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2020/2021

Analysis, Hearing and Creation

Code: 106076 ECTS Credits: 3
Degree Type Year Semester
2500797 Early Childhood Education OT 4 0
2500798 Primary Education 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:
Julia Getino Díez
Email:
Julia.Getino@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

Students must demonstrate to have an Elementary Degree on Music in order to sign up for this course. If he/she didn’t study in a music school (formal education), he/she must pass an examination (students who have already taken it during the 2019-2020 academic year are exempt from this test).

 

Objectives and Contextualisation

  • To promote active listening.
  • To encourage interest, respect and aesthetic sensitivity for musical and cultural diversity.
  • To encourage critical sense in the face of musical listening to works from different periods, styles and genres.
  • To identify the musical elements of a musical work.
  • To analyze the organization of music discourse, observing the different techniques and compositional procedures.
  • To understand the compositional process of a musical work, from the initial idea to the elaboration of the final piece.
  • To perform musical productions, using the knowledge acquired during the subject.

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.
  • 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.
  • Properly express oneself orally and in writing and master the use of different expression techniques.
  • Work in teams and with teams (in the same field or interdisciplinary).
    Primary Education
  • 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.
  • 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. Apply the practice of writing, composition analysis and recognition through information and communications technology.
  2. Be able to work in a team.
  3. Being able to work together.
  4. Gaining a deeper understanding of the different types of musical content required for teaching in the primary stage.
  5. Know and master the elements of musical language on an expression, understanding and creation level.
  6. Knowing how to explain the main consequences of the effect of teaching the arts on people’s cultural, personal and social education.
  7. Knowing how to listen to and analyse a musical work on a rhythmic, melodic, harmonic and formal level.
  8. Knowing how to understand, analyse and compare texts belonging to different spheres of thought, culture and the arts with their possible linkages with music.
  9. Learn to establish relationships between different artistic languages taking theory and praxis of musical activity as a central focus.
  10. Learn to understand, analyze and compare texts from different domains of thought, culture and the arts with their possible links with the musical event.

Content

  1. The selection criteria of the musical repertoire.
  2. Listening and analysis of musical works within their historical, cultural and musical context.
  3. Analysis and knowledge of the musical elements that make up the musical works.
  4. Analysis and knowledge of the processes of musical creation and introduction to some compositional techniques.
  5. Study and knowledge of composers and composers of different periods and styles.
  6. The processes of musical creation from audition and music analysis.

Methodology

Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19.

During the theoretical sessions, the active and reflexive participation of the students will be encouraged. Students will also be encouraged to work cooperatively and autonomously through theoretical and practical work, presentations, academic tutorials, etc. Students must be able to obtain information and broaden their knowledge through various sources in order to deepen the contents of the subject.  This work will be guided and tutored by the teacher.

SUPERVISED 

  • Tutoring and other tutoring activities.

AUTONOMOUS

  • Search for auditions.
  • Performing tasks of musical analysis and creation.
  • Theoretical and practical presentations by students.

DIRECTED

  • Exhibitions by the teaching staff on the contents of the program.
  • Practical activities of listening, analysis and musical creation.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Face-to-face with the whole group 22.5 0.9 4, 5, 7
Type: Supervised      
Tutored activities 15 0.6 9, 4, 5, 7
Type: Autonomous      
Autonomous activities and tasks 37.5 1.5 1, 4, 5, 2, 3, 7

Assessment

  • Class attendance is mandatory: the student must attend a minimum of 80% of classes, otherwise it will be considered as no show. 
  • It is necessary to show an attitude compatible with the educational profession, developing basic skills such as participation, cooperation, empathy, argumentation and respect for others. The student has to prove to be responsible and rigorous in self-employed work, show critical thinking and behaviors that promote a friendly and positive, democratic environment where differences are respected.
  • The active, positive and creative participation of the students will be valued in the classes. The degree of participation and the level of reflection of the contributions will be valued in the debates. 
  • In accordance with UAB regulations, plagiarism or copying of any work will be penalized with a 0 as a mark for this work, losing the possibility of recovering it, whether it is individual or group work (in this case, all group members will have a 0). 
  • If, while doing individual work in class, the teacher considers that a student is trying to copy or discovers some type of document or device not authorized by the teacher, the work will be graded with a 0, with no option for recovery.
  • The course can only be passed if the different parts of the course are approved.

