FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM

Table of Content

Introduction Program Goals and Objectives Resources Curriculum Teaching Methods Assessment and Evaluation Policies and Procedures Faculty and Staff Glossary

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM Introduction

Furtados is a name synonymous with music in India Established in 1865, Furtados has, in its 150 years of existence, influenced music making at all levels. Furtados School of Music (FSM), today is a name synonymous with music education in the country. We are committed to our vision to deliver a structured high quality music program to learners across the country and spread the joy of learning music with one and all. Starting in 2011, in a short span of time, FSM reached over 1,50,000 students through 9 centers, 200+ schools, 1000+ homes and online classes. Our network of over 300 passionate music teachers is drawn from a diverse mix of experienced and young musicians from India and abroad. Apart from being qualified musicians, they are extensively trained to impart an enjoyable and exhilarating music learning experience to students. To empower our growing community of students / teachers; we have launched this FSM Music Pedagogy Certificate Program where we onboard aspiring music teachers, train them in the best practices of music pedagogy and make them professional educators. We are launching our program in March 2023 and would like you to be a part of the same. This is a fantastic opportunity to build your career in Music Education.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM Overview

The Music Pedagogy Certificate Program is designed to prepare aspiring music teachers to become effective and knowledgeable educators in a variety of educational settings. The program focuses on developing the skills and knowledge necessary to teach music at different levels, from elementary school to high school and beyond. The program's main objective is to provide trainees with a strong foundation in music theory and pedagogy, as well as practical experience in teaching music. Trainees will learn how to develop lesson plans, design curriculum, and assess student progress. Additionally, they will learn how to use technology and other instructional resources to enhance their teaching. The Music Pedagogy Certificate Program is intended for individuals who have a strong background in music and a passion for teaching. It is designed for those who are interested in pursuing a career as a music teacher in K-12 schools, community music programs, or other educational settings. The program is comprehensive and rigorous, requiring a significant amount of coursework, practical experience, and hands-on training. Trainees will be challenged to develop their skills and knowledge in music theory, pedagogy, and instructional technology, while also gaining practical experience through internships and field placements. The Music Pedagogy Certificate Program is an excellent choice for those who are passionate about music and teaching, and who are looking to make a difference in the lives of young people through the power of music education. The handbook is designed to provide trainees with a comprehensive resource that will guide them through the program and help them achieve their goals as music educators.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM Program Goals and Objectives

Certificate Program at Furtados School of Music

The Music Pedagogy (FSM) is designed to prepare aspiring music teachers to become effective and knowledgeable educators in a variety of educational settings. The program is built upon the belief that music education is essential for the holistic development of an individual, and that music teachers play a critical role in shaping the lives of their students. The program's goals and objectives are as follows: 1. Develop teaching skills: The program aims to develop the teaching skills of trainees to enable them to create engaging and effective lesson plans, employ a variety of pedagogical approaches, and assess student progress. 2. Develop musicianship skills: Trainees will develop their musicianship skills through a comprehensive study of music theory, performance, composition, and arranging. 3. Develop pedagogical knowledge: The program will equip trainees with a deep understanding of pedagogical principles and practices that are specific to music education. This includes an understanding of child and adolescent development, learning styles, and different teaching methodologies. 4. Develop technological skills: The program aims to develop the technological skills of trainees to enable them to incorporate technology into their teaching practices effectively. This includes knowledge of software and hardware used in music education. 5. Develop communication skills: The program will help trainees develop communication skills that are essential for effective teaching, including listening skills, effective verbal and nonverbal communication, and the ability to provide constructive feedback. 6. Develop performance skills: The program will help trainees develop their performance skills through regular performance opportunities, including solo and ensemble performances. 7. Develop collaboration skills: The program will equip trainees with the skills necessary to work collaboratively with other educators and professionals in the field of music education. Through the Music Pedagogy Certificate Program, trainees will develop the skills and knowledge necessary to become effective and well-rounded music educators.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM Resources

1. Digital Content: Participants will have access to a variety of digital content, including videos, which will be made available to them through FSM's Learning Management System (LMS). The videos will cover a range of topics, including pedagogical techniques, music theory, and practical teaching tips. 2. Live Sessions with Experts: Participants will have the opportunity to attend live sessions with experts in the field of music pedagogy. These sessions will provide participants with an opportunity to interact with experts, ask questions, and gain insights into the latest trends and developments in music pedagogy. 3. Teachers Handbook: Participants will be provided with a comprehensive handbook for teachers, which will serve as a valuable resource for their teaching practice. The handbook will cover a range of topics, including lesson planning, classroom management, and assessment. 4. Video Assessment Questionnaire PDF: Participants will receive a PDF containing guidelines and questionnaires for the video assessment component of the program. The PDF will provide participants with a clear understanding of what is expected of them in the video assessment and how they will be evaluated. These resources are designed to provide participants with a rich and diverse learning experience that will help them develop their skills and knowledge in music pedagogy.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 1

Day 1 : V1 Welcome to Music Pedagogy Certificate Program FSM's online teacher training program welcomes participants and highlights the significant role of Furtados in music education in India. The program aims to equip music educators with the essential tools to plan and execute their lessons while exposing them to FSM's exclusive teaching methodologies and techniques. It is designed for every musician aspiring to become a music educator and covers FSM's music pedagogy, techniques, and methods for teaching instrument and voice classroom music, class contracts, behavior management, and tips for preparing students for recitals and performances. By the end of the program, participants will become successful educators and virtuoso teachers. Day 2 : V1 Introduction to Pulse In this teacher training program, participants will learn the basic concepts of music and how to effectively teach them in the classroom. The program covers topics such as rhythm, pitch, solfege, canon, singing, and more. The first concept explored is rhythm, which is the heartbeat of music. The building block of rhythm is pulse, which is a steady and regular beat that continues throughout a song. By understanding and emphasizing the concept of a steady beat, teachers can engage students and create a dynamic and enjoyable musical experience. Day 2 : V2 Beat & Rhythm In this segment, participants will learn how gross motor skills can be developed through the concept of rhythm and pulse. The activity, "Beat, Beat is in Your Feet," focuses on keeping a steady pulse with feet while adding rhythm on top of it. By mastering gross motor skills through activities like this, learners can become more confident in their musical abilities and create exciting music. This amalgamation of rhythm and pulse is an essential component of early music learning and sets the foundation for more complex musical concepts. 


FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 1

Day 2 : V3 Rhythm Song In this video, viewers will learn about the concept of rhythm in music, which involves the combination of long and short sounds. To aid in teaching this concept in a classroom setting, the presenter introduces a song called "Rhythm, Rhythm, Rhythm" that emphasizes the different types of notes and their corresponding sounds. The song includes a whole note, half note, quarter note, and a pair of 8th notes. By using a song to teach these musical concepts, learners can more easily retain the information and apply it in their own musical compositions. Day 2 : V4 Quarter & Eighth Notes Summary: In this video, the instructor teaches the concept of quarter and 8th notes in music by using a call and response method. The instructor provides various combinations of quarter and 8th notes for the students to clap along. Quarter notes are represented as "ta" and 8th notes as "ta Di." This method is a great way to teach musical concepts and get students engaged in music learning through simple clapback exercises. Day 2 : V5 Half Notes This script introduces the concept of half notes, which are represented by the musical symbol "Ta-u." The call and response method is used to help learners recognize and reproduce the sound of the half note. Additionally, the script mentions an activity called "Let's All Play Our Drum," which involves the use of quarter notes, 8th notes, and half notes. By introducing learners to these different types of notes and providing opportunities for practice, the script aims to help learners develop their understanding of rhythm in music.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 1

Day 2 : V6 Activity - Let's all play our drum In this video, the instructor teaches the viewers about different note values such as quarter notes, 8th notes, and half notes. After teaching them individually, the instructor combines all three note values to create a rhythm activity using the djembe. The viewers are instructed to repeat the phrase "Let's all play our drum because it's so much fun" while following the rhythm pattern. The instructor gradually increases the tempo and adds variations to the rhythm pattern. This activity helps the viewers to understand the concept of rhythm and note values in a fun and engaging way. Day 3 : V1 Time Signature This video explains what a time signature is and how it is used in music. A time signature is a notation that tells musicians how the music is to be counted. It consists of two numbers written like a fraction, with the top number indicating how many beats are in a measure and the bottom number indicating the kind of beats. The video discusses how strong and weak beats form the most common thought on strong and weak beats in four. Finally, the video ends with the hope that viewers have a complete understanding of what a time signature is. Day 3 : V2 Activity - Obwisana In this video, the presenter introduces an activity to help students learn and identify strong and weak beats in time signatures, specifically 2/4 and 3/4, using the African song "Obwisana". The activity involves holding and passing pencils in sync with the song while emphasizing the strong beats. The presenter adds a twist by having the participants perform the action in 3/4 time while singing in 4/4 time, adding an extra layer of concentration. This engaging and interactive activity can be a useful tool for teachers to assess their students' understanding of time signatures and strong and weak beats.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 1

Day 3 : V3 16th Note In this script, the speaker introduces the 16th note as one of the most beloved notes due to its popularity in music. They teach an activity called "Zimbole" to help students understand the difference between 8th notes and 16th notes. The script includes clapping and singing exercises that gradually increase in speed, challenging the students to follow along. The goal is for the students to eventually learn the song and activity well enough to teach it in their own class. Day 3 : V4 Introduction to Syncopation In this video, the instructor teaches how to learn syncopated rhythm using simple terminology "SYNCOPA." The video starts with a quick review of the previously learned rhythm patterns such as quarter notes, half notes, and 16th notes. Then, the instructor explains the concept of syncopated rhythm, which is an off-beat rhythm. The video then goes on to teach the song "Throw Catch" from the African tribe called Hosa. The song ends with the word "Gkeleza," which means turn around. The video concludes with a demonstration of how to apply the song in a class setting with two colleagues. Overall, this is an excellent resource for anyone who wants to learn syncopated rhythm and how to apply it to teaching music in a classroom setting. Day 4 : V1 Introduction to Solfeggio In this section, the Hungarian method of teaching music, Solfege, is introduced as a way to learn pitch using hand signs. The hand signs symbolize pitch systematically, indicating high or low pitch as the hand moves in a certain direction. The first note is "Doe" with a hand sign of both hands closed and facing each other, and the pitch gradually goes higher with each subsequent note until the final "Doe" octave. The six other notes, "Ray," "Me," "Far," "So," "La," and "Ti," are each represented by a different hand sign. The process of building a Solfege is briefly mentioned, and the section ends with a promise of learning how to apply this knowledge to songs and teaching it step by step to students.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 1

Day 4 : V2 Peas Porridge Hot In this section, the focus is on teaching young students songs based on solfege, which helps them learn spatial awareness and cite-sing. The first song introduced is "Peas Porridge Hot," which uses just three solfege patterns - so, me, and doe - making it easy for students to follow along. The rhythmic pattern of the song is so, me, me, so, so, me, so, me, doe. The song is sung together, and it is a fun way for students to learn three important pitch patterns. Day 4 : V3 Hot Cross Buns This lesson focuses on learning three fundamental pitches, mi, re, and do, through the popular song "Hot Cross Buns". The three pitches are introduced to help students develop their musical spatial awareness and sight-singing skills. The script provides a step-by-step guide on how to sing the song with solfege and eventually add lyrics to it. By teaching students songs based on solfege, they can easily learn and remember the pitches, which are important concepts in music. Day 4 : V4 Bounce High (La So Mi) 
 In this lesson, the instructor introduces the note "LA" and demonstrates how it looks on a solfege chart. The song "Bounce High" is then used to teach students how to sing and recognize the note "LA" in solfege. The students are encouraged to repeat after the instructor and then add lyrics to the song to reinforce their understanding of the note. 


FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 1

Day 4 : V5 Twinkle, Twinkle Little Star In this script, the speaker introduces the concept of teaching solfege using the popular nursery rhyme "Twinkle, Twinkle Little Star." The audience is led through the process of learning each pitch from DoH to LA, and then combining them to sing the song. The lesson culminates in incorporating hand signs and teaching students how to cite-sing and eventually play music. Day 5 : V1 Ready Steady Commands This script discusses the importance of using clear and assertive commands in music class to effectively engage with students. FSM has adopted the use of the "ready, steady" commands to manage large groups of students and ensure they are able to follow and play in sync. The script provides examples of using these commands in different time signatures, emphasizing the importance of being specific and explicit with your instructions. Using these commands helps students pay attention and stay focused on the task at hand, rather than fidgeting with instruments or getting distracted. By incorporating clear commands into your teaching style, you can create a more productive and effective music class. Day 5 : V2 Verbal Tabs This video tutorial introduces the concept of verbal tabs for explicit instructions on guitar playing. Verbal tabs involve calling out the name of a note on the guitar in a clear manner, making it easier for students to understand and remember. The tutorial provides examples of how to use verbal tabs for different notes and frets on different strings, demonstrating how this method can simplify learning and help students pick up instructions quickly. By using verbal tabs, teachers can provide clear and concise instructions for students, making it easier for them to focus on playing and learning.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 1

