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2020/2021

Educational Strategies and Resources for Music Teachers

Code: 40828 ECTS Credits: 10
Degree Type Year Semester
4312637 Musicology, Musical Education and Interpretation of Early Music OT 0 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:
Cecilia Gassull Bustamante
Email:
Cecilia.Gassull@uab.cat

Use of Languages

Principal working language:
catalan (cat)

Teachers

Cecilia Gassull Bustamante
Angela María Pino Hoyos
Cristina Gonzalez Martin

Prerequisites

Have an official Spanish university degree or a higher music degree or another issued by a higher institution of the European Higher Education Area (EHEA). Or from third countries that in the country issuing the title empower access to master's degrees.

Have in-depth knowledge in theory and musical interpretation.

You must be able to prove a C1 Spanish level

Objectives and Contextualisation

  • Deepening on teaching practice in different fundamental areas of musical education: didactics, ICT and voice.
  • Analyze each area in relation to the curriculum and teacher training.
  • Understand and learn strategies, methodologies and didactic resources in the aforementioned areas.
  • To know different theories and conceptions of learning as a tool for the analysis and reflection of the teaching task.
  • Know and elaborate teaching materials for teaching-learning music.
  • Understand the approach of the didactics of listening to the classroom through a repertoire of contemporary music and world music.
  • Analyze various music education resources based on the use of ICT.
  • Know and apply ICT in the development of multimedia resources and the processing and obtaining of data.
  • Know and apply ICTs for musical creation in the classroom.
  • Awareness and know the role of the voice as a communication tool in teaching practice.
  • Analyze the characteristics of a good body attitude in an efficient and healthy phonation.
  • Knowing and learning resources for a broadcast and projection of the voice will make an effort, both sung and spoken

 

Competences

  • Analitzar situacions d'ensenyament i d'aprenentatge en la transmissió de coneixements i pràctiques musicals.
  • Analyze music according to cultural areas and according to the social contexts in which they arise and develop by applying it to research and interpretive projects.
  • Applying critical projects musicological research and interpretive projects.
  • Demonstrate self-learning skills in the field of study of musicology, music education and interpretation.
  • Use different user-level music software available in the market to apply them to musicological research and development projects interpretation.
  • Working in interdisciplinary contexts related to musicology, music education and interpretation.

Learning Outcomes

  1. Analyze and get high quality results in the process of transmission of knowledge and musical practices
  2. Apply critical capacity in musicological research projects and interpretive projects.
  3. Apply the most suitable software technology for developing a certain educational project in relation to data processing and editing scores
  4. Demonstrate self-learning skills in the field of study of musicology, music education and interpretation.
  5. Discern the distinguishing characteristics of various musical cultures
  6. Music systems relate to their contexts of production and reception
  7. Use management programs most common musical documentary sources correctly in the practice of pedagogy
  8. Working in interdisciplinary contexts related to musicology, music education and interpretation.

Content

 

This module is based on how research in knowledge transfer has enriched and generated new and better ways of working with music and voice in the classroom. The contents of this module are structured in three blocks.

1-Teaching resources

The three main competencies of music teaching will be worked on: listening, performing and creating. There will be a talk on music teaching in kindergarten and primary school. The analysis of the practice that will be carried out will lead us to reflect on the role of the three great competences of the area of music, of the material resources in the musical formation in the school and of the learning of the music through the 'listen. The knowledge of the repertoire will be carried out in interaction with the learning of methodology and didactic resources. This blog will also cover works by contemporary composers -Catalan and from around the world- and world music.

In this block of contents there will be a space to work on inclusion in the field of music teaching-learning.

2. Listening and new technologies in music learning

The work will reflect on the potential of ICT in music education, from web2 resources, multimedia materials, etc ... There will also be practical exercises for the application of specific software.

3. Vocal communication

The work combines theory with practice with reference to the voice as a fundamental tool of the teacher. It is based on the conception that the whole body is the instrument of the voice and analyzes from practice the qualities of vocal sound, the foundations of good body and vocal control and its role in educational communication.

Methodology

The sessions will be fundamentally practical. The learning will be carried out through the own experimentation in the classroom, which will also alternate with:

      Proposed, mandatory and / or optional readings.
      Debate and collective reflection or in small group on thematic of the program.
      Practical exercises on the contents of the course.

