This version of the course guide is provisional until the period for editing the new course guides ends.

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Musical Projects in Early Childhood Education

Code: 102008 ECTS Credits: 6
2024/2025
Degree Type Year
2500797 Early Childhood Education OT 4

Contact

Name:
Laia Viladot Vallverdu
Email:
laia.viladot@uab.cat

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

It is very recommendable to have passed the subjects "Didàctica de l'Expressió Musical a EI I & II" before taking this subject.


Objectives and Contextualisation

Contextualization

The subject will show the music area as a generating nucleus that promotes interdisciplinary projects and activities in the childhood stage.

Formative objectives
• Know and develop in first person the Project based methodology in relation to the music area
• Discover relationships that can be established between music (or sound art) and other areas of knowledge.
• Acquire tools for project design taking into account the naturalness of the musical fact and the relationships with other areas.

  • Be part of and carry out a collective project where the musical expression has a central role and that implies the development of professional competences

Competences

  • Acquire habits and skills for cooperative and autonomous learning and promote the same in pupils.
  • 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.
  • Critically analyse personal work and use resources for professional development.
  • 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.
  • Express other languages and use them for educational purposes: corporal, musical, audiovisual.
  • Know and use songs to promote hearing, rhythmic and vocal education.
  • Promote and facilitate early infant learning, from a global and integrative perspective of different cognitive, emotional, psychomotor and developmental dimensions.
  • Promote awareness of artistic expression and artistic creation.
  • Systematically observe learning and coexistence contexts and learn to reflect on them.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • 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 habits and skills for cooperative and autonomous learning and promote in children.
  2. Be familiar with the visual and plastic arts curriculum in different stages of infant education.
  3. Critically apply work strategies in order to improve teaching skills.
  4. Design and analyze educational projects that create learning environments considering the totality and uniqueness of each child.
  5. Develop projects that promote the perception and musical expression in a creative way.
  6. Identify the social, economic and environmental implications of academic and professional activities within one's own area of knowledge.
  7. Knowing how to use the song as a central hub for project design.
  8. Knowing musical projects as a factor of quality in teaching.
  9. Knowing the own curriculum of visual and plastic of different stages of childhood arts education.
  10. Making correct use of the techniques and resources of observation and analysis of the situation, and presenting conclusions about the processes observed.
  11. Produce, in groups, innovative proposals that are proposed by interdisciplinary teams.
  12. Properly use different languages in relation to music in project design
  13. Show sensibility towards artistic creation and cultural dimension.
  14. Understanding the value and effectiveness of play activities in the teaching activities - learning in the context of projects.
  15. Use the existing curriculum to develop musical projects promoting global learning and experience.

Content

1. Theoretical foundation.

1.1. Project Based Methodology.

1.2. Musical language and multimodality.

1.3. Sound art

 

2. Development, analysis and evaluation of musical projects.

2.1. Analysis of the key elements that intervene in interdisciplinary projects where music (or sound) is the common thread.

2.2. Deepening knowledge and fundamentals of music as a tool for individual and collective expression and creation.

2.3. Appropriation of musical / cultural elements of our context and time, as well as other contexts.

2.4. Acquisition of criteria for the design, development and evaluation of projects promoted from the music area.

2.5. Reflection around different external projects and also those developed in the classroom.


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
colective work (all class) 30 1.2 1, 3, 5, 7, 10, 11, 12, 13, 14, 15
cooperative learning 15 0.6 2, 3, 10
theory and practice 40 1.6 3, 10
Type: Supervised      
supervised tutorials 10 0.4 1, 3, 4, 5, 12, 13, 15
Type: Autonomous      
individual work 30 1.2 2, 7, 9
performance and playing music 25 1 1, 3, 5, 7, 11, 12

The approach of this subject is eminently practical, and therefore it requires an active participation in the teaching and learning process.

Through the development of classroom projects and activities, the students build and appropriate the knowledge of the music area, as well as other competences for the teaching activity.

There are activities for analysis and reflection as well, both individually and collectively.

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.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Colective project with all classmaids (individual assessment) 35% 0 0 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14, 15
cooperative learning (collective assessment) 15% 0 0 1, 3, 9, 10, 13, 14
individual work 50% 0 0 2, 5, 8, 9, 10, 13 

This subject does not offer the option of single or unique assessment.

The evaluation consists of three parts that must be overcome independently with a grade equal to or greater than 3'5 in order to calculate the final grade.

