Mario Maxwell Müller 
Music lesson using Vygotsky’s ‘Zone of Proximal Development’ 

Essay from the year 2022 in the subject Didactics – Common Didactics, Educational Objectives, Methods, University of the People, course: Masters in Education (Advanced Teaching for Elementary, Middle and Secondary), language: English, abstract: The following essay will demonstrate how to use Vygotsky’s ‘Zone of Proximal Development’ during the Baroque Period in music to encourage and motivate students to conclude their work assigned and be on task whilst considering their options in terms of Music History and familiarising themselves with the music history period of 1600 – 1750.

A very important part of the curriculum is to allow students to compose music, and create their own original compositions using the stylistic features of prominent composers from the Baroque period. Students concluding the IB DP programme will have to conclude the music analysis and have to comment on their research being critical thinkers focussing on one of the areas. The exploration of diverse musical material is focused through the lenses of four areas of inquiry, which include music for sociocultural and political expression, music for listening and performance, music for dramatic impact, movement and entertainment, and music technology in the digital age.

Про автора

Mario Maxwell Muller studied and completed a Ph D in Philosophy (Arts, Social Sciences, and Education) at the University of Venda, South Africa). He has a triple master’s degree, First Class (with Distinction) from the University of Pretoria, South Africa, London College of Music, West London University, United Kingdom, and the University of the People, USA. Mario has been teaching for twenty-two years in different leadership positions and has taught at prestigious schools in South Africa, England, Thailand, India, Mexico, and Gabon. He enjoys being a risktaker, principled and effective communicator, whilst serving as a Senior Examiner for Music (HL) for the International Baccalaureate programme. He is currently enrolled on the National Professional Qualification for Headship (NPQH) under the LSSE, UK and in partnership with Cambridge University, and Canterbury Christ Church University, United Kingdom.

Ensuring each child reaches their full potential through an IB curriculum is essential, through promoting inquiry-based learning, cooperative learning and collaboration for students to work together, with a strong emphasis on “International Mindedness”.