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Musical and Visual Education and Learning

Code: 102035 ECTS Credits: 5
2024/2025
Degree Type Year
2500798 Primary Education OB 3

Contact

Name:
Mar Moron Velasco
Email:
mar.moron@uab.cat

Teachers

Maria Inmaculada Pla Rius
Cristina González Martín
Blanca Pujol Corominas
Ruth Ortin Lozano

Teaching groups languages

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


Prerequisites

it is recommended to have passed the subject MUSICAL EDUCATION AND VISUAL second year.


Objectives and Contextualisation

Educational objectives:

The nature of artistic processes and resources to be formalized.

Educational interventions in the field of performative arts education: image, object and space.

Interpretation, listening and musical creation as a basis for musical understanding.

Didactic applications in the field of music around audition, song and creation.

Competences

  • Acquiring resources to encourage lifelong participation in musical and plastic arts activities inside and outside of the school.
  • Analyse and recognise one's own socio-emotional skills (in terms of strengths, potentialities and weaknesses), to develop those that they are necessary for professional development.
  • Design, plan and evaluate education and learning processes, both individually and in collaboration with other teachers and professionals at the centre.
  • Know and apply information and communication technologies to classrooms.
  • Know the school's arts curriculum, in its plastic, audiovisual and musical aspects.
  • Maintain a critical and autonomous relationship with respect to knowledge, values and public, social and private institutions.
  • Reflect on classroom experiences in order to innovate and improve teaching work. Acquire skills and habits for autonomous and cooperative learning and promote it among pupils.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • 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. Acquire knowledge and skills and abilities in the productive and perceptive dimension of the visual and musical arts.
  2. Acquire the artistic knowledge on the school curriculum.
  3. Be able to work in a team.
  4. Develop creative and innovative capacities.
  5. Develop critical knowledge and skills with respect to culture and education.
  6. Experience music in relation to the social and cultural context.
  7. Implementing projects that include different artistic disciplines in their process.
  8. Know and use technological resources in scheduled activities.
  9. Propose ways to evaluate projects and actions for improving sustainability.
  10. Recognising one's own emotions and those of others, and their value in art education in the school.
  11. Recognising the value of the arts in educating the individual, and the critical role that the school plays as the entity responsible for this condition.
  12. Understand the value of arts education in the development of people and society.
  13. Understand, analyse and produce teaching materials applied to arts education.

Content

Part I. Art and education. CULTURAL AND PERFORMATIVE  DIMENSION 

1. Works of art as a source of knowledge:

1.1- Research, analysis and reflection on artists and their creations.

Part II. Training in the practice of art. PRODUCTIVE AND PERFORMATIVE DIMENSION

1. Practices and projects related to different cultural contexts and artistic movements.

2. Understanding and experimenting with the practice of art as a process of knowledge.

Part III. Arts education in school. Educational intervention in a context of performative education methodology.

1. The curriculum in the area of art and its implementation in schools: methodologies, processes and strategies.

2. School, museums and cultural centers.

Part IV. Music and education. CULTURALDIMENSION

1. The music in relation to the social and cultural context.

Part V. Training in musical practice. DIMENSION AND PRODUCTIVE perceptive MUSIC

1. The interpretation, listening and creating music through voice, of dance or instruments sound different materials.

1.1 The song as a basic element of musical practice.

1.2 The hearing music and understanding music

1.3.- The application of musical elements in creation.

Part VI. Musical education at school. DIMENSION Teaching Music

1. The arts education and cultural competence basic communicative

2. Fundamental methodological principles, resources,materials and strategies.

3. The interdisciplinarity between music and other curricular areas,

4. The role of music in schools. Specialist versus generalist, the necessary cooperation.


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Presencial large grup 15 0.6 2, 12, 8, 13, 3, 6, 1, 5, 4, 11, 10
Seminars 23 0.92 2, 12, 8, 13, 3, 4, 7, 10
Type: Supervised      
Tutorials and other supervised activities 25 1 12, 13, 3, 6, 1, 5, 4, 7, 11, 10
Type: Autonomous      
Design and creation of educational interventions 32 1.28 2, 8, 13, 3, 1, 5, 4, 7, 9, 10
Theoretical considerations 30 1.2 2, 12, 8, 13, 3, 6, 5, 9, 11, 10

AUTONOMUS ACTIVITIES:

Design and creation of educational interventions

theoretical reflections

DIRECTED ACTIVITIES:

Classes in large group

Exhibitions by teachers of content and basic issues on the agenda. It is done with the whole group class and allows exposure of the main content through an open and active participation by students.