Day 5 : V3 3-5-7 Incremental Technique Breaking musical phrases into smaller segments can help students learn longer phrases and stay in rhythm. The 357 incremental technique is a teaching method that involves breaking down a series of notes into small, easily understandable chunks for students to play. The first step is to teach the first three notes, then gradually add more notes until the full phrase is played smoothly. This technique helps students become fluent with finger movements and increases productivity in the class. The script demonstrates how to use this method to teach the seven notes of Jovian Sky and Twinkle Twinkle Little Star. 
 Day 5 : V4 3-5-7 Teaching with Commands 
Teaching basic commands in 4-4 and three four time signatures have been learned, as well as the 357 increments to simplify teaching. The next step is to learn how to give these commands in 357 increments. The speaker demonstrates the commands and invites the listener to follow along. The speaker emphasizes the need for practice and planning before implementing these techniques in the classroom, as a single mistake can ruin the structure. The listener is encouraged to practice until mastery is achieved. Day 5 : V5 Accompanied Playing Accompanied playing is an essential aspect of music pedagogy that involves the use of musical accompaniment to enhance the performance of a student's musical piece. This technique is commonly used in piano and vocal lessons, where the accompanist provides musical support to the student by playing alongside their performance. Accompanied playing is a valuable tool for developing a student's musical skills, as it helps them learn to play in time with others, develop a sense of ensemble, and refine their interpretation of a piece. Additionally, accompanied playing can be used to build a student's confidence and improve their overall musicality, as they learn to work together with an accompanist to create a cohesive and polished performance.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 2

Day 8 : V1 Notation Reading This video discusses the challenge of teaching music notation reading and introduces the Beverage System as a method of simplification. The system uses names of beverages and food to represent note values and rests, making it easier for students to remember and understand. The video provides examples of how to clap and say the syllables for various note values, including whole notes, half notes, quarter notes (called "tea"), eighth notes (called "coffee"), and sixteenth notes (called "Coca-Cola"). The script also covers rests and how to count them using the word "shh". The script concludes with an exercise for students to practice clapping different rhythms using the Beverage System. Day 8 : V2 Simplifying Rhythm In this video, the music teacher demonstrates how to simplify complex or syncopated rhythms using the beverage system, which involves assigning beverage names like tea, coffee, and ice cream to different notes. The teacher breaks down the rhythms into parts and shows how to apply the beverage system to make it easier for students to understand and clap along. By the end of the video, students will have learned how to read and clap syncopated rhythms using the beverage system Day 8 : V3 Notation reading (Pitch) This video provides techniques for teaching students how to read musical pitches. The teacher starts by explaining how to recognize the notes on a staff and understand their positions on the guitar tablature. Two methods are demonstrated for helping students memorize the names of the notes on the staff - the static pitch technique, where the teacher calls out the notes in a set order and then removes them one by one, and the dynamic pitch technique, where the teacher calls out the notes in random order. The video concludes with the teacher demonstrating how to apply the same techniques to a keyboard

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 2

Day 9 : V1 PDCP At Furtados School of Music, the PDCP method is used to teach notes and develop a tune gradually. This method helps teachers execute their lesson plans in a time-efficient and systematic manner. The PDCP method consists of four stages: preparation, development, confirmation, and performance. In the preparation stage, the teacher checks the finger positions and notes needed in the piece in the order they appear on the instrument. In the development stage, the notes are played in the sequence as they appear in the song, helping students learn the rhythm and memorize the melody. In the confirmation stage, the students play the notes at the right part of the beat. Finally, in the performance stage, the students play the phrase or song as it is supposed to sound, accompanied by chords and a drumbeat or backing track. The PDCP method is an effective and enjoyable way to teach music to students. 
 Day 9 : V2 PDCP This video focuses on teaching Part One of "The Divide" piece using the PDCP (Preparation, Development, Confirmation, Performance) method. The instructor starts with the preparation phase by explaining the first seven notes and their finger positions, playing them in the order they appear on the keyboard, and gradually increasing the tempo. Then, in the development phase, the notes are played in the order of appearance in the song without adding rhythm. Finally, the tutorial introduces the rhythm part, simplifying it by breaking it down into clapping exercises and gradually adding ties and more complex rhythms. Day 9 : V3 Relay Play (Tag Team) In this video, the educator suggests a teaching technique called "relay play" or "tag team method" for music education. The method involves dividing the class into two groups and asking them to play or sing a newly learned phrase in parts. The first group plays the first four bars, and the second group continues with the next four bars. This helps the students to orally and mentally prepare the parts and play or sing all the notes present. After a few rounds of relay play, the entire class can play all eight bars together. This method can be used for small or larger groups and even for individual students.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 2

Day 9 : V4 Relay Play (Tag Team) The tag team technique is a team-effort teaching method that can be used in guitar lessons, especially when playing chords. This technique helps take the pressure off students who struggle to play one chord after the other in a song format. The teacher and student take turns playing the chords, allowing for more time between each chord change to prepare for the next one. In this way, students can have fun while learning, and it is a lot less pressure for them to not have to play all the chords at once. This technique is an effective way to teach guitar chords, and it can be used in group classes to make it even more enjoyable. Day 9 : V5 Relay Play (Tag-Team) In this video, the educator introduces a teaching technique called "tag team" to help students learn a musical piece effectively. The piece used for demonstration is Old McDonald's, where the students are divided into two groups, A and B. Group A plays the first 2 bars with the left hand, while Group B plays the next 2 bars with the right hand. The speaker emphasizes the importance of keeping both groups engaged and suggests having the inactive group clap or play a single note to maintain focus. Additionally, the class can be divided into melody and harmony parts, further enhancing their learning experience. The ultimate goal is for the class to play all parts together, and the tag team approach ensures that everyone is prepared and engaged in the learning process. Day 10 : V1 Introduction to Western Vocals In this video, you will learn about the fundamental concepts of Western vocal singing and how to bring them to life in your classroom. The video starts with the basics of voice production and explains how to introduce this topic to your students. The instructor begins by defining what voice is and why we sing. Then, they proceed to explain the parts of the body that contribute to the formation of the voice, which includes the chest and lungs, the voice box or larynx, and the mouth and nose. The video emphasizes the importance of taking care of one's body through regular exercise to maintain good vocal health. By the end of the video, viewers will have gained a basic understanding of the most critical body parts involved in singing.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 2

Day 10 : V2 I-Do-We-Do-You-Do In this video, the teacher introduces a vocal exercise to help students relax the muscles involved in singing and improve their vocal ability. The teacher explains that the exercise follows the methodology of "I do, we do, you do," where the teacher demonstrates the activity, performs it with the students, and then allows the students to do it on their own. The exercise involves closing the mouth and smiling while humming, and the teacher guides the students through the exercise. The teacher reminds the students to observe and listen carefully and conduct the exercises using the I do, we do, you do method. Day 10 : V3 Introduction to Pitch In this video, the focus is on developing a strong foundation in singing by understanding and mastering three important elements of music - pitch, timbre, and intonation. The author provides a brief explanation of each term and emphasizes the importance of tuning the pitch, correcting the timbre, and using the correct intonation. The script then introduces a pyramid exercise that helps to improve control over singing and develop a better understanding of scale degrees. The readers are encouraged to practice the exercise and strengthen their singing skills. Day 10 : V4 Solfeggio Solfege is a system of naming notes in a scale using syllables like do, re, mi, fa, so, la, and ti. It was first developed over 1000 years ago by an Italian monk named Gido to help his choir learn new melodies more quickly. Over time, the system evolved to become the familiar do-re-mi-faso-la-ti-do that we know today. Solfege helps musicians recognize and understand patterns in music, and it is an essential tool for music students to learn. In this video, we explore the history of solfege and its importance for musicians.




FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 2

Day 10 : V5 Solfa Hand Signs Solfege hand signs are a visual aid used in singing to represent each tone of the seven-note solfege system. In this guide for beginners, each hand sign is given a specific shape for you to make with your hand while singing. The hand signs can be produced using one hand and simply require keeping one hand free while singing. Starting with your hand at about the level of your torso, right in the middle, you can make the following shapes as you sing each note of the major scale. With practice, you can easily learn solfege hand signs and incorporate them into your singing routine. Day 11 : V1 Intro to Canon (Canon Song) In this session, viewers will learn about Canon singing through a demonstration of the Canoe Song. The song features a rhythmic base, followed by a Melody Line and Canon. Tushar and Prajakta will showcase their skills by singing the rhythmic line and main melody, respectively. The demonstration will first be done in unison before transitioning to the Canon. The session highlights how Canon singing can increase student concentration, especially when playing in an ensemble. The session concludes with the wings flying, dipping, and swinging in the song. Day 11 : V2 Are you sleeping (Canon) In this video, the speaker introduces the popular nursery rhyme "Are You Sleeping?" and proposes to sing it in Canon. Canon singing is a type of polyphonic music in which two or more voices sing the same melody but start at different times, creating an overlapping effect. The instructor suggests that Canon singing can be a great exercise for concentration, and encourages teachers to teach this to their students of all ages. The video provides the lyrics to the song and guides the audience through singing it first in unison and then in Canon twice. Overall, this activity is presented as a fun and educational way to engage children in music and develop their musical skills.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 2

Day 11 : V3 Teaching songs using Beverage Method In this video, the instructor encourages teachers to apply the various techniques and methodologies they have learned to bring a song to life. Using the simple song "Lavender's Blue" as an example, the instructor employs the Beverage Method to teach the rhythm of bars 9 and 10 of the song in a fun and simple manner. The instructor then prompts the viewer to practice clapping the rhythm using the I Do, We Do, You Do technique. By using these two methods, the reader can improve their understanding of rhythm and apply it to other songs as well. Day 11 : V4 Call & Response In this video, the instructor provides techniques for teaching solfege notes in music to students. The focus is on bars 9 and 10 of the song Landers Blue. The method suggested is call and response, where the teacher uses commands "ready, steady" to initiate the response from students. The time signature of the song is 3/4, and the notes in each bar are demonstrated and practiced together before the students try it themselves. The instructor suggests using this approach for teaching solfege notes in other bars of the song as well. Day 11 : V5 Introduction to SATB This video aims to introduce advanced students to SATB singing, which is a four-part singing style mainly used in choral music. SATB stands for soprano, alto, tenor, and bass, with each voice assigned to either male or female singers. The soprano and alto parts are usually sung by females, while the tenor and bass parts are assigned to males. The soprano voice is the highest and usually carries the main melody, while the alto voice is lower in pitch and harmonizes with the soprano. The tenor voice has a mid to high range and can sometimes be assigned the main melody, while the bass voice is the lowest and provides the foundation for harmony. The video includes audio examples of each voice type to help students understand the different parts of SATB singing.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 2

Day 12 : V1 Charmaine Classroom Management Classroom management is the process of ensuring that classroom lessons run smoothly without disruptive behavior from students. Effective management techniques can help teachers create a positive learning environment for students. This video explores three techniques that can help teachers manage their classrooms effectively: behavior management, practice simulation, and music appreciation. Behavior management focuses on maintaining positive habits and reducing negative behaviors. Practice simulation is an engagement activity that helps students develop good habits and practice skills as prescribed. Music appreciation is an important aspect of classroom management that involves understanding the various genres, cultures, and styles of music to inspire students to practice and develop an appreciation for the subject. The video explains how these techniques can be incorporated into the classroom to create a positive learning experience. Day 12 : V2 Classroom Management In this video, the instructor discusses the things that one should have in their guitar class to have an ideal lesson. The instructor starts with the importance of taking attendance at the beginning of the class and moves on to the discussion of the lesson plan. The lesson plan must include warm-ups, technique-based activities, listening activities, creativity exercises, and performance ideas. The instructor also talks about assigning homework and making the students aware of class contracts. The author emphasizes the need to have a laptop or PC for backing tracks, a whiteboard with a marker and duster, plenty of picks, guitar stands, and extra strings in the class. Finally, the instructor stresses the importance of having a tuner in the class and positioning the guitar stand to the right of the teacher.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 2

Day 12 : V3 Classroom Management A successful music class requires proper planning and organization, which includes lesson plans, attendance, and warm-up exercises. The class should have a balance between playing and non-playing activities and include discussions on homework and techniques. To maintain control over the class, a class contract is necessary. In terms of physical requirements, a music classroom needs a board, a keyboard, a stand, an adapter, a bench or seat, and a metronome. While not essential, amplifiers, cables, and extension boards can be helpful additions. With these items in hand, music teachers can ensure that their students have a productive and enjoyable learning experience. Day 12 : V4 Trial Demo Robin explains how to conduct a demo for potential students at Furtados School of Music. Starting with rhythmic exercises, he then introduces the acoustic guitar, discussing the different parts and how to hold it. He demonstrates how to hold a pick and play the guitar strings to differentiate between high and low pitches. Throughout the demo, he teaches the basics of playing guitar, making potential students want to sign up for guitar lessons. Day 12 : V5 Trial Demo This video is a guide for a keyboard demo class, led by a teacher named Suraj. In the class, students learn about rhythm and pitch before moving on to playing the keyboard. Suraj teaches the students about the different notes in music and how to identify the C note, which makes it easier to play other notes. He also teaches the students how to number their fingers and play notes with each finger. By the end of the class, the students have played the notes C, D, E, F, and G with each of their five fingers. This demo class is a great starting point for anyone who wants to learn the basics of playing the keyboard.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 3

