Teaching Music II
Code: 106079Credits: 3
| Degree programme | Type | Course |
|---|---|---|
| Early Childhood Education | OP | 4 |
| Primary Education | OP | 4 |
Contact lecturer
- Name :
- Ruth Ortin Lozano
- Email :
- ruth.ortin@uab.cat
Group languages
You can consult this information at the end of the document.
Prerequisites
(Traducció pendent de revisió lingüística)
Students who want to enroll in this subject, must demonstrate to have an Elementary Degree on Music in order to sign up. If he/she didn’t study in a music school (formal education), he/she must pass a test.
Students who have previously taken this test, are exempt from it.
We recommend to have studied Music Teaching I, previously.
Objectives
Learning outcomes
- Be able to work in a team.
- Be able to reflect on and adapt didactic interventions in different educational contexts and situations.
- Learn to develop different work strategies that balance the development of group projects and individual projects.
- Knowing how to explain the main consequences of the effect of teaching the arts on people's cultural, personal and social education.
- Understand the learning processes and methodological bases underlying the teaching and learning of music.
- Learn to establish relationships between different artistic languages taking theory and praxis of musical activity as a central focus.
- Recognising the value of musical activities related to singing, song and conducting in educating the individual, and the fundamental role that it plays in school activities.
- Be able to sing and get groups to sing, listening to others and respecting each other.
- Being able to design activities from the different content blocks of the material, in accordance with basic methodological principles.
- Learn to understand, analyze and compare texts from different domains of thought, culture and the arts with their possible links with the musical event.
- They have acquired knowledge and skills and abilities in expressive and perceptive dimension of voice, song, choral singing and musical direction.
- Apply the practice of writing, composition analysis and recognition through information and communications technology.
- Propose viable projects and actions to boost social, economic and environmental benefits.
- Identify the social, economic and environmental implications of academic and professional activities within one?s own area of knowledge.
Contents
1. The music class.
- 1.1- Design, sequencing, and dynamics of sessions.
- 1.2- The interrelation between competences, knowledges, and activities.
- 1.3- Design of learning situations and formative assessment.
2. Music teaching and learning through diverse sound sources.
- 2.1- Processes of sound exploration and creation.
- 2.2- Pedagogical strategies for the use and creation of materials.
- 2.3- Music conducting and leadership techniques (peer-teaching).
3. Reflections on the diverse musical blocks:
- 3.1- Playful listening versus reflective listening: repertoire, strategies, resources, and didactic materials.
- 3.2- Dance and movement as facilitators of learning and non-verbal communication.
- 3.3- Understanding musical language through song.
4. Music as a means of inclusion and intercultural bond.
5. Attention to diversity in the music classroom.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Tutored activities | 15 | 0.6 | |
| Self-employment activities | 37 | 1.48 | |
| Face-to-face with the whole group | 23 | 0.92 |
(Traducció pendent de revisió lingüística)
In directed activities, the principles underpinning the methodology are:
- Classes will be carried out on an eminently practical level. From practice and reflective process, we will extract the theory of music education.
- The basic procedures on which the activities in classroom will be developed will be: listening, expression, interpretation, comprehension and musical creation. Group work and individual work will alternate.
- Teachers will show how to apply the contents of the program. All examples will be contextualized to the school reality.
- Carry out group and small group music analysis activities
- Small individual didactic proposals.
The classes are face-to-face and require the active participation of the students in debates, in the elaboration of reflections around various topics, and in the realization of practical activities and simulations of teaching situations.
-learning music.
The teacher interventions will consist, to a large extent, in leading the students' reflections of the analysis of practical questions to create criteria and fundamental pedagogical bases in musical education.
Some group work will be started or developed during class sessions, under the supervision of the teacher.
The autonomous work will start from the work done in class and support materials to analyze, and will mainly consist of:
- Design of activities for learning music of specific elements
- Search for materials and resources to develop didactic proposals.