Planning and organization of exercises and activities that are subsequently carried out in seminars.

Making collective musical activities of musical practice.

Transnature Project. ARTS VISUALS EDUCATION.

Transnatura is the title of the multidisciplinary project designed by the teaching teams of five of the subjects in 3rd year of the Degree in Primary Education. It consists of a two days trip and a night out in nature aimed at providing an intense and formative experience in the natural environment which, besides working specific objectives of each of the disciplines, it also facilitates the approach of transversal aspects such as sustainability, healthy living, coexistence and the relationshipbetween school and nature, among others. Subjects involved:

. Didactics of Experimental Sciences,

. Learning and Development II,

. Visual Music Education and learning,

. Physical Education and its Didactics I

. Languages and learning

First information about the activity:

Location: Vall de Núria

Departure dates: October 21th and 22th (groups 21 and 71) and October 24th and 25st (groups 31 and 41) 2024.

Price: to be confirmed, it will be between 50 and 60 euros (includes the rack railway, lunch, dinner and dinner on the second day).

During the 1st quarter the UAB opens a call for grants to finance the trip.

Informative tutorial: To be determined in September.

Attendance is mandatory. In case someone is unable to attend it, he/she will have to prove the reason for missing it and perform a compensatory work previously agreed with the teaching team. The activities carried out during the trip will be part of the continuous evaluation of the different subjects. At the beginning of the course each teacher will specify the learning evidences and the corresponding evaluation criteria. Details regarding timetables, price, itinerary and luggage will be provided at least 10 days before the departure. 

Seminars

Workspaces in small groups supervised by the teacher where by document analysis, <spanid="result_box" lang="en">viewing of artistic projects, proposals for creation, ... is deepening in the contents, already worked in the large group.

Conducting exercises and activities designed in large group sessions.

Musical and visual and plastic in specific activities of practical exercises seminar work.

Oral activities, individual or group exhibitions. Comments and reviews the results.

Trips to museums or other art centers and musical performances.

SUPERVISED ACTIVITIES:

Tutorials and other planned activities.

*Due to the current "climate alarm", "lack of natural resources" and "economic imbalance" that we are experiencing on the planet, the teamof teachers of the Didactic Unit of Plastic Expression will promote artistic skills from an eco-social and eco-feminist point of view. Priority will be given to natural and recycled materials during the workshop sessions and individual and/or group artistic creations. With the use of natural materials and the elaboration of others from them, the aim is to generate environmental awareness among the students, which implies developing sensitivity and critical ability to perceive the natural and material environment that surrounds us, and to know and react to attitudes, situations and events that contribute to improve the care of the planet.

If other materials are needed, teachers will recommend what is appropriate for the planned activities, which will have a sustainable cost and can be shared among the students. Mechanisms will be sought to ensure that everyone has them.

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
BLOCK I. Art and education. CULTURAL DIMENSION_VISUAL. INDIVIDUAL 10% 0 0 2, 12, 3, 5, 7, 11
BLOCK II. Training in the practice of art. PRODUCTIVE DIMENSION_VISUAL. INDIVIDUAL 20% 0 0 8, 3, 6, 1, 4, 7, 10
BLOCK III. Arts education in school. EDUCATIONAL INTERVENTIONVISUAL. GROUP 20% 0 0 2, 12, 8, 13, 3, 5, 4, 7, 9, 11, 10
BLOCK IV. Music and education. CULTURAL DIMENSION. 10% 0 0 12, 6, 5
BLOCK V. Training in musical practice. DIMENSION AND PRODUCTIVE PERCEPTIVE MUSIC. 15% 0 0 8, 1, 10
BLOCK VI. Music education in schools. DIMENSION TEACHING MUSIC. 25% 0 0 2, 12, 8, 13, 3, 6, 1, 5, 4, 7, 9, 11

The evaluation of the course will be carried out throughout the academic year by means of the activities shown in the grid below.

