Universitat Internacional de Catalunya

Teaching and Learning Music and the Plastic and Visual Arts 1

Teaching and Learning Music and the Plastic and Visual Arts 1
6
10716
2
First semester
OB
Main language of instruction: Catalan

Other languages of instruction: English, Spanish,

Teaching staff


Mrs. SEGURA RODRÍGUEZ, Cristina - csegura@uic.es

MÚSICA

Previous notice through 

VIUAL AND PLASTIC

If a meeting is needed, the professor or student can use the  15 to 30 minutes either before or after the class- depending on class schedule, following prior notification. Email is the preferred medium to set appointments. 

Introduction

MUSIC 

This subject has two main objectives: a) to promote the participation of future teachers in listening, performing and music creation activities so that they can develop positive attitudes and experiences towards musical practice, and b) to provide basic knowledge of music didactics which allow them to reflect on the basic foundations that guide musical education in primary education.

IMPORTANT: if any group followed a different model, this would be stated on the Moodle platform. The possible adaptations concerning the methodology and the assessment would be also specified in the Moodle.

 

VISUAL AND PLASTIC

In the subject of Visual and Plastic Arts we want to educate and teach in the knowledge and practice of art.

The subject within the school curriculum is one of the basic and fundamental knowledge in the correct development of the teacher and the student where the balance of knowledge and skills is evident in a good training.

Enhancing fine motor skills and creative activity in primary school is the aim of the subject.

Our firm commitment to promote the subject in all primary school courses in terms of quality and amount of time and dedication.

Pre-course requirements

No previous knowledge is required.

Objectives

  1. Understanding the role played by music education in the personal, social and cultural dimensions of students.
  2. Knowing the primary education curriculum in regards to music education.
  3. Discovering, understanding and analyzing basic elements of musical language through active involvement in activities related to listening, performing and creating music.
  4. Acquiring techniques and teaching resources related to singing, instrumental practice, listening and dance.
  5. Designing and developing coherent educational activities based on listening, performing and creating music as part of a broader interdisciplinary work.
  6. Raising awareness about the need for cooperation between the generalist and the specialist music teacher.
           
  1. Acquire a basic knowledge of the procedures of visual arts.
  2. Acquire the resources to apply each of the level- and age-appropriate techniques for students of primary education (ages 6 to 12).
  3. Obtain specialized information about each material, and its uses and application for each procedure.
  4. Get to know diverse approaches of didactic planning to match available means.
  5. Develop creative capability, providing new and varied solutions both with regards to concepts and materials.

Competences/Learning outcomes of the degree programme

  • CEM-54 - To understand the principles contributing to cultural, personal and social development from an arts perspective.
  • CEM-55 - To be familiar with the artistic, audiovisual and musical aspects of the arts curriculum.
  • CEM-56 - To acquire resources to foment lifelong participation in musical and artistic activities, both inside and outside the school.
  • CEM-57 - To develop and evaluate curriculum content through appropriate teaching resources, and to promote the corresponding skills in pupils.
  • CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
  • CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
  • CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
  • CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
  • CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
  • CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.

Learning outcomes of the subject

Students are able to:

  1. Learn songs and gain resources to make them sing. To promote an aural, rhythmic and vocal education in children.
  2. Enhance musical sensitivity and how to transmit it (promote sensitivity in relation to artistic creation). 
  3. Understand the principles that support the cultural, personal and social training of the arts. 
  4. Develop and evaluate the content of the curriculum through appropriate teaching resources and promote the pertinent skills in students. 
  5. Develop educational proposals that promote musical perception and expression, and creativity. 
  6. Know and accept the positive influence of art education in society. 
  7. Know the school arts curriculum, especially with regard to music education. 
  8. Have the resources to encourage participation throughout life in musical activities inside and outside the school. 
  9. Communicate and correctly express themselves in the language of instruction both in oral and written form. 
  10. Learn the skills of creativity, entrepreneurial spirit and focus on quality and always apply them in their performance with students. 
  11. Integrate new technologies in their educational work.
  12. To be aware of their performance and their influence on students. To have the skills and knowledge to manage group processes and communication to achieve good cooperation with and among students.
  13. To have the knowledge and pedagogical skills to create a safe learning environment for a whole class or a group, but also for individual students, enabling children to become responsible and self-sufficient adults.
  14. To have the knowledge and skills about the subject they teach and to know what teaching methods must be applied to create a learning environment where students can learn the cultural background they need to live in society. To achieve this in a contemporary, professional and systematic manner. 
  15. To have the knowledge and organizational skills to create a pleasant working climate in their classes in a professional and systematic manner.
  16. To appreciate the importance of teamwork and to work with colleagues to achieve common goals.
 Students are able to:            
  1. Understand the concepts that enable cultural, personal and social formation in visual art.
  2. Learn to develop and evaluate syllabus content with adequate didactic resources and to promote the corresponding skills in students. 
  3. Prepare didactic proposals that encourage and stimulate creativity.
  4. Know and accept the necessary and positive role of artistic training for society.
  5. Familiarity with the primary education artistic education curriculum.
  6. Obtain resources to encourage lifelong participation in artistic activities inside and outside the school walls.
  7. Acquire detailed information on the suite of materials and tools for each process in visual arts training.
  8. Precise and rich verbal and written communication skills for teaching.
  9. Ability to interpret and integrate facts from English-language source materials on this topic and to incorporate these into their educational process.
  10. Knowledge of the proficiencies of creativity, the entrepreneurial spirit and striving for quality and ability to apply it to the students.
 

