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.

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.

CT9: Integrate adequately into multidisciplinary teams and diverse cultural contexts.

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

General competences:

CG16: Know the social, cultural and economic context in which musical practice develops, with special attention to its immediate environment but also to its global dimension.

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.

CG18: Communicate in written and verbal form the content and objectives of one’s professional activity to specialised audiences, using appropriate technical and general vocabulary.

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

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

CG27: Know and apply the legislation related to one’s professional field.

Specific competences:

PE1: Understand and explain the foundations of contemporary music pedagogy, both in the area of systematic knowledge and in its application, and know how to base on them the critical reflection of one’s own and others’ musical educational practice.

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.

PE5: Be capable of developing an educational‑musical practice, as an artist and musical educator, oriented towards the community.

PE6: Contextualise music pedagogy in the present time and in different cultural spheres, reflecting critically on the function and results that musical education practice can contribute to personal and social improvement.

PE8: Become actively involved in educational‑musical projects through cooperative work and assume responsibility for developing the musical education profession as a collective task.

PE9: Design and carry out systematic educational evaluation processes on students, teachers, programmes and institutions and base educational improvement planning on their results.

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. Select, design and apply activities for the teaching‑learning of music and the materials necessary for their development.
3. Show autonomy to continue learning and to develop pedagogical work, selecting and creating didactic material with criteria appropriate to the established objectives.
4. Integrate and interrelate systematically the contents of the subject, those of the different music subjects and, if applicable, those of non‑musical subjects.
5. 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.
6. Use terminology related to didactics: communication, teacher, learner, subject matter, method, methodology, strategy, technique, etc.
7. Identify and develop tools and strategies for addressing student diversity.
8. Understand didactics as a dynamic, meaningful tool connected to the rest of education.
9. Know the different perspectives of didactics and approach a critical and complex viewpoint.
10. Contextualise, analyse and compare teaching theories.
11. Analyse specific implicit and explicit curricular components and generic variables that characterise music didactics in diverse application contexts.
12. Analyse didactic documentation from a critical and complex perspective.
13. Conceptualise evaluation as a process of support, reflection and regulation of the teaching and learning process.
14. Understand motivation as an element with intrinsic and extrinsic components essential in teaching‑learning processes.

Contents

Epistemological characterisation of didactics. General didactics of music. Didactic units. Methodological guidelines for the development of classroom activities. Materials and resources for teaching music inside and outside the classroom. Contextualisation of the teaching provided. Critical analysis and elaboration of curricular developments applicable to secondary education. Elaboration, development and application of didactic units. Design of strategies for the teaching‑learning of specific contents. Design of sequences of classroom activities. Selection and elaboration of didactic materials.

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.