Class attendance is necessary as this subject is of a practical nature and focuses on working on teaching competence in the visual and musical domain. Class attendance makes it possible to observe and analyse the teaching model and the teaching process, which we consider essential for the success of the course.

In order to pass the course, students must have passed each of the two subjects it consists of, visual and plastic education (50%) and music education (50%). The final grade will be the arithmetic average between the two parts.

VISUAL: Students who during the course have done an adequate follow-up of the subject and still have some aspect not achieved will be given the opportunity to pass the subject, doing additional independent work or redoing some of the activities delivered or performed. Each case should be reviewed according to the situation of each student.

MUSIC: The failed evaluation activities will be averaged except for the oral exam, which must obtain a minimum grade of 5. If the oral exam is failed, a re-evaluation will be available in order to average with the rest of the grades. The maximum grade of the re-evaluation will be a 5. People with vocal problems that prevent them from singing will have to bring a medical report explaining the situation and adaptations will be made to the oral exam. In case of not bringing a diagnosis, despite having vocal problems, it will be necessary to take the exam and if failed, the rest of the grades will be averaged.

The total or partial plagiarism of one of the evaluation activities and / or copying in an evaluation test is a direct reason for failing the course.

 

 TRANSNATURE PROJECT: Nature as a source of learning in the initial formation of teachers. Education of the visual arts.

                                                                                                                                                                          A dossier will be delivered with all the information and learning activities to do before, during and after the departure.

The process of artistic creation, which will begin in the Transnatura, will resume in February with the beginning of the subject.
 
 

 

EVALUATION AND RECOVERY TASKS AND DATES:

MÚSICA

Type of activities

Treball d’audició_10%

Grupal

march

2 july

 

 

Treball cançó i interdisciplinarietat_10%

Grupal

 

april

 

 

Qüestionari de reflexió concert didàctic _7,5%

       Individual       

april

Treball creació_10%

Grupal

in the end of may

Examen oral_12,5%

Individual

      25 june
 

     * The didactic concert will take place in the morning and there will be a small cost.

VISUAL

LEARNING FOLDER

Type of activities

Avaluation date

 Recovery date
<palign="center">CULTURAL DIMENSION. Texts reflection_5%

Individual

 abril

2 juliol

 

* The learning portfolio/portfolio/web will be handed in with the revision of the tasks not passed.

 

PRODUCTIVE DIMENSION. Process of artistic creation. Transnature_15%

Individual

 abril

EDUCATIONAL DIMENSION. Interdisciplinary and inclusive educational intervention through the Arts_15%

Group

 maig

FINAL DELIVERY OF THE LEARNING FOLDER_15%

Individual

  18 juny

      *The processes and results of the proposals made during the Transnatura (FIELD DIARY) will be evaluated at the beginning of the course and will be 5% of the final grade.

**This subject includes activities for the DEVELOPMENT OF THE TEACHER'S DIGITAL COMPETENCE.

FROM VISUAL: All the evaluation evidences of the visual part will be given to the teacher in web format (the link of the web space will be given to the teacher and she will check it twice during the course).

FROM MUSIC: Students must construct a musicogram digitally and can post it on a web platform. Students make oral presentations of their work, in performance format, and they can use digital media to explain the construction process of these performances.

 

If the use of Artificial Intelligence is detected or suspected in the work that the student should have done autonomously, this work will be suspended.

RECOVERY
Students who have a grade between 4 and 5 must define with the teacher (tutoring) those aspects to improve the subject and they will be delivered on the day of the recovery. The note will be a maximum of 5.