 

If attendance is limited, the practical activities will be adapted to be done online

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Conferences and debates 6.5 0.26 2, 5, 6, 8
Presents with the whole group 57.5 2.3 2, 8
Seminars from readings 17 0.68 4, 5, 6, 8, 7
Type: Supervised      
Bibliographic reviews and document analysis 22 0.88 4, 5, 8, 7
Type: Autonomous      
Project design 141 5.64 3, 4, 5, 8

Assessment

When evaluating, the following will be taken into account:

  • active participation in the activities of the face-to-face sessions (or by video conferencing).
  • it is essential to prove attendance at a minimum of 75% of the sessions (general regulations of the Master) to pass the module.
  • in order to pass the module, the three areas must have been passed: Didactics, ICT and Voice.
  • in the event that the student has not submitted at least 70% of the assessment activities, the student will receive the grade of "Not assessable".
  • the competence of the students in the three blocks together will be assessed through an oral presentation at the end of the module.

The tasks for the evaluation of each of the parts * of the Module are the following:

  • Didactics: Design of a didactic proposal around an audition in accordance with the didactic criteria and principles treated. Reflections on different readings.
  • ICT: Use of ICT resources (questionnaires, scores, multimedia material ...) and know how to integrate in a block or in a communication platform.
  • Voice: Design of a routine body-vocal preparation and performance of specific tasks derived from class work.

 (*) The final grade will be obtained according to the following percentage

Teaching of music: 50%
TIC: 20%
Voice: 30%

 In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.

 

 

 

 

 

Assessmenttask

Activity

Evaluation date

Data Recovery

 

Preparation didactic proposal on hearing

Individual

28/05/21

Reflections on music teaching articles

Individual/group

28/05/21

 

Oral presentation using didactic resources, ICT and voice projection

Individual

21/05/21

 

Creation-elaboration didactic material

Individual/groupl

28/05/21

 

 

VOICE

 

 

Assessment task

Activity

 

Evaluation date

 

Oral presentation using didactic resources, ICT and voice projection

Individual

21/05/21

 

Preparation of bodily-vocal training routine

Individual

28/05/21

 

 

TIC

 

 

Assessment task

Activity

 

Evaluation date

 

Oral presentation using didactic resources, ICT and voice projection

Individual

21/05/21

 

C

    

 

 

 

 

11/06/21

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Resurces TIC 20 1 0.04 3, 4, 8, 7
Voice comnication 30 2 0.08 1, 4
teaching music 50 3 0.12 2, 4, 5, 6, 8, 7

Bibliography

TEACHING MUSIC

CASAS, A. i POZO, J. I. (2008): ¿Cómo se utilizan las partituras en la enseñanza y el aprendizaje de la música? Cultura y Educación, 20 (1), 49-62.

CARRILLO, C. i VILAR, M. (2012): Las competencias profesionales del profesorado de música: opiniones de una muestra de docentes. Cultura y Educación, 24 (3): 319-335.

COLL, C.; COLOMINA, R.; ONRUBIA, J. i ROCHERA, M. J. (1992): Actividad conjunta y habla: una aproximación al estudio de los mecanismos de influencia educativa. Infancia y aprendizaje, 59, 189- 232

COLL, C., PALACIOS, J. i MARCHESI, A. (Comp.) (2004): Desarrollo psicológico y educación: psicología de la educación escolar. Madrid: Alianza Editorial.

CUBERO, R. (2005): Perspectivas constructivistas: la intersección entre el significado, la interacción y el discurso. Barcelona: Graó.

ESCOLTAR MÚSICA A L’ESCOLA: https://sites.google.com/site/escoltarmusiques/

GLUSCHANKOF, C. i PÉREZ-MORENO, J. (2017). La música en la educación infantil: investigación y práctica. Madrid: Dairea Ediciones.

GOETZE, M. (2000).  Challenges of Performing Diverse Cultural Music. Music Educators Journal, 87 (1), p. 23-25

GÓMEZ, I. (2000): Bases teóricas de una propuesta didáctica para favorecer la comunicación en el aula. En J. JORBA, I. GÓMEZ, I A. PRAT: Hablar y escribir para aprender. Madrid: Síntesis.