Syllabus

  1. Benefits of integrating music into education. 
  2. What? Theoretical foundations of musical language: the elements of music.
  3. Block 1 Singing
  4. Block 2 Listening
  5. Block 3 Creating music
  6. Block 4 Musical language
  7. How? Teaching methodologies: the use of the body, voice and musical and body instruments. 
  8. Didactic application: playing instruments (small percussion and Orff instruments), choreographic.
  9. Why? basic skills and music skills.
  10. Music education in primary school and interdisciplinarity.
  11. Voice anatomy and vocal health. 

VISUAL AND PLASTIC

  1. Drawing: basics, paper, graphite, composition
  2. Volume: clay and similar
  3. Digital photography
  4. Color techniques  
  5. Prints: monotype, linoleum, woodcut
  6. Space and 3D objects: paper and wire.
  7. Light
  8. Large scale projects: decorations, stage scenery
  9. Mixed techniques: two-dimensional
  10. Mixed techniques: there-dimensional
  11. Structures
  12. Public exhibit/presentati

 

Teaching and learning activities

In person



VISUAL AND PLASTIC

The class will consist of the student putting into practice a wide range of artistic techniques while they are exposed to and experience diverse teaching strategies. Daily exercises will be facilitated by materials which introduce, describe, and motivate both process and outcome. Student participation in constructive critique and debate will be integral. Regular homework, critical to the learning process, will be compulsory. Students will work alone and in groups. 

The class aims to increase confidence and provides a solid technical and pedagogical base. Emphasis is given to flexibility in the face of varied situations and needs and the ability to explore new techniques and continue to develop the ones we know. My approach further aims to identify the individuality of each student so they can use their own perspective to teach art with enthusiasm.  

The class will consist of a: 

-      Brief explanation and exhibit of examples related with the day’s subject.

-      Group critique of the recent work done by the student  (individual work and comments by the students).

-      Work session. 

-      Students’ brief presentation of a known artist and his work. 

-      Follow up complementary homework.

 

Subjects, classes and timing:

  1. Drawing: basics, paper, graphite, composition
  • Drawing introduction – grey scale, textures, etc.
  • A sphere and boxes – basics on perspective and shadows
  • Drawing what’s in front of me – create a personal still life and composition and then draw it
  1. Volume: clay and similar
  • My clay surface – introduction to clay and making a personal composition
  • My homemade clay forms – experiment with new materials and forms
  • My clay forms – practice in controlling the outcomes with clay
  1. Digital photography
  • Photo booth – learn how to take good pictures of the work we make
  • An original group shot – discover what makes a difference in taking good photographs of groups
  • My still life – work on developing artistic personality and creating a unique still life 
  • Walkabout – a personal random exploration
  1. Color
  • What colors? – color wheel and personal color choices
  • Watercolor – create a composition
  • Tempera – create a composition
  • Pastel – create a composition
  1. Prints: monotype and linoleum
  • Now, underwater – compose an underwater scene with the monotype technique
  • Sky, moon or sun – make a linoleum print
  • What can I print from nature? – another monotype, but in this case from what can be found in nature
  1. Space and 3D objects: paper, cardboard and wire.
  • Pop up – learn how to make a pop up
  • Fish, head or spider? - A three-dimensional line drawing with wire

 

March 18, 2019 – Presentation of and turn in the material completed up to the moment.  Each exercise, period work and homework, will be presented on a Din A3 paper in one folder. In the case of photographs, they are to be pasted on a DIN A3 paper.

