Music
Code: 44339 ECTS Credits: 10| Degree | Type | Year |
|---|---|---|
| 4310486 Teaching in Secondary Schools, Vocational Training and Language Centres | OT | 0 |
Contact
- Name:
- Cecilia Gassull Bustamante
- Email:
- cecilia.gassull@uab.cat
Teachers
- Cecilia Gassull Bustamante
- Marta Dosaiguas Canal
- Mauricio Rey Garegnani
- Paula Aguilera Martínez
Teaching groups languages
You can view this information at the end of this document.
Other comments on languages
Al written works must be presented in Catalan. Exceptions must be recognized by the teaching team.Prerequisites
No prerequisites
Objectives and Contextualisation
• Recognize the value of musical practice and education as a bearer of social and cultural meanings.
• Learn about different historiographical perspectives to obtain a critical view of the history of music and its application in the classroom.
• Identify the processes underlying the relationships between sociocultural gender categories and musical dynamics in the contemporary Western context.
• Reflect on cultural diversity relating musical systems with their respective contexts of production and reception.
• Reflect on the didactic and methodological implications of the inclusion of technology in classroomsGain a global view of audio and video technology resources and applications aimed at middle and high school music education.
• Acquire basic conducting gestures.
• Learn song repertoire (canons, pieces for 2 and 3 voices) and know how to conduct it.
• Know the characteristics of the voice and the speech apparatus for preventive purposes and for its proper use.
• Improve the emission of the spoken voice as a work tool for teachers.
Competences
- Communicate effectively both verbally and non-verbally.
- Generate innovative and competitive professional activities and research.
- Know the curricular content of the matters relating to the appropriate teaching specialization and the body of didactic knowledge around the respective teaching and learning.
- Make effective use of integrated information and communications technology.
- Own the learning skills necessary to carry out continuous training, both in content and teaching specialty, as in the general aspects of teaching.
- Search, obtain, process and communicate information (oral, printed, audiovisual, digital or multimedia), transform it into knowledge and apply it in the teaching and learning in their own areas of specialization.
Learning Outcomes
- Communicate effectively, both verbally and non-verbally.
- Demonstrate knowledge of contexts and situations in which it is possible to apply the various contents that integrate the curriculum of Secondary and Baccalaureate, emphasizing the practical, creative and educational sensitivity that carries the musical culture group.
- Demonstrate knowledge of cultural and educational value of music and content of the discipline taught in Secondary Education and Baccalaureate, and integrate these into the framework of science, culture and art.
- Demonstrate knowledge of the history and recent developments of the music to convey a dynamic view of it and make sense of the music school, highlighting the genesis of musical knowledge.
- Demonstrate knowledge of the theoretical-practice developments teaching and learning music.
- Effective use of integrated information and communications technology.
- Generate innovative and competitive proposals for research and professional activities.
- Possess learning skills necessary to carry out continuous training in both content and didactics of music, as well as general aspects of teaching.
- Search, obtain, process and communicate information (oral, printed, audiovisual, digital or multimedia) to transform it into knowledge and apply it in the teaching-learning materials specific to the specialization studied.
Content
Part 1: Genre and urban music
T1. Music and gender in the classroom. Key concepts for working on popular music with a gender perspective.
T2. Corporealities and sexualities in urban music.
T3. Dissident identities and expressions in popular music. Reflections to create safe environments in classrooms.
Q4. Popular music as an element of vindication: feminisms and activism through music.
Part 2: Digital competence applied to music education
T1. New learning environments: Teachers, students and digital skills.
T2. TAC: Technology at the service of music education in secondary and high school.
T3. Technology at the service of interpretation and creation in the music classroom.
Part 3: Arrangements and composition
T1. Elements of musical language, musical analysis and its application in arrangements and small compositions.
T2. Compositional techniques and criteria
Part 4: Conducting choirs and ensembles
T1. Conducting gesture for vocal groups with a cappella repertoire, 2 and 3 voices and canons
T2. Conducting gesture for instrumental ensembles
Part 5: Vocal health training for teachers and knowledge of the adolescents' voice.
T1. Adolescents and adults' voice characteristics and speech apparatus.
T2. Practice for improving the emission of the spoken voice as a work tool for teachers.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Directed activities (Face-to-face) | 62 | 2.48 | 1, 3, 4, 5, 6, 7, 8 |
| Type: Supervised | |||
| Specialized and evaluation tasks | 28 | 1.12 | 1, 2, 3, 4, 5, 6, 8, 9 |
| Type: Autonomous | |||
| autonomous learning activities | 60 | 2.4 | 1, 2, 3, 4, 5, 6, 7, 8, 9 |
The module is divided into 5 parts or mini-subjects. It has a seminar format and requires the active participation of the student both in the conceptual sessions and in the practical sessions, which are the majority.