One of the necessary criteria to pass this subject will be to show, throughout the course, that the student has developed some personaland social skills essential to be "a good teacher": active participation in classes, responsibility and rigor in autonomous work, not judging, arguing, appropriate use of electronic devices (mobile, computer, etc.), critical thinking and behaviors that favor a friendly and positive environment, democratic and where differences are respected. The subject teacher will observe, document the sessions and write down evidence in relation to these personal and social skills of the students; and will be evaluated throughout the course.

It is also necessary that the student shows a good general communicative competence, both orally and in writing, and a good command of the language or languages that appear in the teaching guide.

The assessment will also focus on skills for cooperative and teamwork and will be gender sensitive.

This subject does not include a single assessment system.

 

              MUSICA                  VISUAL

   
G21 Ruth Ortin AGREGADA NOVA
G31 Cristina González Imma Pla
G41 Blanca Pujol Mar Morón
G71 ASSOCIADA AGREGADA NOVA
 

 

 


Bibliography

VISUAL ARTS EDUCATION

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Aguirre, I. (2005). Teorías y prácticas en educación artística. Navarra: Universidad Publica de Navarra.

Arnheim, R. (1993). Consideraciones sobre la educación artística. Barcelona: Paidós.

Bamford, A. (2009). El factor ¡Wuau! El papel de las artes en la educación. Barcelona: Octaedro

Berger, J. (2001). Modos de ver. Barcelona: Gustavo Gili.

Bosch, E. (2009). Un lloc anomenat escola. Barcelona: Graó.

Chalmers, F. G.(2003). Arte, educació i diversidad cultural. Barcelona: Paidós.

Chapman, S. N. (2015). Arts Immersion: Using the arts as a language across the primary school curriculum. Australian Journal of Teacher Education, 40 (9). Doi:10.14221/ajte.2015v40n9.5

Chomsky, N. (2003). Chomsky on democracy education. New York: Roudledge Falmer.

Dewey, J. (2008). El arte como experiencia. Barcelona: Paidós

Efland, A. (1993). Consideraciones sobre la educación artística. Barcelona. Paidós

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Efland, A., Freedman,K., Sruhs, P. (2003).  La educación y el arte posmoderno. Barcelona: Paidós

Eisner, E. W. (2004). El arte y la creación de la mente. Barcelona: Paidós.

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Gardner, H.  (2000). La educación de la mente y el conocimiento de las disciplinas. Barcelona: Paidós

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Gombrich, E. H. (1997). La Historia del arte. Madrid : Debate ; Barcelona : Círculo de Lectores.

Gompertz, W. (2012). ¿Qué estás mirando?:150 años de arte moderno en un abrir y cerrar de ojos. Tres Cantos Madrid : Taurus

Hall, C., & Thomson, P. (2017). Inspiring school change: transformaing education through the creative arts. New York, London: Routledge.

Hernández, F. (1997). Educación y cultura visual. Sevilla: Publicaciones MCEP.

Hoyuelos, A. (2012). Les imatges fotogràfiques com a documentació narrativa. In-fàn-ci-a, 188, 7-14.

Iwai, K. (2003). La contribución de la educación artística en los niños. Recuperat de: http://www.ibe.unesco.org/publications/Prospects/ProspectsPdf/124s/iwas.pdf

López Fernández Cao,M. (coord.) (2006). Creación y posibilidad. Aplicaciones del arte en la integración social. Madrid: Editorial Fundamentos.

Marín, R. (2005). Investigación en Educación Artística. Granada: Universidad de Granada y Universidad de Sevilla.

Matthews, J. (2002). El arte de la Infancia y la Adolescencia. La construcción del significado. Barcelona, Paidós.

Morón, M. i París, G. (2013). Espacios de creación artística en la escuela. Arte y movimiento, 9, 53-63.

Nobel, A. (2005). Education through art (the Steiner School Approch). Great Britain: Floris Books.

