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2020/2021

Musical Language

Code: 102032 ECTS Credits: 6
Degree Type Year Semester
2500797 Early Childhood Education OT 4 A
2500798 Primary Education OT 4 A
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:
Ricard Gimeno Abad
Email:
Ricard.Gimeno@uab.cat

Use of Languages

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

Prerequisites

People who want to enroll in this subject must prove that they are studying - or have passed - the level of music studies corresponding to the first cycle of Intermediate Degree. In case of not having followed regulated musical studies, a level test will be done.

Objectives and Contextualisation

- Develop musical sense and internal understanding of music.
										
											
										
											- To know and master fluently the musical language at a rhythmic, melodic, harmonic and formal level.
										
											
										
											- Acquire autonomy in harmonic accompaniment and in the creation and improvisation of music.

Competences

    Early Childhood Education
  • Analyse audiovisual languages and their educational implications.
  • Be familiar with the music, plastics and body language curriculum at this stage as well as theories on the acquisition and development of the corresponding learning.
  • Consider classroom practical work to innovate and improve teaching.
  • Demonstrate knowledge and understanding of the aims, curricular contents and criteria of evaluation of Infant Education
  • Develop educational proposals that promote perception and musical expression, motor skills, drawing and creativity.
  • Develop strategies for autonomous learning.
  • Incorporate information and communications technology to learn, communicate and share in educational contexts.
  • Know and use songs to promote hearing, rhythmic and vocal education.
  • Properly express oneself orally and in writing and master the use of different expression techniques.
  • Understand the pedagogical dimension of interaction with peers and adults and learn to promote participation in group activities, cooperative work and individual effort.
  • Work in teams and with teams (in the same field or interdisciplinary).
    Primary Education
  • Acquiring resources to encourage lifelong participation in musical and plastic arts activities inside and outside of the school.
  • Design, plan and evaluate education and learning processes, both individually and in collaboration with other teachers and professionals at the centre.
  • Develop and evaluate contents of the curriculum by means of appropriate didactic resources and promote the corresponding skills in pupils.
  • Develop autonomous learning strategies.
  • Foster reading and critical analysis of the texts in different scientific fields and cultural contents in the school curriculum.
  • Incorporate information and communications technology to learn, communicate and share in educational contexts.
  • Know the school’s arts curriculum, in its plastic, audiovisual and musical aspects.
  • Promote cooperative work and individual work and effort.
  • Reflect on classroom experiences in order to innovate and improve teaching work. Acquire skills and habits for autonomous and cooperative learning and promote it among pupils.
  • Understand the principles that contribute to cultural, personal and social education in terms of the arts.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Acquire knowledge and skills and abilities in the expressive and perceptive dimension of voice, song, choral singing and conducting.
  2. Apply the practice of writing, composition analysis and recognition through information and communications technology.
  3. Be able to reflect on and adapt didactic interventions in different educational contexts and situations.
  4. Be able to sing and get groups to sing, listening to others and respecting each other.
  5. Be able to work in a team.
  6. Being able to design activities from the different content blocks of the material, in accordance with basic methodological principles.
  7. Being able to sing and sing in groups, listening to others and respecting each other.
  8. Being able to work together.
  9. Gaining a deeper understanding of the different types of musical content required for teaching in the primary stage.
  10. Know and master the elements of musical language on an expression, understanding and creation level.
  11. Knowing how to explain the main consequences of the effect of teaching the arts on people’s cultural, personal and social education.
  12. Knowing how to listen to and analyse a musical work on a rhythmic, melodic, harmonic and formal level.
  13. Knowing how to understand, analyse and compare texts belonging to different spheres of thought, culture and the arts with their possible linkages with music.
  14. Learn to develop different strategies in how to work that balance the development of group projects and individual projects.
  15. Learn to develop different work strategies that balance the development of group projects and individual projects.
  16. Learn to establish relationships between different artistic languages taking theory and praxis of musical activity as a central focus.
  17. Learn to understand, analyze and compare texts from different domains of thought, culture and the arts with their possible links with the musical event.
  18. Organising the autonomous part of learning in relation to voice, song and musical direction effectively and productively.
  19. Recognising the value of musical activities related to singing, song and conducting in educating the individual, and the fundamental role that it plays in school activities.
  20. They have acquired knowledge and skills and abilities in expressive and perceptive dimension of voice, song, choral singing and musical direction.
  21. Understand and apply decision-making criteria in relation to class design, programming and evaluation in the area.
  22. Understand and apply the fundamentals of the LOE psycho-pedagogic curriculum in the field of music and show an ability to design programme proposals.
  23. Understand the learning processes and methodological bases underlying the teaching and learning of music.