Supervised activities are individual tutoring and tutored group activities.
Good us of catalan language will be ensured to guarantee that students will become good teaching models upon completing the degree.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| T3. Elaboration and presentation of a learning situation (Teamwork) | 30 | 0 | 0 | 1, 2, 3, 6, 13 |
| T5. Global evaluation test of the mention. (Individual) | 15 | 0 | 0 | 7, 11 |
| T4. Written design of 3 sessions and preparation of materials for the final test. | 15 | 0 | 0 | 2, 4, 12 |
| T1.Written design and oral presentation of a class session (Individual) | 20 | 0 | 0 | 5, 9 |
| T2. Involvement and participation in classroom activities. (Individual) | 20 | 0 | 0 | 2, 8, 10, 14 |
Bibliography
GENERIC BIBLIOGRAPHY
Bibliografia
GENÈRICA
Alcázar, A. (ed.) (2008). La Competencia artística : creatividad y apreciación crítica. Secretaría General Técnica, Subdirección General de Información y Publicaciones.
Aróstegui, J.L. (ed.) (2014). La música en Educación Primaria. Manual de formación del profesorado. Dairea.
Arjona, V. A. (2022). Didáctica de la Música: Aplicación práctica de los métodos dalcroze, Kodály, Orff, willems y martenot. Redbook.
AA.VV. (2004). La musica en la escuela: la audición. Ed. Graó
Blacking, J. (1994). Fins a quin punt l'home és music?. Eumo. (Versió original en anglès, 1976).
Bordons, G.; Casals, A. (2012). Poesia, música i escola: un triangle sonor. Temps d'Educació, 42, 11-30.
Calderón, D. (ed.) (2014). Expressió Musical a Primària. 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. Disponible a: http://musica.rediris.es/leeme/revista/carrillo&vilar14.pdf
Fubini, E. (2004). Música y lenguaje en la estética contemporánea. Alianza.
Giráldez, A. (coord.) (2014). Didáctica de la música en primaria. Síntesis.
Gluschankof, C.; Pérez-Moreno, J. (eds.) (2017). La música en la educación infantil: investigación y práctica.Dairea.
González-Martín, C. (2014). Metodologia d'ensenyament-aprenentatge de les cançons i repertori. A Calderón, D. (Ed.) Expressió Musical a Primària. Publicacions de la UB.
Hargreaves, D.J.; North, A.C. (Eds) (1997). The social psychology of music. Oxford University Press.
Hemsy de Gainza, V. (1995). Didáctica de la música contemporánea en el aula. Música y Educación, 24, 17-24.
Hemsy de Gainza, V. (1997). La transformacion de la Educacion Musical a las puertas del Siglo XXI. Guadalupe.
Hennessy, S. (1995). Music 7-11. Developing primary teaching skills. Routledge.
Lluveras, N.; Valls, A.; Vilar, M. (1994). La cançó a l'etapa primària. ICE de la Universitat Autònoma de Barcelona.
McDonald, R.; Hargreaves, D.J. i Miell, D. (2002). Musical Identities. Oxford University Press.
Maideu, J. (1997). Música, societat i educació. Amalgama.
Malagarriga, T.; Valls, A. (2003). La audición musical en la Educación Infantil: propuestas didácticas. CEAC.
Malagarriga, T.; Martínez, M. (2010).Tot ho podem expressar amb música. Dinsic.
Martí, J. (2000). Más allá del arte: la música como generadora de realidades sociales. Deriva.
Miranda, J., Oriols, J., Valls, A., Feliu, T., Malagarriga, T., Godall, P. (2009). Música 1-6. Projecte Duna. Teide
Ocaña, A. (2001). Recursos didáctico-musicales para trabajar en Primaria. Grupo Editorial Universitario.
Martí, J.M. (2016). Aprendizaje musical para niños. Metodologías y sistemas pedagógicos de la didáctica musical. Redbook Ediciones.