Day 15 : V1 LB Overview This video provides an overview of Learn buddy, a website that can be accessed on smartphones, tablets, and computers. To use the platform, users need to log in with their credentials and will be directed to the dashboard. From there, they can access various resources including FSM Courses, Concepts and Exercises. The dashboard also provides options for tracking progress, uploading schedules and student data, marking attendance, and checking exam questions. Users can search for specific topics or access courses organized by instrument and grade level. Each course includes videos for fundamentals, music theory, and songs, with accompanying lesson objectives, score sheets, backing tracks, concept and exercise videos, assessments, quizzes, and practice materials. Day 15 : V2 LB Pre-requisites This tutorial video on Learn buddy begins with a quick review of the login process, where the user enters the website's address in the browser and logs in using their credentials. The video then moves on to explore the other tabs visible on the left-hand side, including Progress and Exam and provides guidance on how to use them effectively. The Upload Schedule feature is discussed in detail, explaining how teachers can add classes one at a time based on the school's fixed timetable. Day 15 : V3 Practice (Assignments) This video provides a tutorial on using Learn Buddy's Practice Tool for recording and assessing student performances. The tool allows users to select a student, access a music sheet, and record themselves or their student. However, the tool only works with one track at a time and may disable recording if multiple instruments are present. Users must also be aware of the tracks and recording options, such as enabling "demo audio" during recording, which may cause inaccurate results. The tutorial also covers the suggested score goal and how it differs from the student's accuracy score. Overall, the video offers a helpful guide for educators and students using Learn Buddy's Practice Tool for music assessment.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 3

Day 15 : V4 Assessment Tools This video provides instructions on how to launch the assessment tool for keyboards in the Furtados School of Music through the Learn Buddy app. The assessment option is only available for keyboards, and all keyboards in the class must be connected to a Windows computer via a USB cable with the assessment tool pre-installed. Before launching the assessment, it is important to ensure that the Learn Buddy app is running on the desktop. Once the app is running, the assessment can be launched, and students can play one by one, with their status appearing as OK or not. The tool provides accuracy in pitch and rhythm and the total score for each student. If any issues arise, the relevant teams, such as the IT or tech team, should be contacted. Day 15 : V5 FSM Exams The Learn Buddy app provides concept videos and other learning materials that students can access after the teacher marks them as complete. Teachers can also view question papers for the assessments by selecting the instrument and grade level they are teaching. Students can practice theory assessments by attempting mock exams on the app and receive a certificate upon completion of both practical and theory exams. The speaker also announces the launch of FSM International exams in collaboration with OFQUAL, providing international accreditation recognized worldwide. The topics covered under FSM's theory assessment can also be viewed and practiced under special lessons, including articulations and dynamics. Teachers are encouraged to mark these lessons as completed and to encourage students to apply for FSM International exams to develop a strong foundation in theory concepts.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 3