 

  1. Light
  • fish, head, spider or? on the wall – projection with light and color
  • circus – projected circus themes
  1. Large scale projects: decorations, stage scenery
  • Large scale project – will be created and made in groups
  1. Mixed techniques: 2D
  • a penny for your thoughts – collage based on the cartoons by Saul Steinberg
  1. Mixed techniques: 3D
  • Another head – large three-dimensional caricatures of heads and faces
  • Counterbalance – how to make a mobile that works well
  • What size? – a collage that considers scale and its relativity
  1. Structures
  • Book support – make a book support that is practical 
  • Flying things – propellers and similar that fly
  • A paper tower – understand the basics of structure and make a paper tower
  1. Public exhibit/presentation
  • Put a show up with all the necessary requisites so it’s efficient in all stages

 

Final presentation of and turn in projects. With a few exceptions, each exercise, period work and homework, will be presented on a Din A3 paper in one folder.  In the case of photographs, they are to be pasted on a DIN A3 paper.

 

 

COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-54 CEM-55 CEM-56 CET-3 Presentation methods / lecture
Theory classes
CEM-55 CEM-56 CEM-57 CET-1 CET-2 CET-3 CET-5 CG-02 CG-09 CG-10 CG-11 Problem-solving exercises
Practical classes
CEM-54 CEM-55 CEM-56 CET-1 CET-2 CET-3 CET-5 CG-02 CG-09 CG-10 CG-11 Case studies
Problem-solving exercises
Seminar-workshops
CEM-55 CEM-56 CEM-57 CET-1 CET-2 CET-3 CET-4 CET-5 CG-01 CG-02 CG-09 CG-10 CG-11 Cooperative learning
Group study and work
CEM-54 CEM-56 CET-3 CET-4 CG-01 CG-02 CG-09 CG-10 CG-11 Problem-solving exercises
Individual / independent study and work
CEM-56 CEM-57 CET-1 CET-2 CET-4 CG-02 CG-09 CG-10 CG-11 Cooperative learning
Tutorials

Evaluation systems and criteria

In person



The assessment of this subject will take into account the achievement of the above-mentioned competences through the analysis of the students' contributions: presentation of practical exercises, individual and collective assignments, tests, oral presentations and active participation in class. In order to pass this subject, the attendance to a minimum of 80% of the classes is required.

In order to continuously assess the different partial aspects during the semester, the following qualifications will be used: 'Excel·lent', 'Notable', 'Aprovat', 'Insuficient', 'Deficient' and Non Corrected. The final qualification will be numerical and will take into account all the activities which have been done throughout the semester.

The specific assessment criteria will be detailed during the first session of the subject and will be posted in the moodle of the subject.

VISUAL AND PLASTIC

The students’ presence and participation in class is compulsory throughout the semester. A passing grade in each section of the course is required for an overall pass. 

An understanding of and knowing how to efficiently execute the exercises given will also be required to pass.

The final evaluation will take into account the acquired capabilities by assessing  the student’s contributions, i.e., individual and group work, homework, presentations and class participation.  Grading will be continuous and the student will be periodically informed on the evaluation of their progress. The qualifications used will be the ones of the Facultad de Educación: Excellent, Notable, Pass, Inadequate, Deficient. The final grade will be numerical and will take all of the sections into account.

The content of the subjects will be 80% and English language 20% of the evaluation.

Bibliography and resources

General

AA. VV. (2004). La música educa. Eufonía, 30. Barcelona: Graó.

Alcázar, A. (ed.) (2008). La competencia artística: creatividad y apreciación crítica. Madrid: Secretaría General Técnica, Subdirección General de Información y Publicaciones.

Alsina, P. (1997). El área de educación musical. Propuestas para aplicar en el aula. Barcelona: Graó.

Aróstegui, J. L. (ed.) (2014). La música en Educación Primaria. Manual de formación del profesorado. Madrid: Dairea.

Blacking, J. (1994). Fins a quin punt l’home és music. Vic: Eumo

Bonal, E., Casas, M., & Casas, N. (2005). Diversita't. Cançons, danses... activitats i recursos per a la convivència en la diversitat. Barcelona: Generalitat de Catalunya / Fundació Bofill. Retrieved from: http://jovecat.gencat.cat/ca/detalls/Article/Ester-Bonal-Marta-Casas-i-Nuria-Casas.-2005.-Diversitat.-Cancons-danses-...-activitats-i-recursos-per-a-la-convivencia-en-la-diversitat_JOVECAT 

Bordons, G., & Casals, A. (2012). Poesia, música i escola: un triangle sonor. Temps d'Educació, 42, 11-30.

