Universitat Internacional de Catalunya - Barcelona

Teaching and Learning Music and the Plastic and Visual Arts 1

• code 10716
• course 2
• term Semester 1
• type OB
• credits 6

Main language of instruction: Catalan

Other languages of instruction: English

Head instructor

Dra. Carmen CARRILLO - ccarrillo@uic.es

Office hours

Previous notice through email (ccarrillo@uic.cat)

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.

No previous knowledge is required.

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.

• 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.

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.

BLOCK I. Fundamentals of music education

Theme 1. Introduction to the fundamentals of music education

BLOCK II. Musical language and the contexts of music practice in relation to listening, performing and creating music

Theme 2. The elements of musical language

Theme 3. Singing

Theme 4. Playing instruments

Theme 5. Listening

Theme 6. Dancing

BLOCK III. Music education in primary school and interdisciplinarity

Theme 7. From the curriculum to the proposal of didactic activities

Theme 8. Music education and interdisciplinarity

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.

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.

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

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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.

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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).

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

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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.

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

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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.

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

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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.