Content

1. The own elements of the musical language:
										
											
										
											1.1. The lecture
										
											
										
											1.2. Writing
										
											
										
											1.3. Improvisation
										
											
										
											1.4. The composition
										
											
										
											1.5. The audition
										
											
										
											2. Technical processes and strategies and resources for teaching and learning music
										
											
										
											2.1. Imitation and interpretation
										
											
										
											2.2. Musical memory
										
											
										
											2.3. Recognition and inner hearing
										
											
										
											2.4. The accompaniment
										
											
										
											2.5. The creation
										
											
										
											2.6. The analysis

 

Methodology


The methodology that will be carried out throughout the course will be based on these principles: 
Classes will be held on an eminently practical level The work of theoretical knowledge will be a consequence of daily practice
The basic procedures on which the activities in the classroom will be developed will be:

DIRECTED ACTIVITIES

Listening, expression, interpretation, comprehension and musical creation. Group work and individual work will alternate. Carrying out collective, small group and individual music analysis activities.

AUTONOMOUS ACTIVITIES

The student will have dossiers for reading musical repertoire, materials to support hearing education and analysis to carry out the activities of: Reading musical works Analysis of structures and elements of the musical language Resources and exercises for musical recognition Practice of structural, formal and harmonic analysis in scores of works by different composers and periods. 

UPERVISED ACTIVITIES

Tutorials and other tutored activities.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Face-to-face activities with the whole group 45 1.8 16, 9, 23, 10, 20, 19, 12, 11
Type: Supervised      
Supervised activities 30 1.2 2, 15, 16, 9, 23, 22, 21, 10, 4, 5, 7, 8, 1, 19, 12, 13, 6
Type: Autonomous      
Autonomous activities 75 3 15, 14, 16, 9, 3, 1, 18, 17, 12, 11, 13, 6

Assessment

The evaluation will be based on the following aspects:
										
											• 1 The continuous evaluation of the practice in the classroom and of the activities that propose.
										
											• 2 written tests of recognition, analysis and musical creation.
										
											• 3 oral tests for reading, tuning, song and musical improvisation.
										
											In these 3 aspects, the analysis of musical works, musical comprehension (formal form and structure), musical creation and improvisation, auditory discrimination (dictations of different types) and musical reading (prepared or in sight) will be evaluated. All these evaluation activities will be worked taking into account the 3 aspects.
										
											According to UAB regulations, plagiarism or a copy of a work will be penalized with a 0 as a grade for this work, losing the possibility of recovering it, the possibility of recovering it, whether it is an individual work or in group (in this case, all members of the group will have a 0). If during the performance of an individual work in class, the teacher considers that a student is trying to copy or is discovered some type of document or device not authorized by the teacher, the same will be graded with a 0, without recovery option.
										
											Attendance is mandatory at least 80%.
										
											To pass the subject it is essential to have successfully passed the part of the oral tests (specifically the song).
										
											There will be a test at the end of each semester:
										
											-on 16/12/20 and 21/12/20 will be the ones that will be the test of the 1st semester. This test (spread over two days) will include the following assessment activities: Musical comprehension, musical creation, auditory discrimination, musical improvisation and musical reading.
										
											-on 9/6/21 and 16/6/21 will be the ones that will be the test of the 2nd semester. This test (spread over two days) will include the following assessment activities: Analysis of musical works, musical comprehension, musical creation, auditory discrimination, musical improvisation and musical reading.
										
											The qualification of each one of the two proofs will be proportional to the weight of each activity of evaluation and each one of them will compute in 50% in the global note of the asignatura.
										
											They will be individual tests and will ratify if the learnings worked during each semester are achieved or not.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Analysis of musical works 10 % 0 0 10, 3
Hearing discrimination 25 % 0 0 10, 12
Individual and group tasks 10 % 0 0 2, 15, 14, 16, 9, 23, 22, 21, 10, 4, 5, 7, 8, 18, 19, 17, 12, 11, 13, 6
Musical reading 30 % 0 0 9, 10, 20
Musical understanding 10 % 0 0 10
Musical creation 5 % 0 0 2, 10
Musical improvisation 10 % 0 0 10, 1, 20

Bibliography

AA.VV. 2004.: La musica en la escuela: la audicion. Barcelona. Ed. Grao ALSINA, P. i SESÉ, P 1995. Evolucio de la musica. Barcelona. Ed Grao BERNSTEIN, L. 2002. El mestre us convida a un concert. Madrid. Ed. Siruela CANDE, R. 1967. Diccionari de la musica. Edicions 62. Barcelona.

MAIDEU, J. 1988 Assaig. EUMO Editorial. Vic.
MESTRES I QUADRENY, J. i ARAMON I STEIN, N. 1983. Vocabulari catala de musica. Editorial Milla.

Barcelona.
MICHELS, U. 1985. Atlas de Musica, I. Alianza editorial. Madrid.
SEGARRA, I. 1989. El Meu Llibre de Musica. 5e grau. Publicacions de l'Abadia de Montserrat. SEGARRA, I. 1993. El Meu Llibre de Musica. 6e grau. Publicacions de l'Abadia de Montserrat. SHARMA, E. 2006. Musicas del mundo Madrid. Akal / Entorno Musical.

4

Llenguatge musical 2014 - 2015

HINDEMITH, P. 2009. Armonia Tradicional. Edit. Ricordi. Buenos Aires. ZAMACOIS, J. 1986. Teoria de la musica. libros I/II. Edit Labor. Barcelona.