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2020/2021

Music Teaching in Early Childhood Education II

Code: 104076 ECTS Credits: 4
Degree Type Year Semester
2500797 Early Childhood Education OB 4 1
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:
Laia Viladot Vallverdu
Email:
Laia.Viladot@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

Teachers

Blanca Pujol Corominas

Prerequisites

The subject “Didàctica de la Música en l'Etapa d'Educació Infantil I” (3rd course) has to be passed.

 

 

Objectives and Contextualisation

Presentation:

The aim of this subject is to show the importance of music education in early childhood while giving adequate resources and models.

Although emphasising the didactic training, the musical and cultural training of the students will be taken into account as a foundation of a good teacher’s training.

Goals:

-  To develop abilities and knowledge to discover, understand and enjoy music and to use it in the classrooms
-  To develop resources that ensure different music education learning situations
-  To acquire criteria on early childhood music education as a foundation of communication and as a basic learning tool
-  To observe and analyse musical experiences of 0 to 6 year-old-children in order to understand the role of music in their development
-  To design, implement and evaluate musical activities

 

Competences

  • 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
  • Design and regulate learning spaces in diverse contexts which attend to the particular issues of pupils regarding gender equality, equity and respect for human rights.
  • Develop educational proposals that promote perception and musical expression, motor skills, drawing and creativity.
  • Develop strategies for autonomous learning.
  • Express other languages and use them for educational purposes: corporal, musical, audiovisual.
  • Know and use songs to promote hearing, rhythmic and vocal education.
  • Manage information related to the professional environment for decision-making and reporting.
  • Systematically observe learning and coexistence contexts and learn to reflect on them.
  • Understand how to use play as a didactic resource and design learning activities based on the principles of play.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Acquire appropriate curricular, methodological, evaluative and skills-related knowledge to promote musical perception and expression in a creative way.
  2. Collecting and analysing data from the direct observation of the classroom.
  3. Design activities in which professionals from other areas collaborate.
  4. Design proposals for educational intervention in contexts of diversity that address the particular educational needs of children, gender equality, equity and respect for human rights.
  5. Know and understand the objectives, curriculum content and evaluation criteria of music education in infant education.
  6. Know the basics of the corporal expression curriculum at this stage as well as theories on the acquisition and development of relevant learning.
  7. Knowing how to use song as a tool for human and musical development in Infant School.
  8. Learn autonomously.
  9. Learn ways to collaborate with other professionals.
  10. Making correct use of the techniques and resources of observation and analysis of the situation, and presenting conclusions about the processes observed.
  11. Reflecting on musical practices in order to acquire criteria for teaching work in the stage.
  12. Understand the value and effectiveness of play activities in the process of learning music.
  13. Using different languages (body, music and audio-visual) to express the learning acquired in the subject.
  14. Using different languages properly in the design of learning sequences.
  15. Using the results of the analysis to acquire criteria on how to act.

Content

1.Foundations and musical practice
1.1.    Musical practice and analysis of music making, listening and performing activities to develop the own ones autonomously
1.2.    Repertoire of musical pieces, songs and nursery rhymes and analysis of their musical elements
1.3.    Use of multimodality for music understanding and expression
1.4.    Develop criteria for early childhood music education
 
2. Early Childhood Music Education
2.1.    Knowledge of the music area in the early childhood Curriculum
2.2.    Design, application and evaluation of music activities.

 

 

Methodology

Based on practical proposals and classroom activities, didactic criteria will be constructed and conceptual reflection will be promoted. For these reasons, the involvement and active participation of all students on an ongoing basis is essential.

Although the subject is conceived in person, the proposed classroom methodology and assessment may undergo some modification depending on the attendance restrictions imposed by the Health Authorities.

As part of the content of this subject, it is compulsory to attend a didactic concert for Early Childhood students. If the health conditions allow, we will go to the Barcelona Auditorium to listen to Ma-me-mi ... Mozart!

The student will assume the cost of the trip, which will be around 8 €.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Masterclass 12 0.48 1, 12, 5, 11
Seminars 18 0.72 1, 12, 5, 3, 4, 2, 11, 7, 14, 10, 15
Type: Supervised      
Supervised activities and meetings 20 0.8
Type: Autonomous      
Assignments 35 1.4 1, 8, 12, 5, 3, 4, 2, 11, 7, 14, 10, 15
Musical practice and study time 15 0.6 1, 8, 12, 7

Assessment

To pass the subject it is required to pass each of its parts with a mark of 4 or higher.

