of diatonic and functional harmony, and knows how to use this knowledge in hands-on situations.
has knowledge of basic musical pulse and rhythmic subdivisions.
can make connections beween melody, intervals, sight-singing, and chords, in notation, music examples and memorizing. | 3 | | | | | 3 cr |
| MU14NT02 |
The student
has knowledge of the basic conceptions of improvisation, and can discuss and reflect upon this knowledge with others.
has knowledge of modes, how they can be of practical use, and how to identify them in written as well as in sounding form.
has insights in basic harmonizing and the connection between theory and practice,
has a basic understanding of cadences and function.
has basic musical ear skills obtained through sight-singing, and through workshops with emphasis on connections between writing melodies and singing. | 3 | | | | | 3 cr |
| MU14NT03 |
The student
has a deeper understanding and knowledge of rhythm and time signatures.
can identify both written and sounding time signatures and rhythmical structures.
has a developed sense of rhythm obtained through assignments and practise.
has a developed coordination.
has a solid, basic musical ear and rhythmical proficiency obtained through assignment work, memorizing and transcribing. | 3 | | | | | 3 cr |
| MU14NT04 |
The student
has an understanding and knowledge of extended harmonizing and arranging techniques.
has basic knowledge of reharmonization, modulation and voice leading.
can identify and sing color tones, and can, by skills obtained through assignment work, use color tones in a practical form.
can make connections between chords, sight-singing, color tones and melody, and is accustomed to work out of this perspective.
can identify, write, transcribe and reproduce more complex rhythmical events. | | 3 | | | | 3 cr |
| MU14NT05 |
The student
knows the guiding principles of traditional four-part harmony.
can write and work with polyphony for different instrumental groups.
has developed his/her ability to arrange and compose assignments in his/her own field of interest and specialization.
has developed his/her ability to read scores, sing parts, and to memorize, transcribe and notate music. | | 3 | | | | 3 cr |
| MU14NT06 |
The student
can independently realize a composition/arrangement assignment, from planning through performance.
has developed his/her ability to make use of dynamics, form, and different arrangement and composition techniques.
has developed his/her ability to discuss, reflect upon, and analyze his/her own music and others'.
can independently develop and analyze his/hear musical ear in order to actively refine his/her skills | | 3 | | | | 3 cr |
| MU14NT07 |
The student
has specialized in a specific area of emphasis.
can, with former Notio instruction forming a foundation, make use of different kinds of music, arrangement and composition techniques in a his/her area of emphasis.
is able to discuss about and reflect upon assignments from a technical as well as from a historical point of view. | | | 5 | | | 5 cr |
| MU14NT08 |
The student
has refined and deepened his/her skills in a specific area of emphasis, guided by the teacher
knows how to collaborate with the professional life - with groups, ensembles, producers, choirs, and other similar social work relations.
can realize a major composition or arrangement project in collaboration with others.
can work as a composer and/or arranger on a professionally demanded level in his/her area of emphasis. | | | 5 | | | 5 cr |
| MU14NT09 |
The student
has developed his/her ability to discuss about and reflect upon music in a group setting.
has acquired a deeper knowledge of musical form in different styles.
has a general view of music history and development in different styles.
can reflect upon dynamics, nuances and functions in music.
can analyze musical function and form.
has basic instrument knowledge of different instrumental groups | 3 | | | | | 3 cr |
| MU14NT10 |
The student
can conduct a deeper analysis of musical events, ranging from smaller functions to larger entireties.
has a deepened insight into the different instrumental groups and their function and range.
can compare and discuss different periods in music history on a deeper level, and knows how to draw connections between music separated in time and/or in style.
has a deeper knowledge of the music history on different continents.
