Universitat Internacional de Catalunya - Barcelona

Music, Plastic and Physical Expression 1

• code 08511
• course 2
• term Semester 1
• type OB
• credits 6

Module: Teaching and discipline-related

Matter: Music and Physical expression

Main language of instruction: Catalan

Other languages of instruction: English

Head instructor

Dra. Carmen CARRILLO - ccarrillo@uic.es
MsU Núria MOLINS - nmolins@uic.es

Office hours

Previous notice through email (ccarrillo@uic.cat)

In this subject we aim to provide a training in the fields of music and its didactic in order to enable students to use musical language in their daily professional practice, in line with the relevant role that music plays in pre-school education (0 - 6 years).

No previous knowledge is required.

• To become familiar with the musical language and to raise students’ interest in music in order to enjoy and also to make students enjoy the experience of 'making music'.
• To develop students' professional competences in the fields of music and its didactic to enable students to use them in their teaching practice.
• To design music-centred teaching proposals in which the musical skills in relation to listening, performing and creating are enhanced.  
• To get familiar with the preschool curriculum in relation to musical expression and to understand the extent to which music can impact on the development of children from 0 to 6 years old.

• CEM-53 - To know the basics of music, the plastic arts and physical expression in the curriculum of this stage, as well as the theories about acquisition and development of the corresponding knowledge.
• CEM-54 - To know of songs to use to promote auditory, rhythmic and vocal education.
• CEM-55 - To know how to use play as a teaching resource, as well as to design learning activities based on recreational principles.
• CEM-56 - To develop teaching proposals promoting musical perception and expression, motor skills, drawing and creativity.
• 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.
• CEM-58 - To promote sensitivity with regard to creative expression and artistic creation.
• 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-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-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
• 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-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
• 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. Listen carefully to musical pieces.
2. Work to improve musical skills.
3. Distinguish musical elements.
4. Learn songs and educational resources in order to promote an aural, rhythmic and vocal education in children.
5. Show artistic sensibility.
6. Know the musical foundations of the preschool stage as well as the theories on the acquisition and development of the respective learnings.
7. Use games as teaching resources as well as to design learning activities, in a creative way, based on playful principles.
8. Develop didactic proposals that promote perception, musical expression, creativity and motor skills and to show an entrepreneurial spirit.
9. Reflect on the most appropriate model based on the context and to know how to put it into practice by adapting to new situations of artistic learning.
10. Appreciate music education as a subject bearer of knowledge and openness to an aesthetic sensibility and not just with a simple transmission of exercises or techniques.
11. Interpret and appreciate art as a vehicle for understanding society.
12. know techniques, materials and organizational resources within the classroom and to apply them into projects, oriented to quality.  
13. Have a sufficiently broad knowledge of the music subject so that they can exert their teaching task with proficiency. 
14. Know the music preschool syllabus.
15. Manage a music session with the interactive aspects involved, facilitating student motivation.
16. Design appropriate music sessions for educational groups based on their maturity and with creativity.
17. Critically analyze their professional performance in order to become aware of its influence on students and, hence, to improve their competence as music teachers.
18. Make use of ICT in order to keep abreast of innovations in music education practices.
19. Use interpretative resources in order to gain access to art and visual image in general. 
20. Become aware of the importance of work values from childhood education in order to promote gender equality, equity and respect for human rights. 
21. Communicate their argued ideas to others and correctly express them in the language of instruction, orally and in written form, by being able to represent them through concept maps or other procedures.

1. Theoretical foundations of musical language: the elements of music. 
2. Teaching methodologies: the use of the body, voice and musical and body instruments. 
3. Introduction to reading rhythms and melodic lines. 
4. Didactic application: playing instruments (small percussion and Orff instruments), choreographic creation and visual translation of sound compositions for children. 
5. Playing instruments. The small percussion in the classroom. 
6. Singing. Genres and types of voices. 
7. History of music and dance: major periods, authors, works and performers. 
8. Music in early childhood education. 
9. The music in the classroom: Teaching methods. 
10. Art as a tool for emotional development. 
11. Psychomotor development from 0 to 6 years.

The assessment of this subject will take into account the achievement of the above-mentioned competences through the analysis of the students' contributions: individual and collective assignments, tests, 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 within the moodle of the subject.

Basic references

AAVV (1983). Tocatimbal 1-5. Barcelona: Eufònic.

Alsina, P.; Díaz, M. & Giráldez, A. (2008). La música en la escuela infantil (0-6). Barcelona: Graó.

Frega, A. L. (2009). Música para maestros. Barcelona: Graó.

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

Hargreaves, D. J. (2008). Música y desarrollo psicológico. Barcelona: Graó.

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

Hemsy de Gainza, V. (1982). Ocho estudios de psicopedagogía musical. Buenos Aires: Paidós.

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.

Malagarriga, T.; Parés, M. & Carbajo, E. (2007). Dites i cançons instrumentades pels més petits. Barcelona: Amalgama.

Malagarriga, T.; Pérez, J.; Ballber, L. & Roca, C. (2011). Tireu confits! Propostes per a fer música amb infants de 0 a 3 anys. Volum I, Els més petits. Barcelona: Amalgama.

Malagarriga, T. & Valls, A. (2003). La audición musical en la Educación Infantil. Propuestas didácticas. Barcelona: Ediciones CEAC.

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

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

Additional references

AAVV (2007). Vocabulari: didàctica de l’educació musical. Barcelona: Xarxa Vives d’Universitats.

AAVV (2008). Cantajoc 1: jocs musicals. Madrid: DiverMusic.

AAVV (2009). La música en la escuela: la audición. Barcelona: Graó.

Alsina, P. (2008). El área de educación musical: propuestas para aplicar en el aula. Barcelona: Graó.

Badia, M. &  Vidal, À. (2007). Recull de moixaines, jocs i cançons per a infants. Tarragona: Arola Editors.

Blaser, A.; Froseth, J. O. & Weikart, Ph. (2009). Música y movimiento: actividades rítmicas en el aula. Barcelona: Graó.

Díaz, M. & Giráldez, A. (coords.) (2007). Aportaciones teóricas y metodológicas a la educación musical: una selección de autores relevantes.  Barcelona: Graó.

Ekker, E. y Eisenburger, D. (2009). Franz Schubert: un álbum musical. Salamanca: Lóguez Joven Música.

García, P. (2009). La brujita mifasol: música, poesía y creatividad en el primer ciclo de primaria. Madrid: Editorial CCS.

Gelabert, D. (2001). Cançons per aprendre. Barcelona: Discmedi Blau.

Heumann, M. & Humann, H. G. (2007). Historia de la música para niños. Madrid: Siruela.

Malagarriga, T. & Busqué M. (2005). La música al parvulari i al jardí d'infància 1: continguts. Barcelona: Publicacions de l'Abadia de Montserrat.

Malagarriga, T., Martínez, M. & Viladot, L. (col.) (2006). Els músics més petits, 4 i 5 anys. Barcelona: Dinsic.

Mayer-Skumanz, L. (2009). G. F. Händel: un álbum musical. Salamanca: Lóguez Joven Música.

Meyrick, K. (2006). The musical life of Gustav Mole. Childs Play.

Storms, G. (2010). 101 juegos musicales: divertirse y aprender con ritmos y canciones. Barcelona: Graó.