Calderón, D. (ed.). Expressió Musical a Primària. Barcelona: Publicacions de la UB.

Carrillo, C., & Vilar, M. (2014). El perfil profesional del profesorado de música: una propuesta de las competencias deseables en Ed. Primaria y Ed. Secundaria. Revista Electrónica de LEEME, 33, 1-26. Retrieved from: http://musica.rediris.es/leeme/revista/carrillo&vilar14.pdf

Casals, A., Carrillo, C., Valls, A., Vilar, M., y Ferrer, R. (2014). La concreción de un enfoque didáctico para la educación musical en Primaria. Actas del III Congreso de Educación e Investigación Musical (CEIMUS) (pp. 586 – 594). Barcelona: Enclave Creativa.

Cornellà, C. (2006). La música: treball interdisciplinari i d’educació en valors. Perspectiva escolar, 304, 6 – 9.

Departament d'Ensenyament (2015). Decret 119/2015 del 23 de junio de ordenación de enseñanzas de Educación Primaria. Diari Oficial de la Generalitat de Catalunya (26 de junio).

Díaz, M., & Frega, A. L. (1998). La creatividad como transversalidad al proceso de educación musical. Vitoria-Gasteiz: Amarú.

Frega, A. L. (1996). Música para maestros. Barcelona: Graó.

Gassul, C., Godall, P., & Martorell, M. (2010). La veu: orientacions pràctiques. Barcelona: Publicacions de l’Abadia de Montserrat.

Giráldez, A. (coord.) (2014). Didáctica de la música en primaria. Madrid: Síntesis.

González, C. (2013). Músiques del món i projectes de treball. Anàlisi d'una pràctica didàctica innovadora a l'escola (Tesis doctoral, Universitat Autònoma de Barcelona). Retrieved from: http://www.tdx.cat/bitstream/handle/10803/129291/cgm1de1.pdf;sequence=1

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

Hemsy de Gainza, V. (1999). La iniciación musical del niño. Buenos Aires: Ricordi.

Hennessy, S. (1995). Music 7-11. Developing primary teaching skills. Londres: Routledge.

Lluveras, N., Valls, A., & Vilar, M. (1994). La cançó a l'etapa primària. Bellaterra: ICE de la Universitat Autònoma de Barcelona.

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

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

Malagarriga, T., & Martínez, M. [eds.] (2010). Tot ho podem expressar amb música. Els nens i nenes de 4 a 7 anys pensen la música, parlen de música, fan música. Barcelona: Dinsic Publicacions musicals.

Miralpeix, A. (2012). iMúsica: educación musical con el ePad y el iPhone. Eufonía, 56, 27-35.

Pascual, P. (2002). Didáctica de la música. Madrid: Prentice Hall.

Porta, A. (2001). Educación musical, un proyecto a medio camino. Cuadernos de pedagogía, 303, 87-90.

Sanmartí, N. (2010). Avaluar per aprendre. L'avaluació per millorar els aprenentatges de l'alumnat en el marc del currículum per competències. Generalitat de Catalunya: Departament d'Educació. Retrieved from: http://xtec.gencat.cat/web/.content/alfresco/d/d/workspace/SpacesStore/0024/fc53024f-626e-423b-877a-932148c56075/avaluar_per_aprendre.pdf 

Small, C. (1989). Música. Sociedad. Educación. Madrid: Alianza Editorial.

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

Tafuri, J. (2006). ¿Se nace musical? Como promover las aptitudes musicales de los niños. Barcelona: Graó.

Tarroja, E. (2005). El valor de l’educació musical. Guix: Elements d’acció educativa, 320, 6-10.

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

Valls, A., Feliu, T., Malagarriga, T., Godall, P., Miranda, J., & Oriols, J. (2011). Música 1 i Música 2. Projecte Brisa. Barcelona: Teide.

