The subject is based on active student participation, with classroom-based activities serving as the foundation for supervised and independent learning.

CLASSROOM-BASED ACTIVITIES

Lectures and practical sessions delivered by the teaching staff covering the four main areas of the syllabus. Learning will be grounded in practical musical activities and will foster a reflective process aimed at enabling students to discover and understand the foundations and key principles of music education.

Presentation and explanation of the tasks and activities to be completed independently by students.

Participation in whole-class and small-group musical activities. These include document analysis, problem-solving tasks, and case studies, among other learning strategies.

SUPERVISED ACTIVITIES

Tutorials and other activities requiring guidance and supervision from the teaching staff.

AUTONOMOUS ACTIVITIES

Searching for and selecting teaching resources, and designing educational proposals.

Completion of reflective assignments based on selected readings in music education and music pedagogy.

The proposed teaching methodology and assessment procedures may be subject to modification in response to any restrictions on face-to-face teaching imposed by the relevant health authorities.

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.

As this is a practical subject, attendance and active participation in class are essential. Classroom participation provides opportunities to observe and analyse teaching practice and pedagogical processes, which are considered fundamental to successful completion of the subject.

Students will be assessed on their ability to serve as positive musical role models through singing, playing instruments, dancing, leading musical activities, and listening to music. Particular value will be placed on musicality, expressiveness, and the ability to convey care and appreciation for the quality of musical outcomes.

The development of students' pedagogical and musical profile is expected to be supported by the following key competences, which are essential for the teaching profession:

• Responsibility in planning and preparing the materials and resources required for classroom activities.
• Effective communication skills, based not only on proficiency in verbal language but also in non-verbal communication (body posture, facial expression, etc.) and, where appropriate, the effective use of supporting materials.
• The ability to manage groups effectively, recognising learner diversity and leading activities with both assertiveness and empathy.
• Attentiveness to events and interactions arising during activities, together with the flexibility to adapt accordingly while managing available time effectively.
• Reflective and critical engagement with educational practice.

In order to pass the subject, students must achieve a passing grade in each assessment component. Moreover, students must demonstrate a high standard of general communicative competence, both oral and written, as well as a satisfactory command of the language(s) of instruction specified in the module guide.

For class discussions and debates, assessment will take into account both the level of participation and the quality of critical reflection demonstrated in students' contributions.

A positive attitude and active engagement throughout the teaching and learning process are essential.

General assessment regulations are governed by the relevant institutional policies and guidelines: https://www.uab.cat/web/estudiar/guia-del-pdi-1345732500524.html

In addition to short tasks associated with ongoing classroom activities, the principal assessment tasks and reassessment dates are as follows:

1. Individual analysis of musical situations: a) Observation of a musical activity followed by a written analysis; ans b) Teaching a song during the school placement and producing a written analysis of the experience. Submission dates: final week of October and second week of January. Reassessment (continuous and single assessment): 28 January. Students must submit revised versions of any assignments subject to reassessment.
2. Reading-based assignments. Reflective commentaries, summaries and concept maps based on selected readings. Individual and group work. Submission dates: second week of November and second week of January. Reassessment (continuous and single assessment): 28 January. Students must resubmit any assignments subject to reassessment.
3. Design of a teaching proposal. Individual written assignment. Submission date: last week of November. Reassessment (continuous and single assessment): 28 January. Students must resubmit any assignments subject to reassessment.
4. Oral presentation of the teaching proposal. Individual presentation delivered in class. Dates: 17 December. This assessment component is not eligible for reassessment.

Single Assessment. Date: December 17. All the work specified in sections 1, 2, 3 and 4 must be submitted, as well as a set of short tasks and reflections linked to the content of the classes. The same recovery system will be applied as for continuous assessment. The review of the final grade follows the same procedure as for continuous assessment. Below is the weight of the single assessment activities:

• Analysis of musical situations: 30%
• Didactic proposal: written work and presentation: 50%
• Reading work: 10%
• Short task reltaed to classroom activities; 10%

Only those tasks that have been failed can be reassessed, and they can only aspire to be passed with a 5 (unless otherwise specified by the teacher).

The deadline for returning, feedback, or grading of assessment activities will not exceed 20 working days after submission.

When the student has provided less than 2/3 of the evaluation evidence, the subject will be classified as non-assessable.

This subject allows for a synthesis assessment for students enrolled for the second time, under the same conditions as the single-assessment pathway.

Copying, plagiarism or inappropriate use of artificial intelligence in any type of assessment activity constitutes a serious academic offense and will be penalized with a 0 as the subject grade, losing the possibility of recovery, whether it is an individual or group work (in which case, all group members will receive a 0). The use of Generative Artificial Intelligence will be restricted exclusively to support tasks such as searching for musical resources for the design of didactic proposals. The student must clearly identify which parts have been generated from this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result. The lack of transparency of the use of AI in this assessable activity will be considered a lack of academic honesty and may lead to a partial or total penalty in the grade of the activity, or greater sanctions in serious cases.