Nogué-Font, À. (2020). Indagaciones sobre los procesos de creación artística desde la práctica. Arte, individuo y sociedad, 32(2), 535-552

Rodari, G. (2004).  Gramàtica de lafantasia, introducció a l’art d’inventar històries. Barcelona: Columna Edicions, S.A. 

Rogers, C. (1978). Libertad y creatividad en la educación. Barcelona: Paidós Educador Contemporáneo.

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Vigotsky, L. S. (1982). La imaginación y el arte en la infancia. Madrid: Akal.

TRANSNATURA. Nature as a source of learning

Educación emocional en el medio natural (2014). [Vídeo] Recuperat de: http://www.rtve.es/alacarta/videos/para-todos-la-2/para-todos-2-debate-educacion-emocional-medio-natural/2916478/

El sentido del asombro (2012) [Vídeo] Recuperat de: http://www.rtve.es/alacarta/videos/ultimas-preguntas/ultimas-preguntas-sentido-del-asombro/1539438/

Carson, R. (2012). El sentido del asombro. Madrid: Ediciones Encuentro S A.

Cobo, D. (2017). El bosque habitado - 200 años con Thoreau, padre de la Ecología. [Audio] [Recuperat 01/02/22] http://www.rtve.es/alacarta/audios/el-bosque-habitado/bosque-habitado-200-anos-thoreau-padre-ecologia-diego-cobo-09-07-17/4105898/

Freire, H. (2011). Educar en verd. Idees per apropar els nens i les nenes a la natura. Barcelona: Graó.

Freire, H. (2011). Educar en verde. Por una infància en la naturaleza. Revista Integral. Pp. 33-37

Freire, H. Pedagogía verde. Recuperat de: http://educarenverde.blogspot.com.es/

Louv, R. (2005). Last child in the woods. Nova York: Algonquin Books

Neddo, N. (2019). El artista orgánico. Barcelona: Promopress

2018_TRANSNATURA_1a. edició. https://www.youtube.com/watch?v=qQLHehE5b84&list=PLfiwyQy5C38cnrOjA-THEcnF3VDuoFJx7&index=12&t=963s 

2019_TRANSNATURA_2a. edició. https://www.youtube.com/watch?v=683LRdH9n4s&list=PLfiwyQy5C38cnrOjA-THEcnF3VDuoFJx7&index=13 

2020_TRANSNATURA_3a. edició. https://www.youtube.com/watch?v=wIYzO6eHZQw&list=PLfiwyQy5C38cnrOjA-THEcnF3VDuoFJx7&index=14&t=374s

WALKING AS AN AESTHETIC PRACTICE

40 años de Land Art en España. [Recuperat 01/02/22] http://www.elmundo.es/elmundo/2012/07/04/cultura/1341412051.html

200 años con Thoreau, padre de la ecologia. Con Diego Cobo. El bosque habitado. RTVE. 09/07/2017 [Audio] [Recuperat 01/02/22]

https://www.rtve.es/play/audios/el-bosque-habitado/bosque-habitado-200-anos-thoreau-padre-ecologia-diego-cobo-09-07-17/4105898/

Abad, M. i Viedma, B. (2014). Caminar como técnica para pensar. Recuperat de: http://www.yorokobu.es/filosofia-de-caminar/

Bernadas, P. (editor) (2018). El arte de caminar. Barcelona: Altaïr Magazine

Careri, F. (2017). Walkscapes. El andar como práctica estética. (4a. edició). Barcelona: Gustavo Gili.

Carson, R. (2012). El sentido del asombro. Madrid: Ediciones Encuentro SA.

Cobo, D. (2017). El bosque habitado - 200 años con Thoreau, padre de la Ecología. [Audio] Recuperat de: http://www.rtve.es/alacarta/audios/el-bosque-habitado/bosque-habitado-200-anos-thoreau-padre-ecologia-diego-cobo-09-07-17/4105898/

Corvo, J. (2013). Walking art:prácticas, experiencia y proceso generadoresde paisaje y pensamiento [Tesidoctoral]. [Recuperat 01/02/22] https://www.tdx.cat/handle/10803/135058

Gros, F. (2015). Andar, una filosofía. (3a. edició). Madrid: Taurus.

