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Planning, Criteria and Praxis in Music in Today's School

Code: 106080
Credits: 6
2026/2027
Degree programme Type Course
Primary Education OP 4

Contact lecturer

Name :
Albert Casals Ibañez
Email :
albert.casals@uab.cat

Teaching staff

María Fernanda Viñas Pavón

Group languages

You can consult this information at the end of the document.

Prerequisites

Students must demonstrate to be in -or to have- an advanced music grade in order to sign up for this course. If he/she didn't study in a music school (formal education), he/she must pass an examination.

Objectives

  • To know and understand the curricular approach to planning within the current curriculum framework: from competences to classroom planning.
  • To plan music education in schools, taking into account the diversity of existing educational contexts.
  • To develop in-depth understanding of school-based music practice from a digital competence perspective and a gender perspective.

Learning outcomes

  1. Be able to work in a team.
  2. Be able to reflect on and adapt didactic interventions in different educational contexts and situations.
  3. Acquire knowledge and skills and abilities in the expressive and perceptive dimension of voice, song, choral singing and conducting.
  4. Learn to develop different work strategies that balance the development of group projects and individual projects.
  5. Knowing how to explain the main consequences of the effect of teaching the arts on people's cultural, personal and social education.
  6. Understand the learning processes and methodological bases underlying the teaching and learning of music.
  7. Learn to establish relationships between different artistic languages taking theory and praxis of musical activity as a central focus.
  8. 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.
  9. Be able to sing and get groups to sing, listening to others and respecting each other.
  10. Being able to design activities from the different content blocks of the material, in accordance with basic methodological principles.
  11. Knowing how to understand, analyse and compare texts belonging to different spheres of thought, culture and the arts with their possible linkages with music.
  12. Apply the practice of writing, composition analysis and recognition through information and communications technology.
  13. Identify the social, economic and environmental implications of academic and professional activities within one?s own area of knowledge.
  14. Propose viable projects and actions to boost social, economic and environmental benefits.

Contents

1. Teaching programmes


1.1 Foundations of music didactics


1.2 Curricular framework and components of lesson planning


1.3 Models of planning in music education



2. Planning music education in schools


2.1 Music within diverse educational projects


2.2 Didactic foundations and integration strategies: from interdisciplinary dialogue to music as a core element


2.3 Key references and essential resources



3. Innovative music practices


3.1 School music in a digital environment


3.2 Making music in an inclusive school


3.3 Music education from a gender perspective


Learning activities and methodology

Title Hours ECTS Learning outcomes
Autonomous activities 75 3 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14
Face-to-face classes (whole group) 45 1.8 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14
Supervised activities 30 1.2 1, 2, 3, 4, 6, 7, 8, 10, 11, 12, 14

Classes are delivered in person and require active student participation in class discussions, in the preparation of reflective work on a range of topics, and in the completion of practical activities and simulated music teaching and learning situations.

The lecturer’s input will include some formal presentations; however, to a large extent, it will focus on guiding students’ reflection by analysing practical issues and leading them towards the development of key pedagogical principles and criteria in music education.

Throughout the course, connections will be fostered between discussions held in the Faculty classroom and practices taking place in school settings, through contributions from music specialists and/or visits to, or interventions in, selected schools.

Some group assignments will be initiated or developed during class sessions under the supervision of the lecturer.

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.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Participation and class activities (individual) 20 0 0 2, 3, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14
Analysis of texts or talks (group task) 25 0 0 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 14
Portfoli (individual) 25 0 0 2, 3, 5, 6, 7, 8, 10, 11, 13, 14
Individual activities related to the final Minor examination 30 0 0 2, 3, 6, 7, 9, 10, 12

This subject does not include a single-assessment system.


Attendance is essential in order to follow the development of the subject. Other aspects related to responsibility and engagement (punctuality, level of formality, participation) will also be taken into account. In class discussions, both the level of participation and the quality of critical reflection in students’ contributions will be assessed. Active engagement and participation throughout the teaching and learning process are fundamental.


Students will also be assessed on their ability to serve as positive musical role models (singing, playing instruments, dancing, conducting, and listening to music), demonstrating expressiveness, musicality, and an appreciation for the quality of musical outcomes.


The didactic-musical profile should be grounded in the following key competences, which are essential for the teaching profession:

  • Responsibility in planning and preparing all required materials in advance.
  • Communication skills, based on proficiency in verbal language as well as non-verbal communication (body posture, facial expression, etc.), and the use of supporting resources where appropriate.
  • The ability to manage groups effectively, paying attention to diversity and leading activities with both assertiveness and empathy.
  • Attentiveness to what occurs during activities, together with flexibility to adapt while managing available time effectively.
  • Reflective practice and a critical approach to educational activity.


In order to pass the subject, students must achieve a pass mark in each assessment component.


Failure to submit a significant part of the tasks (40% or more) will result in a “Not elegible for assessment” grade. Failure to submit an individual task will be graded as 0.


Submission dates for the main assignments and examinations:

  1. Reading or lecture-based assignment. First part presentation: before Easter break.
  2. Design and presentation of the joint mention activity. Design submission: after Easter break. Oral presentation: Monday 7 June (together with two other subjects in the mention). Reassessment: only the design component may be reassessed.
  3. Portfolio submission: the last session of the course.


Feedback and grading of assessment activities will be provided within 20 working days of submission.


Reassessment date: 17 June. Students may only be eligible for reassessment if they have submitted at least two-thirds of the tasks and have an average grade of at least 3.5. Reassessed tasks may only achieve a maximum grade of 5, unless otherwise specified.


The subject does not include a synthesis assessment, even if it has been previously taken.


To pass the subject, students must demonstrate a high level of general communicative competence, both oral and written, as well as a good command of the language(s) of instruction specified in the syllabus.

General assessment regulations are governed by the relevant institutional documentation available at: https://www.uab.cat/web/estudiar/guia-per-al-personal-academic-i-investigador/docencia-1345859074369.html

According to UAB regulations, plagiarism, copying, or the unauthorised use of AI systems in any assessment task will be penalised with a mark of 0 for that task, with no possibility of reassessment. This applies to both individual and group work (in the latter case, all group members will receive a mark of 0). If, during an in-class individual assignment, the lecturer considers that a student is attempting to copy or is found in possession of any unauthorised material or device, the task will be graded as 0 with no option for reassessment.

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Software

Apps (music):

  • Musescore
  • Spotify
  • Garageband
  • Chordify
  • Keezy
  • A cappella
  • Play Score 2
  • Notate me now
  • Hip hop box

More apps can be used acoording to the needs.

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 90 Catalan second semester morning-mixed