 

Specification of the evaluation activities

Evaluation activity

Typology of activities

Evaluation date

Recovery date 

Reflections and debates

Individual

September, October and November 2020

 

Listening and analysis task

Individual/Collective

September, October and November 2020

 

Listening and analysis Exam

Individual

December 2020

 

Final task

Individual/Collective

January 2021

 

 

 

 

The failed evaluation task could be recovered on January 2021.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Final Task 30 0 0 1, 9, 4, 5, 2, 3, 10, 7, 6, 8
Listening and analysis Exam 30 0 0 9, 4, 5, 7
Listening and analysis task 30 0 0 4, 5, 7
Reflections and debates 10 0 0 9, 10, 6, 8

Bibliography

Aguilar, M. C. (2002). Aprender a escuchar música. Madrid: Aprendizaje.

Alsina, P. y Sesé, F. (1994). La música y su evolución. Historia de la música con propuestas didácticas y 49 audiciones. Barcelona: Graó.

Bennett, R. (1998). Investigando los estilos musicales. Madrid: Akal.

Bennett, R. (1999). Forma y diseño. Madrid: Akal.

Bennett, R. (1999). Los instrumentos de la orquesta. Madrid: Akal.

Copland, A. (1994) Como escuchar la música. México: Fondo de Cultura Económica.

De Candé, R. (2002). Nuevo diccionario de la música. Grasindo.

Espinosa, S. (2007). Creación y pedagogía: los compositores van al aula. En Aportaciones teóricas y metodológicas a la educación musical: Una selección de autores relevantes (pp. 95-112). Barcelona: Graó.

Glover, J. (2004). Niños compositores (4 a 14 años). Barcelona: Graó.

Hickey, M. (2012). Music outside the lines: Ideas for composing in K-12 music classrooms. New York: Oxford University Press.

Howard, J. (2000). Aprendiendo a componer. Madrid: Akal.

Kaschub, M. y Smith, J. (2009). Minds on music: Composition for creative and critical thinking. Reston, VA: Rowman & Littlefield Education.

Kramer, J. (1993). Invitación a la música. Buenos Aires: Vergara Editor.

Michels, U. (1982). Atlas de música, 1. Madrid: Alianza Editorial.

Michels, U. (1992). Atlas de música, 2. Madrid: Alianza Editorial.

Palacios, F. (1997). Escuchar. 20 reflexiones sobre música y educación musical. Las Palmas deGran Canaria: Fundación Orquesta Filarmónica de Gran Canaria.

Randles, C. y Sullivan, M. (2013). How Composers Approach Teaching Composition: Strategies for Music Teachers.Music Educators Journal, 99(3), 51–57. 

Sadie, S. (2000). Guía Akal de la música. Madrid: Akal ediciones.

Schafer, R. M. (1965). El compositor en el aula. Buenos Aires: Ricordi Americana.

Schafer, R. M. (1969). El nuevo paisaje sonoro. Buenos Aires: Ricordi Americana.

Schafer, R. M. (1975). El rinoceronte en el aula. Un manual para el maestro de música moderno. Buenos Aires: Ricordi Americana.

Tranchefort, F. (2002). Guia de la música sinfónica. Madrid: Alianza Editorial.

Vella, R. (2003). Sounds in space, sounds in time. Londres: Boosey & Hawkes Music Publishers Limited.

Wiggins, J. (1990). Composition in the Classroom: A Tool for Teaching. Reston, VA: MENC.

 

 

 

*Translation pending linguistic review.