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Le Breton, D. (2017). Elogio del caminar. Madrid: Siruela.

Pallasmaa, J. (2016). Habitar. Barcelona: Gustavo Gili.

Raquejo, A. (2008). Land Art. Donostia: Nerea. 4a ed. Colección Arte hoy.

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THE MUSEUM AS A SPACE FORTEACHING AND LEARNING. SYNERGIES BETWEEN MUSEUM AND SCHOOL

Alonso-Sanz, A. (2011). La visita al museu como parte de la formación inicial del profesorado en Educación Artística. Arte y políticas de identidad. 5, 43-60. 

Bang Larsen (2010). Palle Nielsen. El model. Un model per a una societat qualitativa. (1968). Barcelona: Museu d’Art Contemporani de Barcelona 

Dysthe, O. ; Bernhardt, N.; Esbjorn, L. (2013). Enseñanza basada en el dialogo. EL museu de arte como espacio de aprendizaje. Bergen: Fagbokforlaget 

Fuertes; E. (2020) Les estratègies de Pensament Visual (VTS), una metodologia educativa necessària. [Recuperat 01/02/22] https://blog.museunacional.cat/les-estrategies-de-pensament-visual-vts-una-metodologia-educativa-necessaria/?_ga=2.187304168.1563752458.1643718644-836354895.1600871736 

González-Sanz, M., Feliu-Torruella, M., Cardona-Gómez, G.(2017). Las Visual Thinking Strategies (VTS) desde la perspectiva del educador patrimonial. DAFO del método en su aplicación pràctica. Revista de Educación, N. 375, 160-183 

González Verdaguer, T. (2016). Diálogos en el museu. Cuadernos de Pedagogía. 473, pp. 66-69 

González Verdaguer, T. (2008). El museu com espai de trobada entre l’educació i la cultura. Temps d’educació, 35, 119-126 

Huerta, R. de la Calle (2005). La mirada Inquieta: Educació artística y museos. Valencia: Universitat de València 

Juanola, R. (2009) Importancia de los museos en la educación artística. En Actas, ponenciasy comunicaciones. I Congreso Internacional. Los Museos en la educación. La formación de los educadores. Madrid:FundaciónColección Thyssen-Bornemisza 

Mayol, M. (2009) La educació de los museos: un compromiso con todos. En Actas, ponencias y comunicaciones. I Congreso Internacional. Los Museos en la educación. La formación de los educadores. Madrid: Fundación Colección Thyssen-Bornemisza 

Murawski, M. (2014) Openthink: Visual Thinking Strategies (VTS) & museus. En Art Museum Teaching a fòrum for reflecting on practice. [Recuperat 01/02/22] https://artmuseumteaching.com/2014/04/29/openthink-visual-thinking-strategies-vts-museums/ 

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Padró, C. (2006) Repensar los museos, la educació y la historia del arte. En Belda, C. i Marín, M.T (coords). La museología y la historia del arte. Murcia: Universidad de Murcia 

Sánchez de Serdio, A. (2021). Una educación imperfecta. Apuntes críticos sobre pedagogías del arte. Madrid: Exit Pubicaciones

Vaquero, C. y Texeira, R. (2021). Otra forma de visitar el museu. Una oportunidad para resignificar la educación artística desde la acción col·lectiva en la formación de maestras y maestros. ArtsEduca, 28, 8-23

Zepeda, N. (2015). Estrategias y recursos. Visual Thinking Strategies (VTS) – Estrategias de pensamineto visual. En NodoCultura. [Recuperat 01/02/22] http://nodocultura.com/2015/03/visual-thinking-strategies-vts/

EDUCATIONAL, INTERDISCIPLINARY AND INCLUSIVE INTERVENTION OF EDUCATION THROUGH THE ARTS

Acaso, M. y Megías, C. (2019). Art Thinking. Cómo el arte puede transformar la educación. Barcelona: Paidós Educación (4a. edició) 

