Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.
Educational Strategies and Resources for Music Teachers
Code: 40828Credits: 10
| Degree programme | Type | Course |
|---|---|---|
| Musicology, Musical Education and Interpretation of Early Music | OP | 1 |
Contact lecturer
- Name :
- Cristina Gonzalez Martin
- Email :
- cristina.gonzalez.martin@uab.cat
Teaching staff
- Cecilia Gassull Bustamante
- Marta Dosaiguas Canal
- Ruth Ortin Lozano
- Cristina Gonzalez Martin
Group languages
You can consult this information at the end of the document.
Prerequisites
Have an official Spanish university degree or a higher music degree or another issued by a higher institution of the European Higher Education Area (EHEA). Or from third countries that in the country issuing the title empower access to master's degrees.
Have in-depth knowledge in theory and musical interpretation.
Objectives
- To learn the keys to research in music education in order to generate resources, advance, innovate and transfer knowledge.
- To deepen in the practice and didactic resources in different fundamental areas of music education: music pedagogy, ICT, classroom management, emotional education and voice.
- To know and develop didactic resources in relation to the three main competences of the music area (listening, performing and creating).
- To become aware of the importance of mediators, context, teaching orientation and repertoire (depending on the genre) in the teaching-learning of music.
- To analyze good teaching-learning practices in relation to technology in the context of music education and to analyze the resources.
- To know the keys for the management of the music classroom in relation to new technologies.
- To know the resources to relate the dimensions of musical competence with the emotional competences of the students.
- To become aware of the importance of emotional work for the integral development of students in the music classroom.
- To raise awareness and learn about the role of the voice as a communication tool in teaching practice.
- To analyze the characteristics of a good body attitude in an effective and healthy phonation.
Learning outcomes
- Apply the most suitable software technology for developing a certain educational project in relation to data processing and editing scores
- Use management programs most common musical documentary sources correctly in the practice of pedagogy
- Discern the distinguishing characteristics of various musical cultures
- Music systems relate to their contexts of production and reception
- Analyze and get high quality results in the process of transmission of knowledge and musical practices
- Working in interdisciplinary contexts related to musicology, music education and interpretation.
- Demonstrate self-learning skills in the field of study of musicology, music education and interpretation.
- Apply critical capacity in musicological research projects and interpretive projects.
- Apply a gender perspective to the analysis and planning of musical teaching and learning activities.
- Develop the capacity to assess sex and gender inequalities in order to design solutions to them.
Contents
This module is based on understanding how research in music education generates transfer of knowledge and has enriched and generated improvements and new ways of working with music and voice in the classroom. The contents of this module are structured in four blocks:
1. Didactic resources
- Characteristics of the skills in the area of music: listening, interpreting and creating.
- Teaching resources and strategies for each of these skills.
- Mediators
- Contextualization.
- Repertoire of contemporary composers and music from other cultures.
- The teacher's guidance.
2. Music and emotions
- Relationship between dimensions of musical competence and emotional competence.
- Students' emotional skills.
- Resources and work proposals on music and emotions.
- Emotional work for the comprehensive development of students in the music classroom.
3. Classroom management and new technologies.
- Potential, disadvantages, risks and benefits of ICT in music education.
- Resources and materials for online music teaching-learning.
- Good online practices in music education and proposal of practical cases.
- Resources for the management of the music classroom.
- Classroom management and creativity.
4. Vocal communication
- The voice as a fundamental tool of teaching practice.
- Awareness and knowledge of the body as an instrument of the voice: analysis of the qualities of the vocal sound, the foundations of good body and vocal control and its role in educational communication.
- Body posture for efficient and healthy phonation.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Project design | 178.5 | 7.14 | 1, 3, 6, 7, 9 |
| Conferences and debates | 6.5 | 0.26 | 3, 4, 6, 8 |
| Seminars from readings | 30 | 1.2 | 2, 3, 4, 6, 7 |
| Bibliographic reviews and document analysis | 22 | 0.88 | 2, 3, 6, 7 |
| Presents with the whole group | 10 | 0.4 | 6, 8, 10 |
Following the content of the module, the sessions will be mainly practical.
Learning will be carried out through experimentation in the classroom, which will also alternate with:
- Complementary, mandatory and/or optional readings.
- Collective or small group debate and reflection on program topics.
- Practical exercises on the contents of the course.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Portfolio | 50 | 1 | 0.04 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| Poster and oral presentation | 15 | 1 | 0.04 | 1, 4, 6, 7 |
| final work | 35 | 1 | 0.04 | 1, 4, 6, 7 |
At the time of carrying out each assessment activity, the teacher will inform the student (by Moodle) of the procedure and date of review of the qualifications.
When evaluating will be take in to account:
- Active participation in the activities of the face-to-face sessions.
- To be able to pass the module, you have to pass the four areas: didactics, ICT, emotional education and life.And to have a note equal to or greater than 4 of each evaluative task to be able to receive the average grade.
- If student does not deliver, at least, 30% of the assessment activities, the student will receive the \"Not assessable\" qualification.
- In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.
- Is allowed the restricted use of Artificial Intelligence (AI) technologies exclusively in support tasks with the bibliographic or information fence and proofreading of all evaluation activities. It will be very important that the student has to clearly identify which parts they are generating with this technology, specify their undertakings and include a critical reflection on how these have influenced the process of the final result of the activity. The non-transparency of the use of AI in this evaluable activity is considered academic dishonesty and may result in a partial or total penalty in the grade of the activity, or higher penalties in serious case. The sanctions will result in a direct failure, without the possibility of recovery, of the evaluative activity.
The tasks for the evaluation of each of the parts of the Module are the following:
Reflection portfolio on the applicability of strategies and resources within one's own educational context.
Elaboration of a poster and oral prsentation on an educational innovation.
Final work of the module.
At the time each assesment activity is carried out, the lecturer will inform students (via moodle) of the procedure and date for the review of grades.
SINGLE EVALUATION
All the appraisal evidence provided for in the module will be delivered on June 4, 2027.
The same retake system as for continuous assessment will apply.
Concretion of the activities of continuous evaluation:
| Evaluation task | activities | data of evaluation | recovery |
| Reflection and analysis portfolio about educational resources. | Individual | May 2027 |
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| Poster and oral presentation about an educative innovation. | Individual | June 2027 |
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| Final project about an innovation in a specific educational field. | Individual | June 2027 |
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The assessment activities that have been suspended can be made up in June 2027. |
Bibliography
How to write bibliographical references: https://www.uab.cat/web/estudia-i-investiga/com-citar-i-elaborar-la-bibliografia-1345708785665.html
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Center Of Voice Disorders: www.bgsm.edu/voice Centre Roy Hart: www-elec. enst. fr/-dufourd/royhart/rhfrancais.html Cesari, U.: \"Voicelabnews\" www.voxneapolis.it/it_news0497.html National Association Teachers Of Singing: www.nats.org The Voice Foundation: www.voicefoundation.org
Software
- moodle
- Sheet music editing software, musical creation...
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 |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Catalan | second semester | morning-mixed |