Through practical proposals, the acquisition of different skills for future teaching work will be promoted, as well as reflection on the concepts associated to them.
The assessement and feedback about this 5 parts of the Training Complements - Music module and their teachers will be done during a lesson from the Didactics module.
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 |
|---|---|---|---|---|
| Part 1: Genre and urban music | 15% | 15 | 0.6 | 1, 2, 3, 4, 5 |
| Part 2 and 3: Digital competence applied to music education and musical arrangements | 35% | 35 | 1.4 | 1, 2, 3, 5, 6, 7, 8, 9 |
| Part 5: Voice education and Vocal health training for teachers | 25% | 25 | 1 | 1, 2, 5, 8 |
| Parts 4: Conducting choir and ensembles | 25% | 25 | 1 | 1, 2, 3, 5, 6, 7, 9 |
ASSESSMENT ACTIVITIES AND EVALUATION DATES AND EVALUATION OF THE SUBJECT
Tasks and activities for the assessment:
1) Part 1 (15% individual): Written test through moodle during the month of December
2) Part 2 and 3 (35% group): Design and presentation of a classroom activity involving the use of technology.
3) Part 4 (25% individual): sing and direct a song or canon
4) Part 5 (25% individual): reflection on own practice
The teaching staff will return the grades between 15 and 20 working days after the delivery of the assignments.
In order to calculate the weighted average and pass the module, you must obtain a grade of 3.5 or higher in each part. In case of not obtaining the minimum final grade to pass the module, a specific work of the failed part with a lower grade will be required as a recovery mechanism.
To pass this module, the student must demonstrate good general communication skills, both orally, in writing, and with audiovisual language. A good command of the language or vehicular languages listed in the teaching guide is also required. 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 suspended if the teacher considers that it does not meet these requirements.
In the event that the student commits any irregularity that could lead to a significant variation in the grade of an assessment act, he will be graded with 0 regardless of the disciplinary process that may be instituted. In the event that several irregularities occur in the evaluation acts of the same module, the final grade for this subject will be 0.
Re-evaluation: may 10.
UNIQUE ASSESSMENT
The single assessment will consist of the following tests on the march 8.
- a written test of blocks 1 (15%) and 4 (25%)
- deliver an audiovisual project and arrangementof a work (35%)
- sing and lead a canon or canon (25%)
Bibliography
ï Adell, Joan Elies (2004) "Internet en educación". Comunicación y pedagogía, núm. 200, pp. 25-28 Barba,C. Capellas,S. (Coords.) (2010I "Educación 2.0". Ordenadores en el Aula. La clave es la metodologia. Grao
ï Arias Salvado, Marina (2019). Neoperreo, ¿Cambiando las reglas de(l) género? La escena transnacional online del “reggaeton del futuro”. Etno: Cuadernos de Etnomusicología, 14, 44-65.
ï Brazuelo Grund, Francisco. & Gallego Gil, Domingo (2011). Mobile learning: los dispositivos móviles como recurso educativo. MAD
ï Carrillo, Carmen & Vilar i Monmany, Mercè (2009). El conjunto instrumental Orff como dinamizador de la motivación en alumnos de Educación Secundaria. Revista Electrónica de LEEME (Lista Europea Electrónica de Música en la Educación).
ï Choksy, Lois, Abramson, Robert, Gillespie, Avon, Wodds, David, York, Frank. (2001) Teaching music in the twenty-first century (Second edition). Prentice Hall
ï Coll, Elisa (2021). Resistencia bisexual. Mapas para una disidencia habitable. Tenerife: Melusina.
ï Córdoba, D; Sáez, J; Vidarte, P (2005). Teoría Queer. Políticas bolleras, maricas, trans, mestizas. Barcelona: Egales.
ï Ferrero, Maria Inés, Martín, Mónica & Meclazcke, Amanda (2019). Hacer música en grupo. La dinámica del grupo en acción y la evaluación como camino hacia la optimización de la performance, Miño y Davila.
ï Gassull, Cecília; Godall, Pere i Martorell, Montserrat (2004). La veu. Orientacions pràctiques. Barcelona: Abadia edicionsGiráldez, Andrea (2005) Internet y educación musical. Graó.
ï Giráldez, Andrea (2010) Música complementos de formación disciplinar. Graó
ï Green, Lucy (2001) Música, género y educación. Madrid: Ediciones Morata.
ï Hallam, Susan, Creech, Andrea, & McQueen, Hilary. (2015). Teachers’ perceptions of the impact on students of the Musical Futures approach. Music Education Research, 19(3), 263–275. https://doi.org/10.1080/14613808.2015.1108299
ï Hawkins, Stan (ed.) (2017) The Routledge Research Companion to Popular Music and Gender. New York: Routledge
Software
BandLab, Finale, Audacity, Musescore.
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TEmRD) Teoria (màster RD) | 1 | Catalan | annual | morning-mixed |