Acaso, M., (2015). Las artes visuales no solo han de utilizarse como contenido sino como una estrategia genérica de adquisición de conocimiento. [Recuperat 01/02/22]  https://mariaacaso.es/educacion-disruptiva/ls-artes-visuales-no-solo-han-de-utilizarse-como-contenido-sino-como-una-estrategia-generica-de-adquisicion-de-conocimiento/ 

Aguirre, Imanol (2017 ). La formación de la persona. En Cuadernos de Pedagogía, 484, 24-27

Álvarez, I., Morón, M. i Gastín, M. (2019). Educar a través de las Artes. Proyectos interdisciplinaris e inclusives en una escuela multicultural. Aula. 287, 31-35

Álvarez-Valdivia, I. M. & Morón-Velasco, M. (2022). Educar por medio del arte en una escuela multicultural. magis, Revista Internacional de Investigación en Educación, 15, 1-23. [Recuperat 01/02/22] https://revistas.javeriana.edu.co/index.php/MAGIS/article/view/32731

Ambrós, A.; Ramos, J. M.; Rovira, M. Components d’una Unitat Didàctica. ICE. UB. [Recuperat 01/02/22] http://www.ub.edu/dllenpantalla/enfilem/doc/CAP4/06_5TEXTCAP4.pdf

Atkinson, D. (2017). Without criteria: art and learning and the adventure of pedagogy. The International Journal of Art & Design Education 36 (2): 141–152. doi:10.1111/jade.12089

Ballesteros, P. (2020).Jaume Plensa ¿Puedes oírme? España [pel.lícula]

Barton, G. (2015). Arts-based Educational Research in the Early Years. International Research in Early Childhood Education, 6 (1): 62-75. Accessed July 23, 2020.

Bauman, Z. (2008). L'educació en un món de diàspores. Debats d’Educació [vídeo] [Recuperat 01/02/22]. https://fundaciobofill.cat/publicacions/leducacio-en-un-mon-de-diaspores

Blanco, V. y Cidrás, V. (2019). Educar a través da arte. Cara a unha escola imaxinada. Pontevedra: Kalandraka

Cole, M. (2006). The Fifth Dimension: an After-school Program Built on Diversity. Nueva York: Russell Sage Foundation.

Ewald, W. (2001). I Wanna Take Me a Picture. Teaching photography and writing to children. Boston: Beacon Press

Haines, Ch. y Leibrecht, G. (2019). Ai Weiwei: Yours truly. EEUU [pel.lícula]

Hall, C. & Thomson, P. (2017). Inspiring school Change. Transforming Education through the Creative Arts. New Ypork: Routledge.

Heather Lenz (2018). Kusama: Infinito. EEUU [pel.lícula]

La Porte, A. M. (2016). Efficacy of the Arts in a Transdisciplinary Learning Experience for Culturally Diverse Fourth Graders. International Electronic Journal of Elementary Education, 8 (3): 467-480. [Recuperat 01/02/22] https://search-proquest-com.are.uab.cat/docview/1826529909?accountid=15292

Morón, M. (2015). L’art del segle XX a l’escola. [Recuperat 01/02/22] http://www.marmoron.com/lartdelseglexxalescola/html/index.htm

Morón, M. i Álvarez, I. (2021). Artistes que investiguen sobre multiculturalitat i altres temes socials. Educar a través de les arts. Dipòsit Digital de Documents de la UAB. [Recuperat 01/02/22] https://ddd.uab.cat/record/239221?ln=ca

Nobel, A. (2005). Educating through Art. Glasgow: Floris Books

Vardà, A. y René, J. (2017). Rostros y lugares. Francia [pel.lícula]

Zhang-Yu, C., S. García-Díaz, D. García-Romero, J.L. Lalueza. (2021). Funds of Identity and Self-exploration Through Artistic Creation: Addressing the Voices of Youth. En Mind Culture and Activity. Volume 28,. 138-151

OTHER RESOURCES:

Unitat de Didàctica deles Arts Plàstiques. Facultat de CCEE. UAB. [Recuperat 01/02/22]  http://www.uab.cat/servlet/Satellite/el-departament/didactica-de-les-arts-plastiques-1243492964927.html  Enllaços de interés. Recuperat de: https://www.uab.cat/web/la-docencia/educacio-de-les-arts-visuals-1345742628701.html

Currículum d’Educació Primària. [Recuperat 01/02/22] http://xtec.gencat.cat/ca/curriculum/primaria/

MUSICAL EDUCATION

Andreu, M.; Godall, P.(2010). La música integrada en el currículo de primaria y laadquisición de competencias básicas. Aula de innovacion educativa. 190:16-20.

Blacking, J. (1994). Fins a quin punt l'home ésmusic? Vic: Eumo

Bonal, E; Casas, M; Casas, N. (2005). Diversita't. Cançons, danses... activitatsi recursos per a la convivència en la diversitat. Barcelona: Generalitat de Catalunya. Fundació Bofill. (inclou 2 CDs)

Casalles, M; Manent, R.; Roma, R.; Vilar, R. (2001). Cançoner de butxaca. Tarragona: Edicions el Mèdol i Generalitat de Catalunya.

DDAA: Cançons populars i tradicionals a l'escola. Propostes didàctiques i metodològiques. Generalitat de Catalunya. Departament d'Ensenyament.

Hargreaves, D. J. (1998). Música y desarrollo psicológico. Barcelona: Graó.

Maideu, J. (1996). Assaig. Cançons i exercicis. Barcelona: Eumo editorial.

Maideu, J. (1997). Música, societat i educació. Berga: Amalgama.

Malagarriga, T; Valls, A. (2003). La audición musical en la Educación Infantil. Barcelona: CEAC (inclou CD)

Small, C. (1989). Música, sociedad y educación. Madrid: Alianza.

Swanwick, K. (1991). Música, pensamiento y educación. Madrid: Morata y MEC.

Tafuri, J. (2006). ¿Se nace musical? Barcelona: Graó.

Ulrich, M. (1982). Atlas de música. Alianza Editorial. Colección Atlas.

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

DIDACTICS RESOURCES

XTEC. Escola oberta. Recuperat de: http//www.xtec.cat/recursos/musica/index.htm

El raconet de musica. Recuperat de:  http://phobos.xtec.net/clopez13/

El calaix de músic. Recuperat de: http://grups.blanquerna.url.edu/musical/

Cançoner. Recuperat de:  http://www.prodiemus.com/

Crestomatia (Cançoner: Joaquim Maideu). Recuperat de: http://www.xtec.cat/recursos/musica/crestoma/crestoma.htm

Cançons populars i tradicionals a l’escola. Recuperat de:

http:// www20.gencat.cat/docs/Educacio/Documents/ARXIUS/doc_20517154_1.pdf


Software

Video, audio and image editing software.


Language list

Name Group Language Semester Turn
(PLAB) Practical laboratories 211 Catalan second semester morning-mixed
(PLAB) Practical laboratories 212 Catalan second semester morning-mixed
(PLAB) Practical laboratories 213 Catalan second semester morning-mixed
(PLAB) Practical laboratories 311 Catalan second semester morning-mixed
(PLAB) Practical laboratories 312 Catalan second semester morning-mixed
(PLAB) Practical laboratories 313 Catalan second semester morning-mixed
(PLAB) Practical laboratories 411 Catalan second semester afternoon
(PLAB) Practical laboratories 412 Catalan second semester afternoon
(PLAB) Practical laboratories 413 Catalan second semester afternoon
(PLAB) Practical laboratories 711 English second semester afternoon
(PLAB) Practical laboratories 712 English second semester afternoon
(PLAB) Practical laboratories 713 English second semester afternoon
(TE) Theory 21 Catalan second semester morning-mixed
(TE) Theory 31 Catalan second semester morning-mixed
(TE) Theory 41 Catalan second semester afternoon
(TE) Theory 71 English second semester afternoon