Day 16: V1 Instrument pedagogy using LB ( Keyboard & Guitar) This video guide provides an in-depth look at the Keyboard and Guitar courses in Learn Buddy. Starting with the Keyboard fundamentals, it covers topics that are important for students to understand before starting with songs. Each lesson includes videos, practice tools, quizzes, and assessments. The Music Theory section provides videos and support materials for specific topics, followed by a quiz and mock exam. Similar to the Keyboard course, the Guitar Fundamentals section covers necessary terminologies and exercises, with lessons tailored to the guitar. The Songs section includes lesson objectives, score sheets, backing tracks, quizzes, and practice tools. The guide concludes with a look at the final lessons for all songs in both courses, which includes backing tracks at both practice and performance tempos. Day 16 : V2 Instrument pedagogy using LB (Western Vocals) 
The Learn Buddy Songs are designed to engage students in singing songs while having fun. The songs are broken down into multiple videos for seamless learning, which includes an introduction video that introduces the song and important aspects like key and tempo, a rhythm clap video that breaks the song into bars for easy understanding of the rhythm, a vocable lesson that teaches the melody of the song using the syllable 'La,' a solfege lesson that improves students' sense of identifying intervals, a lyrics lesson that directs the students to sing the lyrics to the song, and a final performance lesson that allows the students to sing the entire track of the song without vocals. This comprehensive learning experience ensures that students become familiar with the tune of the song, understand the solfege, and confidently sing all the different sections of the song with the words.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 4 Day 22 : V1 Class Contracts A class contract is an agreement between a teacher and their students, outlining the expectations, rules, and responsibilities for behavior in the classroom. In music classes, a class contract can be an effective tool for classroom management. This segment outlines the key elements of a class contract for music teachers, including classroom rules, consequences, responsibilities, and rewards. It emphasizes the importance of involving students in the process of creating the contract, posting it in the classroom, and reviewing it regularly. However, the article also acknowledges that class contracts may not work for all students or classrooms and encourages teachers to assess suitability and be willing to adapt or adjust the contract as needed. Overall, a class contract is a powerful tool for establishing clear expectations and maintaining a positive learning environment in music classes. Day 22 : V2 Entering the Classroom Having a routine for students entering the classroom is essential for maintaining discipline and structure in music classes. This video offers tips and techniques for creating an effective routine that not only helps students enter the class calmly but also helps them develop their gross motor skills. The instructor suggests starting with a simple beat and asking students to enter in rhythm, which also helps them develop a sense of timing and coordination. Additionally, the instructor recommends establishing a seating arrangement, such as assigning specific seats based on student roll numbers or instrument types, to maintain organization and focus during class. Day 22 : V3 Warm-ups In this video, the importance of creating a routine for music classes is discussed. The instructor suggests that having a routine can help students develop their gross motor skills and save time in the lesson. The instructor suggests starting with a simple warm-up tune and having a set of warm-up songs for the entire year. The routine can include a roll call of absentees, a warm-up, and then the real lesson can begin. The instructor also suggests using a rhythm clap pack to teach rhythm patterns and then moving on to sight-reading and playing instruments or singing. Having a routine can help students know what to expect in class and create a more productive learning environment.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 4 Day 22 : V4 Exiting the Classroom This video emphasizes the importance of creating routines for music classes, starting from the way students enter the classroom, to warm-ups and the way they exit. The instructor suggests using a specific beat for entering and having a set routine for students to follow, including sitting in their respective seats and doing roll calls. The importance of having warm-up songs that are repetitive and engaging is also emphasized, with some examples provided. Finally, the instructor suggests using a goodbye song or popular track for students to exit the classroom on a positive note. By establishing routines, students are better able to develop their motor skills, and teachers can save time and increase productivity during lessons. Day 22 : V5 ALT This video discusses the concept of Academic Learning Time (ALT) and offers practical strategies for maximizing the amount of time students spend actively engaged in learning. The presenter emphasizes the importance of better planning and preparation, buffering distractions, creating efficient procedures, eliminating the free time, ensuring quick and proper transitions, giving clear and concise directions, and having a backup plan. By implementing these strategies, teachers can create a structured and focused learning environment that allows students to achieve their full potential. Day 22 : V6 Know your student This video emphasizes the importance of music teachers getting to know their students to create a positive and effective learning environment. The instructor lists several ways that teachers can get to know their students, including learning their names, backgrounds, skills, and behavior, as well as communicating with parents and observing their interactions. By understanding their students' needs, strengths, and weaknesses, teachers can tailor their instruction and create a curriculum that is engaging and effective. The video concludes by stating that highly effective teachers create purposeful opportunities to learn about their students and approach them like a friend and mentor.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 4 Day 22 : V7 Develop Healthy Relationships with School Music teachers can benefit greatly from developing healthy relationships with school authorities such as the principal and administrators. This can lead to valuable support and resources, collaboration with other teachers and staff, professional growth opportunities, advocacy for the music program, and problem-solving support. By showing responsibility and being professional, music teachers can build positive relationships that create a more positive and effective learning environment for students and a more enjoyable and rewarding experience for themselves. Day 22 : V8 No touch Policy Physical contact with students has been a topic of concern in schools for a long time. Teachers must maintain professional boundaries and avoid any form of physical contact with children. This includes gestures like a hi-five, a pat on the shoulder, or even showing hand positions for different instruments in a music class. Violating this rule can lead to serious consequences for the teacher, including legal action taken by the school or parents. Therefore, teachers need to follow the No Touch Policy in schools to maintain a safe and comfortable learning environment for students. Day 23 : V1 School Etiquettes School etiquettes are essential for teachers to create a safe, positive, and respectful learning environment. It includes being punctual, prepared, and professional, displaying a positive attitude and work ethic, developing healthy relationships with school authorities, and adhering to dress codes. Other etiquettes include lesson planning, establishing class contracts, academic learning time, and knowing students' needs. Following these etiquettes can prevent conflicts, build trust, and foster positive relationships among students, colleagues, and parents. It also leads to job satisfaction and higher retention rates.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 4 Day 23 : V2 Communication Skills Clear and effective communication skills are crucial for music teachers in guiding and instructing their students in their musical development. Such skills help teachers to convey musical concepts, instructions, and feedback in a way that is easily understood by students. Good communication also helps to build positive relationships with students, leading to a more productive and enjoyable learning experience for both parties. Moreover, effective communication skills can be beneficial in creating a positive classroom environment, encouraging student participation and engagement, giving constructive feedback on student progress, communicating with parents and other educators, and working effectively with other music teachers and school staff. Overall, communication skills are an essential tool for music teachers in creating successful learning environments and helping students achieve their musical goals. Day 23 : V3 Classroom Management As a music teacher, managing your classroom is an essential aspect of ensuring that lessons run smoothly without disruptive behavior from students. In this video, we have compiled a list of specific techniques that you can use to create and maintain appropriate behavior in your classroom settings. These techniques include using a timer, a seating chart, a signal, a checklist, positive language, and a reward system. Additionally, we explore various call-and-response techniques such as chanting, clapping back, and even pretending to eat marshmallows to grab students' attention. However, it's important to remember that classroom management is not a one-size-fits-all approach, and techniques that work best will depend on individual students, the class, and the school's context. Being flexible and adaptable to different situations and willing to try new techniques as needed is crucial for effective classroom management.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 4 Day 23 : V4 Flipped Classroom A flipped classroom approach in music teaching involves assigning students video lectures or other materials to study before class, with class time used for interactive activities and discussion. This approach can offer several benefits for music teachers, such as allowing students to learn at their own pace and enabling teachers to provide more individualized instruction and feedback, as well as facilitating lesson planning and preparation. Additionally, the flipped classroom approach allows for more interactive activities, discussions, and time for applied learning and performance, which are crucial for music students. However, it's essential to consider the suitability of flipped classrooms for all students and assess the availability of necessary resources and technology before implementation. Nevertheless, platforms like Learn Buddy provide an opportunity for teachers to assign concepts and exercises as homework, and the students can prepare at home Day 23 : V5 Behavior Management As a music teacher, it is essential to create a safe learning environment for your students, and behavior management is a key component of achieving this goal. This script provides several strategies that can be used to manage student behavior in music classrooms. The first strategy is to establish clear expectations and rules at the beginning of the school year, and consistently reinforce them throughout the year. Positive reinforcement should also be used to encourage appropriate behavior, in addition to consistent consequences for inappropriate behavior. Communication with parents about student behavior is also important, as is encouraging selfreflection in students. Ultimately, the goal is to create a positive classroom environment that promotes community, mutual respect, and engagement. However, it's important to recognize that there is no one-size-fits-all approach to behavior management, and strategies will depend on the individual student, the class, and the school.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 4 Day 24 : V1 Lesson Plan 
 Lesson plans are essential guides for teachers, providing a detailed outline of what students need to learn, how it will be taught, and how learning will be measured. This script emphasizes the importance of creating SMART objectives, ensuring that they are specific, measurable, attainable, relevant, and time-based. Additionally, lesson plans should include time allocation for practical, theory, and activity sessions, based on the class strength and student potential. A start routine, including revision from the previous class, and an end routine, such as quick assessments, should also be included. Finally, regular reflection and assessment are important to ensure that students are learning effectively. Teachers need to create a lesson plan for every class before it begins, to benefit both students and teachers. Day 24: V2 Lesson Plan Breakdown (Keys & Guitar) This video gives you an example of the Lesson Plan for Keyboards & Guitar Day 24 : V3 Recital Planning This video gives you the tips and tricks to plan your recital / performance events Day 25 : V1 Summary In this video, the viewer is reminded to revise all the topics covered and complete all assessments in the modules to be entitled to a certificate of completion. The instructor encourages them to keep trying until they reach the cut-off score, as every attempt will only help them grow and improve musically. The script ends with a message of confidence that the viewer will excel in all the quizzes and become a better music educator as a result of the course.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 4 Day 25 : V2 Tips to prep students for recitals In this video, the instructor shares some important tips for preparing students for recitals. The first step is to choose a piece that is of the right level for the student and that they enjoy playing. Next, decide if it will be a solo or group performance and practice accordingly. It's important to encourage the students throughout the process and monitor their progress. Make sure the guitars are in good condition and decide whether the student will be playing standing up or sitting down. The speaker emphasizes the importance of having fun and enjoying the moment on the day of the recital. Day 25 : V2 Tips to prep students for recitals This video provides helpful tips for both teachers and students to prepare for a recital. It suggests practicing the piece in three different ways, including using the book while playing, practicing without the instrument but with the book, and practicing without the book, just with the instrument. The video also emphasizes the importance of enjoying the performance and understanding the meaning of the song or piece being performed to express it better. The ultimate goal is for the students to feel comfortable and confident on stage and have a successful and enjoyable recital experience. Day 25 : V3 Tips for Music Teacher In this video, the speaker highlights the diversity of India's music and how, despite this, there is no state where only Western music is practiced. Therefore, learning Western music is essential to promote a universal language of music in the country. The speaker emphasizes the responsibility of music educators to teach fundamental skills and continually upskill themselves to provide the best music education possible. Lastly, the speaker stresses the importance of educating India's young population in the language of music and encourages support for the movement towards quality music education through the use of FSM.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM 
Curriculum : Week 4 DAY 25: V Summary In this video, the instructor reflects on the entire music fundamentals course, highlighting the essential concepts that every school teaches. The instructor recaps the topics covered, including rhythm, note values, teaching pitch through solfege, classroom management routines and contracts, and canons and activities. The viewer is encouraged to apply these concepts and become a better music educator who can reach their peak in the classroom. The video ends with the speaker wishing the listener all the best and expressing gratitude for their participation in the course.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM Teaching Methods

