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.

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:

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.

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.

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.

PE7: Know how to take advantage of training and specialisation opportunities offered by each workplace, incorporating them into the development of one’s own professional profile.

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. Make the curriculum a basic tool for one’s own analysis and appropriate intervention in any educational situation and for the planning, management and evaluation of educational processes.
2. Analyse, design, develop and evaluate proposals for curricular documentation at different levels of concretion with an analytical, open and innovative perspective of the different situations in which it may be applied, taking into account the appropriate psychological, pedagogical and sociological aspects.
3. Demonstrate mastery of the structure of the curriculum, the elements that configure it and the relationship between them.
4. Make the curriculum a dynamic, meaningful tool connected to the rest of educational subjects.
5. Develop an analytical, critical and reflective attitude towards legislative documentation.
6. Relate the different curricular levels, deconstructing and reconstructing knowledge that responds to real-life challenges and problems.
7. Conceptualise diversity in the classroom as a need to rethink curricula from a complex perspective.
8. Recognise curricular complexity in its link with the human dimension and its potential to address educational issues.

Contents

Curriculum theory.
Concept and sources of the curriculum.
Curricular paradigms and models.
Documentation that integrates a curriculum.
Elements of curricular structure.
Curricular legislation and different levels of concretion.
Teachers and the curriculum.
Processes of curriculum elaboration.
Processes and strategies of curricular development, management, evaluation and innovation in educational centres.
Analysis of curricular designs and developments.
Evaluation as a tool for innovation.

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.