Degree | Type | Year | Semester |
---|---|---|---|
4310486 Teaching in Secondary Schools, Vocational Training and Language Centres | OT | 0 | A |
Not contemplated
This blog will show the important role that music should play in the stage of secondary education, as well as the contribution of models and resources for teaching in this context. Therefore, emphasis will be placed on didactic training and reflection on action, although some musical and cultural training will also be considered as a necessary basis for quality teaching practice.
The following objectives are set:
• Develop skills and knowledge that allow you to discover, know and enjoy music, and make use of it in teaching.
• Recognize the value of music practice and education as a bearer of social and cultural meanings.
• Develop skills and knowledge that allow for inclusive pedagogical action.
• Develop resources and methodological strategies related to musical practice, specifically in the dimensions of listening, performing and music making.
• Discover relationships that can be established between music (or sound art) and other areas of knowledge, in order to promote interdisciplinary didactic projects and proposals.
• Know the elements of the curriculum and the programming processes in music teaching.
• Be part of and carry out a collective project where musical expression plays a central role and involves the development of professional skills
• Design tools and strategies for formative and formative evaluation.
• To be able to formulate and substantiate psycho-pedagogical principles in relation to one's own teaching work.
• Get acquainted with fundamental issues of music teaching research.
Subject 1: Music didactics in the high school classroom (9ECT)
1.1. Teaching organization, curriculum design and planning
The music curriculum of ESO and baccalaureate
Area competencies and transversal competencies
The transition between educational stages
Approaches / views for programming and teaching profile
Didactic sequence design (top-down and bottom-up)
1.2. Classroom strategies and resources
Learning contexts: Listening, Performing, Music Making
Classroom processes and methodologies
Organization of space and time
Assessment and regulation of learning
1.3. Transversal aspects
NESE inclusion
Interculturality and gender perspective
Interdisciplinarity
Music and community
Subject 2: Teaching innovation and initiation to educational research in music teaching (6ECT)
Reflective practice: reflection on practice and its relationship with educational innovation.
The research teacher: Introduction to action-research
Sample of innovative experiences
Continuous education throughout life
Basic ideas in social science research
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.
The hours specified for each of the training activities are indicative and may be slightly modified depending on the calendar or teaching needs.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
attendance and participation in class, realization and evaluation of the proposed activities, and visits or excursions (if applicable) | 97 | 3.88 | |
Type: Supervised | |||
realization, revision and evaluation of the proposed works | 90 | 3.6 | |
Type: Autonomous | |||
analysis of readings and proposals for didactic innovation, production of reports, design of activities, analysis and resolution of cases, elaboration of the portfolio | 188 | 7.52 |
The evaluation of this blog has different tasks and activities:
- Anàlisi de supòsits pràctics (en grup i a classe)
- Disseny i desenvolupament d’una activitat d’aula (part en grup, part individual)
Es farà una entrega inicial del disseny del treball (tipus guió), es realitzarà l’exposició oral a classe i, finalment, s’entregarà la versió definitiva (re-disseny, si és el cas) que incorporarà els aprenentatges a partir del feedback dels companys i professor/a i de la presa de consciència del procés d’aula. Per tant, d'aquesta part s’avalua:
- Portafolis digital (individual)
Ha d'incloure aquelles reflexions i conclusions rellevants i aprenentatges de l’assignatura 1 (Didàctica) + un banc de recursos pedagògics + Reflexions sobre els temes tractats a l’assignatura 2 (Innovació i recerca).
S'anima a complementar el portafoli amb els aprenentatges derivats del Mòdul de Música - Complements de Formació.
- Defensa oral del portafoli, presentada digitalment (individual)
To be evaluated it is necessary to attend a minimum of 80% of the sessions and participate in class, collaborate in group work and submit the required individual papers within the set deadlines.
To pass this blog, it is necessary to show a good general communicative competence, both orally and in writing, and a good command of the language or vehicular languages that appear in the teaching guide. In all the activities, therefore, the linguistic correction, the writing and the formal aspects of presentation will be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of comprehension of academic texts. An activity can be returned (not evaluated) or suspended if the teacher considers that he / she does not meet these requirements.
Deliveries of works will be made primarily via virtual. Other delivery channels may be enabled, with the prior agreement of the teachers, informed in person in class and via virtual. Works submitted by means not agreed with the teaching staff will not be accepted, nor will works submitted with incorrect formats, which do not include the name of the authors or which will be submitted out of time.
Written assignments must be submitted in Catalan (reasoned exceptions will be assessed by the teaching staff).
The notes of the evaluation activities will be announced no later than one month after their delivery.
In order to be able to calculate the weighted average and pass the module, it is necessary to obtain a grade of 4 or higher inthe following tasks: design and development of a classroom activity and the portfolio. Failure to obtain the final minimum grade to pass the module will require a new delivery of the portfolio and / or classroom work, as the case may be, as a recovery mechanism.
The student will receive the grade of "Not assessable" as long as he / she has not submitted more than 30% of the assessment activities. In the event that the student commits any irregularity that may lead to a significant variation in the grade of an assessment act (such as plagiarism), this assessment act will be graded with 0, regardless of the disciplinary process that is can instruct. In the event of several irregularities in the evaluation acts of the same subject, the final grade for this subject will be 0.
Questions or doubts regarding the evaluation that are not included in the previous indications will be governed by the following documents:
- General evaluation criteria and guidelines of the Faculty of Education Sciences (http://www.uab.cat/web/informacio-academica/avaluacio/normativa-1292571269103.html)
- Regulations for the Evaluation of the Autonomous University of Barcelona. TitleIV: Evaluation. Version according to the modifications approved by agreement of the Governing Council of July 12, 2017 (http://www.uab.cat/web/informacio-academica/avaluacio/normativa-1292571269103.html)
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Analysis of practical assumptions (in group) | 10% | 0 | 0 | 1, 14, 4, 5, 6, 8, 19, 12, 13, 20 |
Design and development of a classroom activity (30% in groups of 3 + 10% indiv) | 40% | 0 | 0 | 16, 1, 14, 2, 4, 5, 6, 8, 3, 7, 9, 10, 19, 11, 12, 13, 15, 17, 18, 20 |
Digital potfolio (individual) | 40% | 0 | 0 | 16, 1, 4, 5, 6, 8, 7, 19, 12, 13, 15, 20 |
Oral presentation of the portfolio (in digital format, individual) | 10% | 0 | 0 | 16, 1, 4, 5, 6, 8, 3, 7, 19, 11, 17, 20 |
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On-line resources
Calaix de músic: https://sites.google.com/a/blanquerna.url.edu/calaix-de-music/
Teler de música: http://www.telermusica.com/ca/
Pedagogia musical activa: http://pedagogiamusicalactiva.blogspot.com/
Harmonies:https://blocs.xtec.cat/harmonies/
Camins sonors: https://caminssonors.wordpress.com/
Eduglosa – Improversem: http://www.eduglosa.cat/glosateca/programacions/improversem-reflexio-i-debat-mitjancant-la-glosa-i-el-rap/
Teoría: Música theory web: https://www.teoria.com/
Classe de música 2.0 (MaríaJesús Música): https://www.mariajesusmusica.com/
8notas: https://www.8notes.com/
Canal de Youtube de Jaime Altozano: https://www.youtube.com/c/JaimeAltozano/videos
Canal de Youtube de Shauntrack: https://www.youtube.com/channel/UCo5HJNjfdSoPWsdAHLsvSxQ
IMSLP / Biblioteca Musical Petrucci: https://imslp.org/wiki/P%C3%A0gina_principal
Finale
GarageBand