McPherson, G.E.; Welch, G.F. (2012). The Oxford Handbook of Music Education (2 vols.). Oxford University Press.
Miralpeix, A. (2012). iMúsica: educación musical con el iPad y el iPhone. Eufonía, 56, 27-35.
Pascual, P. (2002). Didáctica de la música. Prentice Hall.
Pujol, M.A.; Serra, J. (1998). La dansa catalana en l'ensenyament primari. Generalitat de Catalunya. Dept. de Cultura.
Sanmartí, N. (2010). Avaluar per aprendre. L'avaluació per millorar els aprenentatges de l'alumnat en el marc del curriculum per competències. Generalitat de Catalunya. Departament d'Educació.
http://phobos.xtec.cat/edubib/intranet/file.php?file=docs/primaria/orientacions/avaluar_per_aprendre.
Sharma, E. (2006). Musicas del mundo. Akal / Entorno Musical.
Tafuri, J. (2006). ¿Se nace musical? Como promover las aptitudes musicales de los niños.Graó.
Torns, X.; Malagarriga, T.; Gómez, I. (2009). Dos enfoques en enseñanza del lenguaje musical. Música y Educación, 77, 50-63.
Valls. A.; Calmell, C. (2010). La música contemporània catalana a l'escola. DINSIC.
Valls, A.; Vilar,M. (2004). La evaluación del area de musica. A: Educación Primaria. Orientaciones y recursos (6-12años). Ed. Praxis
Vilar, M. (2004). Acerca de la educación musical. Revista Electrónica de LEEME, 13. Disponible a: http://musica.rediris.es/leeme/revista/vilarm.pdf
METODOLOGIES
Bachmann, M. L. (1984). La rythmique Jaques-Dalcroze. La Baconnière. (Ed. en castellà: La Rítmica Jaques-Dalcroze una educación por la música y para la música. Madrid: Pirámide, 1998).
Barniol, E. (1998). Pensamiento pedagógico y acción educativa de Zoltán Kodály. Música y Educación, 35 (11,3), pp.85-102.
Casals, J. (1993). El método Ireneu Segarra. Música y Educación, 16, 51-74.
Chapuis, J.; Westphal, B. (1980). Sur les pas d'Edgar Willems. Pro Musica.
Díaz, M.; Giráldez, A. (2007). Aportaciones teóricas y metodológicas a la educación musical. Una selección de autores relevantes. Graó.
Hegyi, E. (1999). Método Kodály de Solfeo I y II. Madrid: Pirámide. Orff, C.; Keetman, G. (1950-1954). Musik für Kinder.5vols.
Mainz: Schott. Paynter, J. (1999). Sonido y estructura. Akal.
Sanuy, M., González Sarmiento, L. (1969). Orff-Schulwerk-Música para niños. Introducción. Unión musical española.
Schafer, R.M. (1994). Hacia una educación sonora. Pedagogías Musicales Abiertas.
Steen, A. (1992). Exploring Orff. A teacher's guide. Schott. Suzuki, S.(2007). Vivre c'est aimer. Corroy.
Szönyi, E. (1976). La educación musical en Hungría a través del método Kodály. Corvina. (Ed. en anglès, actualitzada: Kodály's principles in practice: an approach to music education through the Kodály method. (5a ed. rev.) Budapest: Corvina. 1990).
Tomatis, A. (1987). L'oreille et la voix. Robert Laffont.
Vanderspar, E. (1990). Manual Jaques-Dalcroze. Principis i recomanacions per a l'ensenyament de la rítmica. P. Llongueres.
Ward, J. (1953). Musique(diversos volums). Desclée et Cie.
Willems, E. (1975). La valeur humaine de l'éducation musicale. Pro Musica. (Trad. al castellà: El valor humano de la educación musical. Paidós, 1981).
Willems, E. (2001). El oído musical. Paidós.
CANÇONERS
Alcázar, AJ (1999). 88 temas para voz e instrumental Orff. Mundimúsica.