1. Ready Steady Commands - This method involves using clear and assertive commands to manage large groups of students and ensure they are able to follow and play in sync. The importance of being specific and explicit with instructions is emphasized. 2. Verbal Tabs - This method involves calling out the name of a note on the guitar in a clear manner, making it easier for students to understand and remember. The tutorial provides examples of how to use verbal tabs for different notes and frets on different strings, demonstrating how this method can simplify learning and help students pick up instructions quickly. 3. 3-5-7 Incremental Technique - This technique involves breaking down a series of notes into small, easily understandable chunks for students to play. The first step is to teach the first three notes, then gradually add more notes until the full phrase is played smoothly. This technique helps students become fluent with finger movements and increases productivity in the class. 4. Accompanied Playing - This method involves the use of musical accompaniment to enhance the performance of a student's musical piece. This technique is commonly used in piano and vocal lessons, where the accompanist provides musical support to the student by playing alongside their performance. Accompanied playing is a valuable tool for developing a student's musical skills, as it helps them learn to play in time with others, develop a sense of ensemble, and refine their interpretation of a piece. 5. Notation Reading - The Beverage System is introduced as a method of simplifying music notation reading by using names of beverages and food to represent note values and rests. The video provides examples of how to clap and say the syllables for various note values and rests. 6. Notation reading (Pitch) - This video provides techniques for teaching students how to read musical pitches. The teacher uses the static pitch technique and the dynamic pitch technique to help students memorize the names of the notes on the staff. 7. PDCP - The PDCP method is used to teach notes and develop a tune gradually. This method helps teachers execute their lesson plans in a time-efficient and systematic manner. The PDCP method consists of four stages: preparation, development, confirmation, and performance. 8. Relay Play (Tag Team) - This method involves dividing the class into two groups and asking them to play or sing a newly learned phrase in parts. The first group plays the first four bars, and the second group continues with the next four bars. This helps the students to orally and mentally prepare the parts and play or sing all the notes present.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM Assessment and Evaluation

Assessment and evaluation are crucial components of any educational program, and the Music Pedagogy Certificate Program is no exception. In this program, there are three main types of evaluation: Practical Assessment, Theory Assessment, and Video Assessment. Let's take a closer look at each of these types of evaluation. Practical Assessment: The Practical Assessment in the Music Pedagogy Certificate Program is designed to evaluate your ability to play the Learn Buddy Pieces that are provided in the LMS in week 3. This assessment will be marked out of 100, and you will be expected to demonstrate your skills and proficiency in playing these pieces. The marking criteria for this assessment will be based on your accuracy, timing, tone, and overall musicianship. Theory Assessment: The Theory Assessment is another important evaluation in the Music Pedagogy Certificate Program. To prepare for this assessment, you will need to attempt the Theory Papers that are located under Exams, and you can identify them day-wise. This assessment will also be marked out of 100, and you will be evaluated on your knowledge and understanding of music theory, including concepts such as notation, rhythm, harmony, and melody. The marking criteria for this assessment will be based on your accuracy, depth of knowledge, and overall understanding of the subject matter. Video Assessment: The Video Assessment is the third type of evaluation in the Music Pedagogy Certificate Program, and it is designed to evaluate your ability to teach music effectively. To prepare for this assessment, you will need to refer to the assessment pdf that has been shared with you and attempt the questions mentioned as per the day and the week of the course. This assessment will also be marked out of 100, and you will be evaluated on your ability to communicate musical concepts clearly, demonstrate teaching techniques, and provide constructive feedback to students. The marking criteria for this assessment will be based on your clarity of communication, effectiveness of teaching techniques, and ability to provide meaningful feedback.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM Assessment and Evaluation

The Music pedagogy certificate program has a specific marking scheme, which is used to determine the level of proficiency of the participants. The marking scheme for the Music pedagogy certificate program is based on a scale of 100 marks, with different divisions assigned to different ranges of marks. The Music pedagogy certificate program marking scheme has four divisions: Outstanding, First Division, Second Division, and Third Division. The Outstanding division is the highest division and is awarded to those participants who score between 85-100 marks. This division indicates that the participant has demonstrated exceptional performance in all aspects of the program. The First Division is awarded to those participants who score between 75-84 marks. This division indicates that the participant has demonstrated a very good level of performance in all aspects of the program. The Second Division is awarded to those participants who score between 61-74 marks. This division indicates that the participant has demonstrated a satisfactory level of performance in all aspects of the program. The Third Division is the lowest division and is awarded to those participants who score between 40-60 marks. This division indicates that the participant has not performed well in all aspects of the program and needs improvement. Participants who score below 40 marks do not qualify for certification. The final score of a participant is calculated by taking the average of all scores derived from the Practical assessment, Theory assessment, and Video assessment. Practical assessment refers to the evaluation of the participant's ability to apply the concepts and skills learned in a practical setting. Theory assessment refers to the evaluation of the participant's understanding of the theoretical aspects of the program. Video assessment refers to the evaluation of the participant's ability to teach a specific topic in a video format.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM Assessment and Evaluation

The following table summarizes the marking scheme for the Music pedagogy certificate program: Division

Range of Marks

Performance Level

Outstanding

85-100

Exceptional performance in all aspects

First Division

75-84

Very good performance in all aspects

Second Division

61-74

Satisfactory performance in all aspects

Third Division

40-60

Needs improvement in all aspects

No Certification

Below 40

Does not qualify for certification

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM Policies and Procedures No Refund Policy : Please note that the Music Pedagogy Certificate Program offered by Furtados School of Music (FSM) has a strict no refund policy. Once the program commences, participants are not entitled to any refund of their course fees, regardless of whether they choose to quit the program after day 1 or at any point thereafter. This policy is in place to ensure that participants commit to the program and take it seriously. Therefore, participants are advised to carefully consider their decision to enroll in the program before making any payment towards their course fees. Attendance Policy : Attendance is mandatory for all participants throughout the duration of the Music Pedagogy Certificate Program (MPCP) course, which is for 4 weeks. Participants are expected to attend all scheduled classes and workshops, and to arrive on time. Participants must attend a minimum of 80% of the scheduled classes and workshops to be eligible to receive a certificate of completion. If a participant misses more than 20% of the scheduled classes and workshops, they will not be eligible to receive a certificate of completion. Participants who are unable to attend a class or workshop must inform the instructor in advance, preferably by email or phone, providing a valid reason for their absence. In case of an emergency, such as illness or family emergency, participants are required to inform the instructor immediately and provide appropriate documentation if required. Participants are not allowed to leave a class or workshop early without the prior permission of the instructor. Leaving early without permission will be marked as an absence. If a participant misses a class or workshop, they are responsible for catching up on the missed material and assignments. In case of repeated absences or tardiness, the program administration reserves the right to take appropriate action, which may include revoking the participant's enrollment in the MPCP course. By enrolling in the Music Pedagogy Certificate Program offered by Furtados School of music, participants acknowledge and agree to abide by the Attendance Policy outlined above.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM Disclaimer Please note that all content produced for the Music Pedagogy Certificate Program by Furtados School of Music (FSM) is the sole property of FSM and is protected by copyright laws. Participants in the program are strictly prohibited from downloading or sharing any digital content. Any unauthorized use or distribution of the content is a violation of the terms and conditions of the program and may result in legal action by FSM. Therefore, participants are advised to refrain from such practices and comply with the program's policies to avoid any legal consequences.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM Faculty and Staff

