Competences developed in the course

Transversal competences:

CT1: Organise and plan work efficiently and in a motivating way.

CT2: Gather significant information, analyse it, synthesise it and manage it appropriately.

CT3: Solve problems and make decisions that respond to the objectives of the work being carried out.

CT4: Use information and communication technologies efficiently.

CT6: Carry out self‑criticism regarding one’s own professional and interpersonal practice.

CT7: Use communication skills and constructive criticism in teamwork.

CT8: Develop ideas and arguments in a reasoned and critical manner.

CT10: Lead and manage working groups.

CT11: Develop in professional practice an ethics based on aesthetic, environmental and diversity awareness.

CT13: Seek excellence and quality in one’s professional activity.

CT16: Use the means and resources available with responsibility towards cultural and environmental heritage.

CT17: Contribute through professional activity to social awareness of the importance of cultural heritage, its impact in different areas and its capacity to generate significant values.

General competences:

CG7: Demonstrate the ability to interact musically in different types of participatory musical projects.

CG10: Argue and express verbally one’s points of view on diverse musical concepts.

CG11: Be familiar with a broad and updated repertoire, centred on one’s speciality but open to other traditions. Recognise the stylistic features that characterise this repertoire and describe them clearly and completely.

CG13: Know the foundations and structure of musical language and know how to apply them in interpretative, creative, research or pedagogical practice.

CG17: Be familiar with different musical styles and practices that allow understanding, in a broader cultural context, one’s own field of activity and enriching it.

CG19: Know the pedagogical and educational implications of music at different levels.

CG22: Have broad and diverse musical resources to be able to create or adapt musical pieces as well as improvise in different contexts based on knowledge of styles, formats, techniques, trends and diverse languages.

CG24: Develop capacities for self‑training throughout one’s professional life.

Specific competences:

PE2: Develop, select, apply and evaluate musical teaching/learning activities, materials and resources according to the demands of each educational context, being versatile in the use of instruments and other musical resources and applying new technologies functionally.

PE3: Know the constitutive elements of music, showing high mastery in auditory perception, reading, analysis, writing, improvisation and musical creation, and be able to interrelate all this to apply and use it appropriately in one’s own activity.

PE5: Be able to develop an educational‑musical practice, as an artist and musical educator, oriented towards the community.

Learning outcomes (general objectives)

1. Explain the didactic foundations of each of the areas of musical education worked on and apply them in teaching‑learning processes.
2. Analyse the respective curricula and basic curricular documents applicable to each of the areas of music and carry out the corresponding developments for their application in the classroom.
3. Integrate and interrelate systematically the contents of the subject, those of the different music subjects and, if applicable, those of non‑musical subjects.
4. Reflect and debate on pedagogical practice in order to discover the prior conditions, interactions and different mechanisms that condition the development of the teaching function.
5. Formulate teaching‑learning objectives that are achievable, precise, contextualised and assessable, based on the established aims and the characteristics of the participants.
6. Contextualise the contents of the teaching sessions and the teaching‑learning activities presented, based on the defined objectives, available resources and characteristics of the class group.
7. Create mechanisms for the systematic execution of didactic processes in known learning situations.
8. Achieve and show personal motivation towards the pedagogical act, helping to create a positive attitude in teaching and allowing the teacher to transmit it and communicate empathetically.
9. Achieve an attitude of constant self‑evaluation of teaching performance, of the work process generated, as well as of the degree of achievement of the planned objectives.
10. Adapt and apply to different pedagogical situations the didactic proposals that various methodologies and lines of thought in music education make in relation to teaching‑learning in this educational field.
11. Relate the musical activities carried out and their purposes with the social and cultural characteristics of the students, their interests and the context in which they are carried out.

Contents

The contents are grouped into three major blocks. It should be noted that these are conceptual blocks, but not directly chronological in the course of the subject.

Didactics in relation to the theorisation of teaching and learning: Direct theories and constructivist conceptions, analytical or deductive, inductive and mixed reasoning, meaningful learning, explicitness of learning (target, complementary and derived), materials and resources for teaching music inside and outside the classroom, design of strategies for teaching‑learning of contents in each of the thematic blocks, contextualisation of the teaching provided. Design of strategies for teaching‑learning of specific contents.

Didactic decisions and processes, method and methodology: Method and methodology, spectrum of methods from reception to discovery, variables for decision‑making in didactic processes, methods and methodological proposals for music education (objectives, contents and materials and didactic resources for the different thematic blocks and stages, sequencing of objectives and contents for different ages, stages and levels of development, historical methodological proposals in music education), evaluation of teaching activity, didactic units: elaboration, development and application, methodological guidelines for the development of classroom activities, design of sequences of classroom activities. Selection and elaboration of didactic materials.

Musical capacities and competences: Declarative, procedural and axiological contents, expressive/interpretative, creative, perceptive, musicological and instrumental competences (axiological and cognitive), creativity: exploration, improvisation, composition and its didactics, musical ear training, its importance and process, resources and strategies for its work, acquisition of rhythmic‑metric, melodic‑tonal and harmonic senses, atonality, resources and strategies, musical literacy and its didactics, musical listening, approaches and uses, its didactics, music theory and its didactics.

Teaching methodology

The teaching‑learning methodology in the classes includes lecture sessions (presentation of topics), debate and discussion sessions, group work sessions and student presentations.

Assessment systems

The assessment system is continuous assessment, based on diagnostic assessment and formalised through summative assessment that leads to the final grade.
Continuous assessment is carried out through different assessment records derived from specific activities such as participation and class work, presentation of work in class, completion of assignments and/or readings outside class, submission of written work or written or oral tests.