has the ability to discuss and reflect upon music and concerts from a historical and technical point of view in a group setting. | | 3 | | | | 3 cr |
| Yrk | Professional studies Church music | 115 cr |
| MU14HC | | | | 12 | 18 | | 30 cr |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level |
| MU14HC01 |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level. | | | 3 | | | 3 cr |
| MU14HC02 |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level | | | 3 | | | 3 cr |
| MU14HC03 |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level | | | | 3 | | 3 cr |
| MU14HC04 |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level | | | | 3 | | 3 cr |
| MU14HC05 |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level. | | | 3 | | | 3 cr |
| MU14HC06 |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level. | | | 3 | | | 3 cr |
| MU14HC07 |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level | | | | 3 | | 3 cr |
| MU14HC08 |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level | | | | 3 | | 3 cr |
| MU14HC09 |
The student
is able to demonstrate his/her craftsmanship and expressional skills in a public, temporary, and immediate form (such as a concert, a performance, or equiv.) | | | | 6 | | 6 cr |
| MU14LM | | 8 | 3 | 8 | | | 15 cr |
The student has a good insight into evangelical Lutheran liturgical church music partly from organ music and partly from vocal music |
| MU16LM01 |
The student acquires the skill for mastering music for services and the Swedish hymn book within the evangelical Lutheran church in Finland; acquires the skills for gaining a satisfactory command of the singing voice in liturgical music. | 4 | | | | | 4 cr |
| MU14LM02 |
The student acquires a basic insight into the expression of psalms and mass music on the organ by applying different playing styles: cantus firmus technique, transposition technique and singing technique; acquires an insight into basic intonation technique | 3 | | | | | 3 cr |
| MU14LM03 |
The student acquires a comprehensive knowledge of the organ accompaniment of hymns and music for services, by a variety playing techniques: cantus firmus, transposition and singing. Great emphasis is placed on a playing technique which presupposes and promotes active hymn singing in a service of worship. Recording technique. The student also acquires sufficient knowledge of different intonation techniques | | 3 | | | | 3 cr |
| MU14LM04 |
The student acquires a comprehensive knowledge of the organ accompaniment of hymns and music for services, by a variety playing techniques: cantus firmus, transposition and singing. Great emphasis is placed on a playing technique which presupposes and promotes active hymn singing in a service of worship. Recording technique. The student also acquires sufficient knowledge of different intonation techniques. | | | 4 | | | 4 cr |
| MU14LM05 |
The student
acquires knowledge about organ accompaniment of hymns and other service music by using different playing methods: cantus firmus and song
Great emphasis is placed on a style of accompaniment which promotes an active hymn melody during a church service | | | 4 | | | 4 cr |
| MU16LM02 |
the student familiarises himself/herself with the basic concept of hymns and spiritual songs in terms of lyrical content, metrics and melody and also the development and special features of hymns and spiritual songs. | 1 | | | | | 1 cr |
| MU14KÄ | | 4 | 6 | 4 | 4 | | 18 cr |
The student acquires an insight into church and congregational specific subjects. Dölj |
| MU14KÄ01 |
The student acquires greater knowledge about the Bible, church faith and teachings, its history, ethics and religious pedagogics | 4 | | | | | 4 cr |
| MU16KÄ01 |
The student acquires knowledge about the church and the local parish organisation and functions | 2 | | | | | 2 cr |
| MU16KÄ02 |
The student gains a comprehensive insight into church music theology. | | 2 | | | | 2 cr |
| MU16KÄ03 |
The student gains a comprehensive insight into church music history. | | | 2 | | | 2 cr |
| MU14KÄ03 |
The student acquires a holistic insight into the music education of the congregation; gains knowledge of, and skills in, music intended for the congregation for different age groups, also from a pedagogical point of view; acquires knowledge of, and skills for, teaching music in confirmation classes, and also musical skills for working at day care centres and schools; is equipped to operate in a working communities. Leadership courses | | | 4 | | | 4 cr |
| MU14KÄ04 |
The student acquires a holistic insight into the music education of the congregation; gains knowledge of, and skills in, music intended for the congregation for different age groups, also from a pedagogical point of view; acquires knowledge of, and skills for, teaching music in confirmation classes, and also musical skills for working at day care centres and schools; is equipped to operate in a working communities. Leadership courses | | | | 4 | | 4 cr |
| MU14KS | | | 3 | 3 | 3 | | 9 cr |
|
| MU14KS02 |
The student has voice-related skills to participate in larger choral entities; acquires a good insight into different types of choral singing. | | 3 | | | | 3 cr |
| MU14KS03 |
The student has
-methods and skills to lead a children´s choir
-has knowledge about various types of youth music within the church context | | | 3 | | | 3 cr |
| MU14KS04 |
The student has
-methods and skills to lead a gospel choir
-has knowledge about various types of youth music within the church context Dölj kompetenser | | | | 3 | | 3 cr |