It is compulsory to attend the classes. The student has to attend at least the 80% of them to pass the subject.

Active participation and good attitude during the teaching and learning process are essential.

To pass the subject it is necessary that the student shows a good communicative competence, orally and in writing, and a correct knowledge on the lingua franca.

The planned delivery schedule is as follows: (G: group; I: individual) 

Beginning of October: Delivery of the script for the interdisciplinary project (G = 15%)
										
											Beginning of November: Presentation of didactic activity in the framework of the interdisciplinary project exhibition (I = 20%)
										
											Mid November: Conte instrumented (G = 20%)
										
											End of November: Didactic concert (I = 20%)
										
											Mid December: Song test (I = 25%)

Two of the activities, the assignment about the didactic concert and the oral exam can be done again in case the qualification is from 3 to 4,4. 

The results of the different assingments will be returned at the most in four weeks after handing them out. After this period will be a revision day.

The student will receive the grade of "Not evaluable" as long as they have not submitted more than 30% of the evaluation activities. In the event that the student makes any irregularity that may lead to a significant variation in the grade of an evaluation act (such as plagiarism), this evaluation act will be rated 0, regardless of the disciplinary process that may be instructed. In the event that several irregularities occur in the acts of evaluation of the same subject, the final grade for this subject will be 0.

 

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Creating and singing: sounding a fary tail (group task) 20% 0 0 1, 8, 12, 5, 9, 4, 14, 13
Listening: individual preparation and analysis of a concert 20% 0 0 1, 8, 12, 3, 2, 11, 10, 15
Music making: Interdisciplinary project and video show (15% group + 20% indiv) 35% 0 0 1, 8, 12, 6, 5, 9, 3, 4, 2, 11, 7, 14, 13, 15
Oral test: songs and nursery rhymes (indiv) 25% 0 0 8, 7, 13

Bibliography

Most of the following authors are women:

 

Alsina, P.; Díaz, M. i Giráldez, A. (2008). La música en la escuela infantil (0-6). Barcelona: Graó.

Barenboim, D. (2008). El so de la vida. Barcelona: Edicions 62.

Busqué, M. (2008). Virolet St. Pere. Barcelona: Publicacions de l’Abadia de Montserrat. Inclou CD.

Campbell, P. S. (1998). Songs in their heads. Music and its meaning in children’s lives. New York: Oxford University Press.

DeNora, T. (2000). Music in everyday life. Cambridge: Cambridge University Press.

Edo, M., Blanch, S. i Anton, M. (Coord.) (2016).  El juego en la primera infancia. Barcelona: Ediciones Octaedro.

Gluschankof, C. i Pérez-Moreno, J. (ed) (2017). La música en educación infantil: investigación y práctica Madrid: Dairea Ediciones

Hemsy de Gainza, V. (1964). La iniciación musical del niño. Buenos Aires: Ricordi.

Howard, W. (1961). La música y el niño. Buenos Aires: Editorial Universitaria.

Malagarriga, T. (2008). Dites i cançons instrumentades per als més petits. Barcelona: Amalgama.

Malagarriga, T. i Martínez, M. (2006). Els músics més petits (4 anys i 5 anys; 2 vol.). Barcelona: Dinsic Publicacions Musicals.

Malagarriga, T. i Martínez, M. [eds] (2010). Tot ho podem expresar amb música. Els nens i nenes de 4 a 7 anys pensen la música, parlen de música, fan música. Barcelona: Dinsic Publicacions musicals.

Malagarriga, T.; Pérez, J.; Ballber, L. i Roca, C. (2011). Tireu confits! Propostes per a fer música amb infants de 0 a 3 anys. Volum I, Els més petits. Barcelona: Amalgama.

Malagarriga, T. i Valls, A. (2003). La audición musical en la Educación Infantil. Propuestas didácticas. Barcelona:Ediciones CEAC.

Òdena, P. i Figueres, P. (1988). L’educació musical a la llar d’infants. Barcelona: Onda.

Tafuri, J. (2006). ¿Se nace musical? Cómo promover las aptitudes musicales de los niños. Barcelona: Graó.

Valls,A. i Calmell, C. (2010). La música contemporània catalana a l’escola. Barcelona: Dinsic.

Willems, E. (2001). El oído musical. La preparació auditiva del niño. Barcelona: Paidós.

Young, S. (2009). Music 3 – 5. Oxon: Routledge.

Young, S. (2003). Music with the under-fours. London: Routledge.