These parts involve different methodologies of work in the classroom that will be developed throughout the semester, such as individual work, cooperative group work and collective project with the whole class group.

  • The individual works consist of: preparation and brief presentation in class of a topic on the avant-garde art of the twentieth or twenty-first century, and 2 written reflections on both the professional skills developed throughout the process of collective creation (Final Project), and about the content learned in the landscape project.
  • Cooperative group work consists of: doing an internship with fieldwork on the soundscape and drawing common debate and conclusions with the work team.
  • The final collective project consists of: designing and carrying out, based on the interests of the class group, a project where musical expression is the driving force, but giving rise to interdisciplinary work with other areas and artistic expressions that we might need.

The planned schedule for the evaluation moments is:

a) Individual work: 1 task during weeks 3-5, and another at the end of the collective project.

b) Cooperative work: before Easter

c) Collective Project: This project can be started before Easter or just when we return.

It will only be possible to recover the part of individual works (and in case it is dyed of a 3'5). 


										
											The schedule foreseenfor the evaluation moments is:
										
											
										
											a) Individual work: 1 task during weeks 3-5, and another at the end of the collective project
										
											
										
											b) Cooperative work: before Easter
										
											
										
											b) Collective project: during its developmen.


The return of the tasks will be done within a maximum period of 20 days.
Only the part of individual work can be recovered (and in case you have less than 3'5/10). The recovery date will be 1st July.

Attitude and active participation during the teaching and learning process are fundamental and essential.

Attendance at the sessions is essential to be evaluated for the group activities. If the sutudent does not come, it won't be possible to evaluate and the subject will be left with a "non-evaluable".

Non-participation or low involvement in the proposed activities will be interpreted as a lack of interest in learning and, therefore, as an inability to develop the required competencies. Consequently, the subject will be suspended or non. evaluated.

Moreover, in order to pass this subject, the student must demonstrate, in the activities proposed, good general communication skills, both orally and in writing, and a good command of the Catalan language. In all activities, linguistic correction, writing and formal aspects of presentation will therefore be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. An activity can be returned (not evaluated) or failed if the teacher considers that it does not meet this requirement.

The student who leaves the sessions unjustifiably (more than 3) will have a grade of 0.

The copy or plagiarism of the written works will be penalized with a 0 in that delivery, and there will be no opportunity to recover it.

The misuse of artificial intelligence (GPT chat) for written submissions will be penalized by failing the course.

Bibliography

 

Delalande, F. (1995). La música es un juego de niños. Buenos Aires: Ricordi Americana. [obra original de 1984].

Fuertes, C. i Echebarría, I. [ed.] (2008). Projectes de treball i música. Barcelona. ICE-UB.

González, C. i Valls, A (2012). Conociendo música y cultura a través de la metodología de Proyectos de Trabajo. Nuevas experiencias didácticas de Música del Mundo. Dins: Actas del Congreso Educa2011

González, C. i Valls, A. (2010). Músiques del món i treball per projectes. Dins: Actes del CiDd: II Congrés Internacional de Didàctiques. http://hdl.handle.net/10256/2856

Hernández, F. i Ventura, M. (2008). La organizacion del curriculum por proyectos de trabajo. El conocimiento es un calidoscopio. Barcelona: Octaedro.

Martín, X. (2006). Investigar y aprender cómo organizar un proyecto. Barcelona: Horsori.

Pozuelos, F. (2007). Trabajo por proyectos en el aula: Descripción, investigación y experiencias. MCEP.

Nadal, N. (2007). Músicas del mundo. Una propuesta intercultural de educación musical. Barcelona: ICE

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.

Schafer, M. (1996). El nuevo paisaje sonoro. Buenos Aires: Ricordi Americana. [obra original de 1969].

Schaeffer, P. (1988). Tratado de los objetos musicales. Madrid: Alianza editorial. [obra original de 1966].

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

Viñas, M. F., Casals, A. i Viladot, L. (2022). Emerging critical events in creative processes involving music, dance and mathematics in the school. International Journal of Music Education, 40(2), 228-243. https://doi.org/10.1177/02557614211050996 

 

webs: http://www.projectapproach.org/theory.php

https://sites.google.com/a/blanquerna.url.edu/calaix-de-music/ 

http://www.telermusica.com/ca

https://www.museunacional.cat/ca/so-i-color

 

 


Software

Spotify

www.symbaloo.com

Musicscore


Language list

Name Group Language Semester Turn
(TE) Theory 1 Catalan second semester morning-mixed