| MU14KF | | | | 3 | 4 | | 7 cr |
|
| MU14KF01 |
The student should
- have a thorough knowledge of different types of organ in terms of their respective constructions, terminology, functions and maintenance
- have a mastery of lingual pipe tunings
- have an insight into church liturgy, organisation and leadership
- have the ability to give careful consideration to strongly influential identity factors
- be familiar with the core areas of cantor work | | | 3 | | | 3 cr |
| MU14KF02 |
Church music forum
The student should
- have a thorough knowledge of different types of organ in terms of their respective constructions, terminology, functions and maintenance
- have a mastery of lingual pipe tunings
- have an insight into church liturgy, organisation and leadership
- have the ability to give careful consideration to strongly influential identity factors
- be familiar with the core areas of cantor work | | | | 4 | | 4 cr |
| MU14OR | | 6 | 3 | | | | 9 cr |
The student has
developed techniques, knowledge of styles and repertoires to work as a church musician
has musical tools to work as a professional with his/her own musical identity providing conditions for further studies
|
| MU14OR01 |
The student has
developed techniques, knowledge of styles and repertoires to work as a church musician
has musical tools to work as a professional with his/her own musical identity providing conditions for further studies | 3 | | | | | 3 cr |
| MU14OR02 |
The student has
developed techniques, knowledge of styles and repertoires to work as a church musician
has musical tools to work as a professional with his/her own musical identity providing conditions for further studies | 3 | | | | | 3 cr |
| MU14OR03 |
The student has
developed techniques, knowledge of styles and repertoires to work as a church musician
has musical tools to work as a professional with his/her own musical identity providing conditions for further studies | | 3 | | | | 3 cr |
| MU14SÅ | | 6 | 3 | | | | 9 cr |
The student has
developed techniques, knowledge of styles and repertoires to work as a church musician
has musical tools to work as a professional with his/her own musical identity providing conditions for further studies
|
| MU14SÅ01 |
The student has
developed techniques, knowledge of styles and repertoires to work as a church musician
has musical tools to work as a professional with his/her own musical identity providing conditions for further studies | 3 | | | | | 3 cr |
| MU14SÅ02 |
The student has
developed techniques, knowledge of styles and repertoires to work as a church musician
has musical tools to work as a professional with his/her own musical identity providing conditions for further studies | 3 | | | | | 3 cr |
| MU14SÅ03 |
The student has
developed techniques, knowledge of styles and repertoires to work as a church musician
has musical tools to work as a professional with his/her own musical identity providing conditions for further studies Dölj kompetenser | | 3 | | | | 3 cr |
| MU14KL | | | | | 9 | | 9 cr |
The student has
developed techniques, knowledge of styles and repertoires to work as a church musician
has musical tools to work as a professional with his/her own musical identity providing conditions for further studies
|
| MU14KL01 |
The student has
developed techniques, knowledge of styles and repertoires to work as a church musician
has musical tools to work as a professional with his/her own musical identity providing conditions for further studies | | | | 3 | | 3 cr |
| MU14KL02 |
The student has
developed techniques, knowledge of styles and repertoires to work as a church musician
has musical tools to work as a professional with his/her own musical identity providing conditions for further studies | | | | 3 | | 3 cr |
| Mu14KL03 |
The student has
developed techniques, knowledge of styles and repertoires to work as a church musician
has musical tools to work as a professional with his/her own musical identity providing conditions for further studies | | | | 3 | | 3 cr |
| MU14PI | | 6 | 3 | | | | 9 cr |
The student has
developed techniques, knowledge of styles and repertoires to work as a church musician
has musical tools to work as a professional with his/her own musical identity providing conditions for further studies
|
| MU14PI01 |
The student has
developed techniques, knowledge of styles and repertoires to work as a church musician
has musical tools to work as a professional with his/her own musical identity providing conditions for further studies | 3 | | | | | 3 cr |
| Mu14PI02 |
The student has
developed techniques, knowledge of styles and repertoires to work as a church musician
has musical tools to work as a professional with his/her own musical identity providing conditions for further studies | 3 | | | | | 3 cr |
| MU14PI03 |
The student has
developed techniques, knowledge of styles and repertoires to work as a church musician
has musical tools to work as a professional with his/her own musical identity providing conditions for further studies | | 3 | | | | 3 cr |
| Yrk | Professional studies, baroque music | 115 cr |
| MU14HC | | 12 | 18 | | | | 30 cr |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level. |
| MU14HC01 |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level | 3 | | | | | 3 cr |
| MU14HC02 |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level. | 3 | | | | | 3 cr |
| MU14HC03 |
Den studerande
har utvecklat sin teknik inom huvudämnet.