SR Malsawmtluanga is an accomplished music coach, trainer and has performed with several trainings at Furtados School of Music. With 11 plus years of experience in teaching, training and coaching, he brings a wealth of expertise to the role. In addition to his teaching and performing career, SR is also an active member of Music Pedagogy Certification Program Team. With his extensive knowledge and experience in music pedagogy, SR is dedicated to providing his students with a comprehensive and engaging learning experience that prepares them for successful careers in music education.

Shiney Bangera is the Head Academic at Furtados School of Music. She has a strong background in music pedagogy and research. In her role as Head Academic, Shiney provides strategic direction and oversight for the Music Pedagogy Certification Program. She works closely with faculty, staff, and students to ensure that the program is delivering high-quality education that prepares candidates for successful careers in music education. Through her leadership, Shiney promotes a culture of excellence, innovation, and collaboration within the Music Pedagogy Certification Program. She is committed to ensuring that the program continues to evolve and adapt to meet the changing needs of the music education field.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM Faculty and Staff

Lovelina Dsouza is the Head of Human Resources at Furtados School of Music. With 16 plus years of experience in HR management, she brings a wealth of expertise to the role. Lovelina has worked in various industries, including higher education, and has extensive knowledge of HR policies and practices. She is committed to creating a supportive and inclusive workplace culture that values diversity, equity, and inclusion. In her role as Head of HR, Lovelina is responsible for overseeing all HR functions at Furtados School of Music. She works closely with faculty, staff, and students to provide HR services such as hiring, onboarding, benefits, and performance management.

Samrudhi Gamare is the Human Resources Single Point of Contact for the Music Pedagogy Certification Program. In this role, she serve as a liaison between faculty, staff, and students to ensure a smooth and efficient operation of the program. Samrudhi is committed to promoting a positive and inclusive workplace culture that values diversity, equity, and inclusion. She is available to assist faculty and students with any HR-related questions or concerns. Through her role as HR Spoc, Samrudhi supports the success of the Music Pedagogy Certification Program by ensuring that faculty and students have the resources and support they need to excel in their work and studies.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM Glossary Pulse Definition: Pulse is a steady and regular beat that continues throughout a song. It is the basic building block of rhythm and is essential for engaging students and creating an enjoyable musical experience. Solfege Definition: Solfege is a system of singing syllables used to teach sight-singing, which is the ability to read and sing music at sight without prior preparation. Canon Definition: Canon is a musical form where a melody is played by one voice or instrument and then imitated by another voice or instrument after a short delay. It is a technique commonly used in classical music. Gross motor skills Definition: Gross motor skills refer to the ability to control large muscles in the body, such as those used in running, jumping, and balancing. In music education, gross motor skills can be developed through activities that involve movement and rhythm. Whole note, half note, quarter note, and 8th notes Definition: These are musical symbols used to represent the duration of a sound in a piece of music. A whole note represents four beats, a half note represents two beats, a quarter note represents one beat, and an 8th note represents half a beat. These symbols are important for understanding and reading musical notation. Note values - A system of notation used to represent the duration of musical sounds or notes. In this context, it refers to different note values such as quarter notes, 8th notes, and half notes used in rhythm activities. Time signature - A notation used in sheet music to indicate the number of beats in each measure and the kind of note that receives one beat. It consists of two numbers written like a fraction. Strong and weak beats - Refers to the emphasis given to certain beats in a measure of music. The stronger beats are emphasized while the weaker beats are de-emphasized. 16th note - A musical note that has a duration of 1/16 of a whole note. It is commonly used in music.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM Glossary Syncopation - An off-beat rhythm in music that creates an unexpected accent or emphasis. It is often used to create a sense of excitement or tension in the music. Solfeggio - A system of teaching music that uses hand signs to represent different pitches. It is often used as a method for learning pitch and is commonly used in choir settings. 3-5-7 incremental technique is a teaching method that involves breaking down a series of notes into small, easily understandable chunks for students to play. Accompanied playing: A music teaching technique that involves using musical accompaniment to enhance a student's performance of a musical piece. This technique helps students learn to play in time with others and develop a sense of ensemble while refining their interpretation of a piece. Notation reading: The ability to read and interpret musical notation, including the identification of notes, rhythms, and other musical symbols. Beverage System: A teaching method that simplifies music notation reading by using names of beverages and food to represent note values and rests. Syncopated rhythms: A rhythm that emphasizes the off-beats or weak beats in a measure. This type of rhythm can be complex and difficult to read or perform. Pitch: The highness or lowness of a musical sound, as determined by its frequency. PDCP method: A teaching method used to teach notes and develop a tune gradually in four stages: preparation, development, confirmation, and performance. This method helps teachers execute their lesson plans in a time-efficient and systematic manner.

FURTADOS SCHOOL OF MUSIC

MUSIC PEDAGOGY CERTIFICATE PROGRAM Acknowledgement We would like to extend a heartfelt acknowledgment and special mention to the creators of Furtados School of Music's - Music Pedagogy Certificate Program. Their dedication, hard work, and passion have resulted in the development of an exceptional program that is instrumental in shaping the next generation of music educators. First and foremost, we would like to acknowledge and thank our CEO's : Mrs. Dharini Upadhyaya & Mrs. Tanuja Gomes. Their passion and commitment to excel have inspired countless teachers & educators, to pursue careers in music education. Additionally, we would like to acknowledge the contributions of the program's instructional team, Mr. Ryan Bangera, Ms. Charmaine Lobo, Mr. Suraj Shetty, Mr. Tushar Sharma, Mr. Robin .T, Mrs. Prajakta Raorane & Mrs. Kaisii Dziiphro . Their dedication to teaching and commitment to student success have created a supportive learning environment that fosters growth and development. Finally, we would like to thank the entire Content team at Furtados School of Music for their unwavering support throughout in producing this program. Thanks to : Terence Pascal (Lead Creative Integration) Tushar Sharma (Project Manager) Suraj Shetty (Sr. Curriculum Manager) Manvendra Rawat (Curriculum Design & Score Engraver) Hansel Fernandes (Motion Graphics, DOP & Animation) Pratyush Bharali (DOP, Video Editor) Harshil Shah (Audio Engineer)