LINES, D. K. (2009). La educación musical para el nuevo milenio. Madrid. Morata.

MALAGARRIGA, T. i MARTÍNEZ, M. (Eds.) (2010): Tot ho podem expressar amb música. Barcelona: Dinsic Publicacions Musicals.

MALAGARRIGA, T. i MARTÍNEZ, M. (2006): Els músics més petits: unitats didàctiques per l'alumnat de 4 i 5 anys d'escola de música (2 vol). 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 (vol I), els més petits. Barcelona: Amalgama Edicions.

MERCER, N. (2001): Palabras y mentes. Cómo usamos el lenguaje para pensar juntos. Barcelona: Paidós.

PÉREZ, J. i MALAGARRIGA, T. (2010): Materiales para hacer música en las primeras edades: ejes del triángulo formación, innovación e investigación. Revista Complutense de Educación, 21 (2), 389-403.

PINSSON, M. (2003). Ëcouter la musique du XXe siècle à l'école, au collège et au lycée. SCEREN. Reims

POZO, J. I. et al. (2006): Nuevas formas de pensar la enseñanza y el aprendizaje: las concepciones de profesores y alumnos. Barcelona: Graó.

SANMARTÍ, N. (2007): Evaluar para aprender. 10 ideas clave. Barcelona: Graó.

VALLS, A., CALMELL, C. (2010). La música contemporània catalana a l'escola. Barcelona. Dinsic

VIDAL, J.; DURAN, D. i VILAR, M. (2010): Aprendizaje musical con métodos de aprendizaje cooperativo. Cultura y Educación, 22 (3), 363-378.

VILADOT, L. (2012): De la poesia a la composició musical col·lectiva: una experiència a l'escola de música. Temps d'Educació, 42, 93-110.

VILADOT, L.; GÓMEZ I. i MALAGARRIGA T. (2010): Sharing Meanings in the Music Classroom. European Journal of Psychology ofEducation, 25 (1): 49-65.

VILADOT, L. i PÉREZ-MORENO, J. (2016): Pon, pon, dinerito en el bolsón: un paseo porel juego musical en la etapa infantil. Dins de EDO, M; BLANCH, S. i ANTÓN, M. (coord.). El juego en la primera infancia. Barcelona: Octaedro.

WERTSCH, J. (1988): Vygotsky y la formación social de la mente. Barcelona: Paidós.

ZARAGOZÁ, J. LL. (2009): Didáctica de la música en la educación secundaria. Competencias docentes y aprendizaje. Barcelona: Graó.

 

VOICE

BERTHERAT, T., BERSNTEIN, C.(1990). El cuerpo tiene sus razones. Barcelona: Paidós.

BUSTOS, I. (2007). La voz. La técnica y la Expresión. Badalona (Barcelona)

CALAIS, B (2013). Anatomía de la Voz. La liebre de marzo (Barcelona)

CALAIS, B (2006). La respiración. Anatomía para el movimiento, Vol. IV. La liebre de marzo (Barcelona)

PAIDOTRIBO MCCALLION, M. (1999): El libro de la voz. Barcelona: Urano.

Center Of Voice Disorders: www.bgsm.edu/voice Centre Roy Hart: www-elec. enst. fr/-dufourd/royhart/rhfrancais.html Cesari, U.: "Voicelabnews" www.voxneapolis.it/it_news0497.html National Association Teachers Of Singing: www.nats.org The Voice Foundation: www.voicefoundation.org

 

 TIC

BUSQUETS, A., SABADELL i BOSCH, M. (2010). TIC-TAC EEES: educar per transformar: transformar per educar: reflexions metodològiques i adaptació a un entorn virtual d'aprenentatge. Barcelona: UOC. Accés des de http://cataleg.uab.cat/record=b1829268~S1*cat*

MARÍN DE LA IGLESIA, J. L. (2010). Web 2.0: una descripciónmuy sencilla de los cambios que estamos viviendo. Oleiros (La Coruña): Netbiblo. Accés des de http://cataleg.uab.cat/record=b1810686~S1*cat

MIRALPEIX, A. (2014). Aproximació a les competències digitals musicals i la seva didàctica als estudis de Grau de mestre en Educació Primària. Tesi doctoral. Barcelona: Universitat Ramon Llull.

 

The bibliography includes the gender perspective.