Amoaku, W. K. (1971). African Songs and Rhythms for Children: a selection from Ghana. Schott.
Apel·les Mestres (2004). Les 29 cançons infantil d'Apel·les Mestres (veu i piano). Boileau.
Bonal, M. D. (2004-2008). Arietta. Volums 1-5. DINSIC. Bonal, E;
Casas, M.; Casas, N. (2005). Diversita't. Cançons, danses,...activitats i recursos per a la convivència en la diversitat.Fundació Jaume Bofill / Generalitat de Catalunya. Disponible a: http://www.entrecultures.org/04_calidos/diversitat.htm
http://www.entrecultures.org/04_calidos/diversitat.htm
Bonal, M.D.; Martorell, M. (1967-1999, amb múltiples reedicions). ESQUITX (de l'1 al 5). mf.
Busqué, M; Badia, M. (2002). Tunc Que Tan Teta. Arola Edicions.
Casellas, M., Manent, R., Roma, R. i Vilar, R. (2001). Cançoner de butxaca. sempre hi ha una cançó. El Mèdol / Centre de la Cultura Popular i Tradicional Catalana.
Costa, J. (2002). 111 cànons de tot arreu. Clivis. Costal, A. (coord). Cançons que cal saber. Raval Edicions, Pòrtic.
Crivillé, J. (1981) Música Tradicional Catalana (I) - Infants. Clivis.
Departament d'Ensenyament (2001). Cançons populars i tradicionals a l'escola. Disponible a: http://www20.gencat.cat/docs/Educacio/Documents/ARXIUS/doc_20517154_1.pdf
Hunt, Peter (ed.) (2017). Junior Voiceworks at Christmas: 40 Seasonal Songs. Oxford University Press.
Maideu, J. (1991). Assaig. Cançons i exercicis (2a ed.). EUMO.
Maideu, J. (1992). Llibre de cançons - Crestomatia de cançons tradicionals catalanes. EUMO.
Orts, M. (ed). PRODIEMUS (Propostes, Reflexions, Orientacions i Didàctica Interdisciplinària per a Educar a través de la Música). http://www.prodiemus.com/canconer/
Puig ,A., Padilla, R. (2013). El cançoner de tothom. Bonalletra Alcompàs.
Rosell, A. (2007). Cançoner 1 / 2. Amadeu i Cia.
SCIC (1973-2017). Cançoners del Secretariat de Corals Infantil de Catalunya. Volums 1-9. SCIC.
Stannard. K. (2003). Junior Voiceworks 1: 33 songs for children. Oxford University Press.
Stannard. K. (2007). Junior Voiceworks 1: 33 more songs for children. Oxford University Press.
Taltabull, C. [2006(1958)]. Dotze cançons populars de Nadal. Amalgama Edicions.
REVISTES ESPECIALITZADES
Eufonia. Ed. Grao.
Musica y educación. Musicalis.
LEEME. Revista de la Lista Electronica Europea de Musica en la Educacion. Univ. de La Rioja. http://www.unirioja.es/dptos/dea/leeme/sumariogen.html
RECURSOS ON-LINE
Xtec. http://www.xtec.cat/web/curriculum/primaria
Xtec. Escola Oberta. Musica http://www.xtec.es/recursos/musica/index.htm
Biblioteca Virtual de Educacion Musical (Bivem) http://80.34.38.142:8080/bivem/ Mestres i musica.
La web dels mestres de musica http://www.mestresimusica.net/ Associacio d'Ensenyants de Musica de Catalunya (Aemcat) http://www.aemcat.org/
https://sites.google.com/a/blanquerna.url.edu/calaix-de-music/
http://www.lapaginamusical.com/
http://www.prodiemus.com/
Software
No specific software is required. However, it will be useful to have a score editor (eg: Sibelius, Finale, ...) and an audio editor (eg: audacity, garage band, wave pad, logic pro, cubase ...).
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 1 | Catalan | second semester | morning-mixed |