Degree | Type | Year | Semester |
---|---|---|---|
2500240 Musicology | OT | 3 | 0 |
2500240 Musicology | OT | 4 | 0 |
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
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.
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
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
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 |
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.
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 |
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