har utvecklat en förståelse för huvudämnets tradition och musikaliska uttryckspotential.
har utvecklat sin förmåga att kommunicera, gestalta och skapa musik, både självständigt och tillsammans med andra.
har färdighet för studier på huvudämne B-nivå. | | 3 | | | | 3 cr |
| MU14HC04 |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level | | 3 | | | | 3 cr |
| MU14HC05 |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level | 3 | | | | | 3 cr |
| MU14HC06 |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level | 3 | | | | | 3 cr |
| MU14HC07 |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level | | 3 | | | | 3 cr |
| MU14HC08 |
The student
has developed his/her technique.
has developed an understanding of the tradition and musical
expressiveness in his/her major field of study.
has developed his/her capability of communicating, expressing and creating music, independently as well as with others.
has acquired proficiency for studies on the B-Level | | 3 | | | | 3 cr |
| MU14HC09 |
The student
is able to demonstrate his/her craftsmanship and expressional skills in a public, temporary, and immediate form (such as a concert, a performance, or equiv.) | | 6 | | | | 6 cr |
| MU14HB | | | | 18 | 27 | | 45 cr |
The student
has deepened his/her technique, which has become a natural part of a personal, artistic expression.
has developed his/her independence and creativity through interpretation, reflection and dialogue.
can lead and collaborate with others.
can search for his/her own musical direction.
can work professionally in his/her main area of choice.
has a personal musical identity. |
| MU14HB01 |
The student
has deepened his/her technique, which has become a natural part of a personal, artistic expression.
has developed his/her independence and creativity through interpretation, reflection and dialogue.
can lead and collaborate with others.
can search for his/her own musical direction.
can work professionally in his/her main area of choice.
has a personal musical identity. | | | 6 | | | 6 cr |
| MU14HB02 |
The student
has deepened his/her technique, which has become a natural part of a personal, artistic expression.
has developed his/her independence and creativity through interpretation, reflection and dialogue.
can lead and collaborate with others.
can search for his/her own musical direction.
can work professionally in his/her main area of choice.
has a personal musical identity. | | | 6 | | | 6 cr |
| MU14HB03 |
The student
has deepened his/her technique, which has become a natural part of a personal, artistic expression.
has developed his/her independence and creativity through interpretation, reflection and dialogue.
can lead and collaborate with others.
can search for his/her own musical direction.
can work professionally in his/her main area of choice.
has a personal musical identity | | | 6 | | | 6 cr |
| MU14HB04 |
The student
has deepened his/her technique, which has become a natural part of a personal, artistic expression.
has developed his/her independence and creativity through interpretation, reflection and dialogue.
can lead and collaborate with others.
can search for his/her own musical direction.
can work professionally in his/her main area of choice.
has a personal musical identity | | | | 6 | | 6 cr |
| MU14HB05 |
The student
has deepened his/her technique, which has become a natural part of a personal, artistic expression.
has developed his/her independence and creativity through interpretation, reflection and dialogue.
can lead and collaborate with others.
can search for his/her own musical direction.
can work professionally in his/her main area of choice.
has a personal musical identity. | | | | 6 | | 6 cr |
| MU14HB06 |
The student
has deepened his/her technique, which has become a natural part of a personal, artistic expression.
has developed his/her independence and creativity through interpretation, reflection and dialogue.
can lead and collaborate with others.
can search for his/her own musical direction.
can work professionally in his/her main area of choice.
