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2020/2021

Didactics of Music

Code: 100650 ECTS Credits: 6
Degree Type Year Semester
2500240 Musicology OT 3 0
2500240 Musicology OT 4 0
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
César Calmell Piguillem
Email:
Cesar.Calmell@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
No
Some groups entirely in Spanish:
No

Prerequisites

Requirements

. Acceptable level of music practical and theoretical knowledges: being able to read scores and sing songs in both popular and classical repertoire, and practising one or some instruments

.High level of History of music in their different genres and styles

.An interest for music education and its didactics

Objectives and Contextualisation

Music education throughout compulsory High School and subsequent Baccalaureate degree  is a fundamental element that contributes, in a an exceptional way, to the intellectual, aesthetic and emotional development of adolescents, as well as promoting social processes of opening to others. Given the wide range of knowledges music education is able to spread out over scientific, artistic and communicative areas, we think that this matter becomes one of the few scholar items that still contains in itself all the necessary ingredients for an harmonic and well-balanced training of human being.

Competences

    Musicology
  • Respecting the diversity and plurality of ideas, people and situations.
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Value the role of music in integrated training of the individual and its presence in society as a whole .

Learning Outcomes

  1. Acquire skills for the organisation of working groups with adequate planning, division of tasks and methodological flexibility.
  2. Adcquire criteria for the production, selection and use of materials for music teaching.
  3. Analyse musical curricula in compulsory education and in further education and turn them into sequences of teaching activities work programmes.
  4. Applying the knowledge of cultural variability and its genesis to avoid ethnocentric projections.
  5. Confirm the educational, cultural and emotional value of music and of the content of this discipline taught in compulsory education and in further education, and fir this content into the framework of science, culture and art.
  6. Design and carry out formal and non-formal musical activities which contribute to making the school a place for participation and a meeting point for the promotion of culture in situ.
  7. Design and plan learning spaces where musical practice, reception and listening constitute the instrumental means for critical and aesthetic training of the musical ear.
  8. Develop and promote the crossover between the content of the musical area proper and others from other areas of knowledge.
  9. Develop arguments and attitudinal strategies to promote respect among different sociocultural proposals.
  10. Engaging in debates about historical facts respecting the other participants' opinions.
  11. Establishing relationships between science, philosophy, art, religion, politics, etc.
  12. Evaluate the theoretical-practical developments of the teaching and learning of music.
  13. Identify adequate teaching tools for the educational transfer of musicological knowledge acquired.
  14. Identify specific contexts and situations in which it is possible to apply the different content which makes up the music curriculum in compulsory education and in further education.
  15. Make a detailed assessment of the capacity for working in homogeneous or interdisciplinary research teams.
  16. Mantain respect for a diversity of ideas, peoplem situations and cultures in carrying out musicological work.
  17. Produce correct, precise and clear argumental and terminological writing of knowledge acquired, both in the area of musical specialisation and dissemination.
  18. Solve problems of a methodological nature in the area of musicology.
  19. Solving problems autonomously.
  20. Summarising acquired knowledge about the origin and transformations experienced in its several fields of study.
  21. Understand evaluation as an instrument of regualtion and a stimulus of effort, and know and develop strategies and techniques for the evalution of music learning.
  22. Use ICT and integrate the technology in the music teaching and learning process.

Content

1/ The process of musical learning-teaching in our compulsory educational system

2/ Musical language elements and their didactical application

3/ Musical hearing: understanding and analysis

4/ Vocal and instrumental practise in the classroom 

5/ Teaching History of music at the High school and Baccalaureate

6/ Learning to program  music at the High school according to the present educational regulations

7/ Annual curricular program  and didactic program unities in music education at High school

Methodology

Being music education as it is a matter essentially procedural, since first day of class we will form groups from three to four students which have to prepare and present a series of didactic activities addressed to High and Baccalaureate students about some of the items included in the curricular contents. Once showed, these pieces will be analysed and debated by the rest of students under the watchful eye of the professor. This kind of interactive activities will be completed with master classes and with the list of principles that govern  the elaboration of didactical activities addressed to  High school’s students    

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Expositions in class of didactic activities done by the different groups of students 20 0.8 2, 15, 12, 17, 7, 19, 22
Master classes and exemplifications by the professor 45 1.8 2, 3, 14, 5, 13, 20, 22
Type: Supervised      
Personal and group tutorials in both face-to-face or virtual modalities 10 0.4 2, 9, 13, 16, 10, 18, 19
Type: Autonomous      
Preparation and elaboration in groups of three or four people of the didactic activities 26.7 1.07 2, 1, 15, 17, 14, 9, 8, 13, 6, 21, 16, 18, 19, 22
Preparation and elaboration of two didactic unities 27 1.08 2, 3, 12, 17, 8, 13, 6, 7, 21, 18, 19
Preparation for the written Test 15 0.6 2, 3, 17, 18, 19, 20

Assessment

For the evaluation it will apply the following percentage in every one of the following four sections:

1/ A final written test about theoretical and psychopedagogical aspects in music education at High school and its curricular program (30%)

2/ Students’ participatory attendance at class (10%)

3/ Public oral explanation in groups of two didactical activities about different aspects of musical language (one for first cycle and the other for second cycle of High school) and one didactical activity ab out Music’s History (addressed to the last school year of High school) (30%)

4/ Individual written elaboration of two didactical unities (one for first cycle and the other for second cycle) (30%)

It will be considered not-evaluable the student that:  

-not having done one or both didactical unities

-not having done any of the three public oral explanations

-not having done the final written test

-not having attended class a minimum of 60%

 

The students that fail the final written test or one or both didactical unities will have the right to a test revaluation.  

-In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB's virtuals tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.

 

 

 
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Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Evaluation written test about teaching theoretical aspects and about programming music education 30% 2.2 0.09 2, 3, 17, 13, 6, 7
Oral exposition, in group, of three didactic activities about musical language and music history 30% 2.1 0.08 2, 1, 15, 17, 14, 5, 13, 6, 7, 19, 22
Participatory attendance at class 10% 0 0 9, 16, 10
written and individual presentation of two didactic unities 30% 2 0.08 2, 3, 4, 12, 17, 8, 6, 7, 21, 11, 18, 19, 20

Bibliography

Calmell, Cèsar: Bases para una filosofía de l'educació musical (en “Tecnología y creación musical”. edmilenio. Universitat de Barcelona, Barcelona, 2014).

Calmell, Cèsar: Educació musical a les escoles de Barcelona. Des de la seva introducció fins al final de la Guerra Civil (1900-1939) DINSIC Publicacions Musicals. Barcelona, 2018.

Elliot, David J: .: Music matters. A new philosophy of music education. Oxford University Press, 1995

Swanwick, Keith: Música, pensamiento y educación. Morata. Madrid, 1998

Vilar, Josep M.: Recursos per aprendre a escoltar música. Associaqció de Mestres Rosa Sensat. Barcelona, 1994

Zaragozà, Josep Lluís: Didáctica de la música en la educación secundaria. Competencias docentes y aprendizajeEditorial Graó. Barcelona, 2009