Valls, A., Feliu, T., Malagarriga, T., Godall, P., Miranda, J., & Oriols, J. (2012). Música 3 i Música 4. Projecte Brisa. Barcelona: Teide

Valls, A., Feliu, T., Malagarriga, T., Godall, P., Miranda, J., & Oriols, J. (2009). Música 5 i Música 6 Projecte Tornasol. Barcelona: Teide

Vilar, M. (2004). Acerca de la educación musical. Revista Electrónica de LEEME, 13. Retrieved from: http://musica.rediris.es/leeme/revista/vilarm.pdf 

Willems, E. (1994). El valor humano de la educación musical. Barcelona: Paidós.

Young, S. (2009). Music 3-5. Oxon: Routledge.

 

Song books

AA. VV. Tocatimbal (5 volúmenes). Barcelona: Eufònic

Bonal, M. D., & Martorell, M. (1967-1999, con múltiples reediciones). Esquitx (5 volúmenes). Barcelona: Ed. mf.

Casellas, M., Manent, R., Roma, R., & Vilar, R. (2001). Cançoner de butxaca. Sempre hi ha una

cançó. Tarragona: El Mèdol / Centre de la Cultura Popular i Tradicional Catalana.

Crivillé, J. (1981). Música Tradicional Catalana (I) - Infants. Barcelona: Clivis

Departament d’Ensenyament (2001). Cançons populars i tradicionals a l'escola. Retrieved from: http://ensenyament.gencat.cat/web/.content/home/departament/publicacions/monografies/cancons-populars-tradicionals-escola/cancons_populars_tradicionals_lescola.pdf

Maideu, J. (1991). Assaig. Cançons i exercicis (2ª ed.). Vic: EUMO.

Maideu, J. (1992). Llibre de cançons - Crestomatia de cançons tradicionals catalanes. Vic: EUMO.

Orts, M. (ed). PRODIEMUS (Propostes, Reflexions, Orientacions i Didàctica Interdisciplinària per a Educar a través de la Música). Retrieved from: http://www.prodiemus.com/canconer/ 

Puig, A., & Padilla, R. (2013). El cançoner de tothom. Barcelona: Bonalletra Alcompàs.

 

Journals in music education

RIEM. Revista Internacional de Educación Musical. International Society for Music Education. http://www.revistaeducacionmusical.org/index.php/rem1

LEEME. Revista de la Lista Electrónica Europea de Música en la Educación. Universidad de La Rioja. http://musica.rediris.es/leeme/

Eufonía. Barcelona: Ed. Graó.

Música y educación. Madrid: Musicalis.

VISUAL AND PLÁSTIC

Beal, Nancy  The Art of Teatching Art to Children Farra, Straus and Giroux, New York. 2001  ISBN-13: 978-0374-52770-9 and ISBN-10:0-374-52770-9 (pb: alk.paper)

Corfee, Stephanie  Paint Lab for Kids 52 Creative Adventures in Painting and Mixed Media for Budding Artists of All Ages (Lab Series)  Quary Publishing Group, Beverly, Massachusetts, USA, 2016  ISBN: 978-1-63159-078-8 and digital edition ISBN: 978-1-63159-798-4  

Hume, Helen D.  The Art Teacher's Book of Lists  2ndedition,Jossey Bass, San Francisco, CA, 2010  ISBN-13: 978-0470482087and ISBN-10: 0470482087

Hume, Helen D.  TheArt Teacher’s Survival Guide for Elementary Schools  2ndedition,Jossey Bass, San Francisco, CA, 2008  ISBN: 978-0-4701-8302-1

Prince, Eille S.  Art is Fundamental Teaching the Elements and Principles of Art in Elementary School  Zephyr Press, Chicago Illinois, 2008  ISBN-13: 978-1569762165  ISBN-10: 1569762163

Russi, Barbara  Art Workshop for Children The Quarto Group, Beverly, MA, USA, 2016  ISBN: 978-1-63159-143-3

Aronson, Marc  Art Attack Clarion Books, NY, NY 1998  ISBN: 0-395-79729-2

 

Digital bibliography:

Artcyclopedia (browse artists alphabetically by name) www.artcyclopedia.com

Artnet (Auction and gallery information) www.artnet.com

Bartel, Marvin  Planning Art Lessons & Units Goshen College, Goshen, IN, USA, 2010  https://www.goshen.edu/art/ed/artlsn.html

Creativity and the Arts in the Primary School Irish National Teachers’ Organisation, Dublin 2009  https://www.into.ie/ROI/Publications/CreativityArtsinthePS.pdf

National Art Education Association  Alexandria, VA, USA 2018  www.naea-reston.organd www.arteducators.org

 

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