has a personal musical identity | | | | 6 | | 6 cr |
| MU14HB07 |
The student
has, through his/her independent actions, made the presentation possible to realize. | | | | 9 | | 9 cr |
| MU12BÄ | | 6 | 6 | 3 | 3 | | 18 cr |
|
| MU12BÄ01 |
The student has an in-depth understanding of interpreting early music based on the aesthetics of early music | 3 | | | | | 3 cr |
| MU12BÄ02 |
The student has knowledge of how Baroque music is expressed | 3 | | | | | 3 cr |
| MU12BÄ03 |
The student is familiar with Basso Continuo basics and has basic knowledge of the different styles from the Baroque period | | 3 | | | | 3 cr |
| MU12BÄ04 |
The student is able to read, and learn about the style of, Renaissance music notation. | | 3 | | | | 3 cr |
| MU12BÄ06 |
The student has an insight into a typical day for a professional musician, on and off stage | | | | 3 | | 3 cr |
| MU12BÄ05 |
The student is responsible for own instruments, strings and bows; has knowledge of different instruments typical of periods from early Baroque to Romantic epoques | | | 3 | | | 3 cr |
| MU14BE | | 12 | 7 | 3 | | | 22 cr |
|
| MU14BE01 |
Baroque ensemble
The student
can work in a baroque ensemble and adapt his/her playing for the best musical results
has the knowledge and skills to perform a chamber music repertoire in a baroque style
has experience in performing as a chamber musician | 3 | | | | | 3 cr |
| MU14BE02 |
Baroque ensemble
The student
can work in a baroque ensemble and adapt his/her playing for the best musical results
has the knowledge and skills to perform a chamber music repertoire in a baroque style
has experience in performing as a chamber musician | 3 | | | | | 3 cr |
| MU14BE03 |
Baroque ensemble
The student
can work in a baroque ensemble and adapt his/her playing for the best musical results
has the knowledge and skills to perform a chamber music repertoire in a baroque style
has experience in performing as a chamber musician | | 4 | | | | 4 cr |
| MU14BE04 |
The student can read Baroque music notation and participate in Baroque Orchestra with emphasis on high Baroque repertoire | 3 | | | | | 3 cr |
| MU14BE05 |
The student can read Baroque music notation and participate in Baroque Orchestra with emphasis on high Baroque repertoire. | 3 | | | | | 3 cr |
| MU14BE06 |
The student can read Baroque music notation and participate in Baroque Orchestra with emphasis on high Baroque repertoire | | 3 | | | | 3 cr |
| MU14BE07 |
The student can read Baroque music notation and participate in Baroque Orchestra with emphasis on high Baroque repertoire. | | | 3 | | | 3 cr |
| Pra | | 30 cr |
| MU14PR | | 5 | 5 | 10 | 10 | | 30 cr |
|
| MU14PR01 |
Through practice sessions, the student acquires an insight into the future professional role and knowledge of the specific area of profession. | 5 | | | | | 5 cr |
| MU14PR02 |
Through practice sessions, the student acquires an insight into the future professional role and knowledge of the specific area of profession. | | 5 | | | | 5 cr |
| MU14PR03 |
Through practice sessions, the student acquires an insight into the future professional role and knowledge of the specific area of profession. | | | 10 | | | 10 cr |
| MU14PR04 |
Through practice sessions, the student acquires an insight into the future professional role and knowledge of the specific area of profession. | | | | 10 | | 10 cr |
| | | 10 | 13 | 7 | | 30 cr |
|
| MU14PR10 |
The student
- can independently perform, lead and participate in various music projects in congregational music life. | | | | 4 | | 4 cr |
| MU14PR05 |
The student acquires an initial insight into services expected of a church musician. | | 5 | | | | 5 cr |
| MU14PR06 |
The student acquires in-depth and comprehensive knowledge into services expected of a church musician | | | 3 | | | 3 cr |
| MU14PR07 |
The student acquires in-depth and comprehensive knowledge into services expected of a church musician | | | | 3 | | 3 cr |
| MU14PR08 |
The student learns how to effectively perform a major congregational service as a cantor. | | 5 | | | | 5 cr |
| MU14PR09 |
From a cantor's perspective, the student can plan and, in consultation with the minister and others officiating, conduct effectively a major congregational service and other ceremonies | | | 5 | | | 5 cr |
| MU10PR06 |
The student develops the ability to analyse and evaluate the learning and teaching processes with particular emphasis on beginners' level. | | | 5 | | | 5 cr |
| EXA | | 15 cr |
| MU16EX | | | | | 15 | | 15 cr |
|
| Val | | 12 cr |
| val | | 3 | 3 | 3 | 3 | | 12 cr |
|
| | 3 | | | | | 3 cr |
| | | 3 | | | | 3 cr |
| | | | 3 | | | 3 cr |
| | | | | 3 | | 3 cr |
