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.

General competences:

CG4: Recognise musical materials thanks to the development of auditory capacity and know how to apply this capacity in professional practice.

CG8: Apply the most appropriate working methods to overcome challenges that arise in personal study and collective musical practice.

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

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.

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.

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

CG26: Be capable of linking one’s musical activity to other disciplines of scientific and humanistic thought, to the arts in general and to other musical disciplines in particular, enriching professional practice with a multidisciplinary dimension.

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.

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

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

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. 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.
4. Show autonomy to continue learning and to develop pedagogical work, selecting and creating didactic material with criteria appropriate to the established objectives.
5. Integrate and interrelate systematically the contents of the subject, those of the different music subjects and, if applicable, those of non‑musical subjects.
6. Broaden and complement knowledge about the speciality through knowledge of current pedagogical trends and uses, especially those applying cooperative and creative interdisciplinary exchange models.
7. 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.

Contents

Anatomical‑physiological bases of bodily and learning processes (especially verticality, alignment, balance, centre, grounding, compensations, breathing, organicity of movement, coordination) through reading texts, debates, individual and group reflections, exemplifications and experimentation.

Observation, interpretation and understanding of body language through the analysis of given situations, in the classroom, through images in different media, practices in different contexts and readings.

Vocabulary, gesture and didactics of body training based on observation, comparison, reflection, constructive criticism and experimentation in proposed practices.

Group dynamics related to body content in situations typical of musical teaching understood broadly and specifically in instrumental didactics, based on observation and practice in various media and situations and within the classroom.

The body in movement and in dynamic relation: with an instrument, singing, with others and with space, based on everyday musical experience, recreating situations in the classroom, observing others in musical practice and individual and group reflection.

Games and exercises to work on specific aspects of body training in educational contexts, in classroom practices and in other environments proposed by students, allowing incorporation of acquired learning into bodily experience, contrasted and reinforced with the knowledge acquired in the subject.

Master ideas that should guide teaching action regarding the gaze and relationship with others, respect for their uniqueness and the objectives proposed in teaching situations regarding the promotion of body awareness, all through reading, debate, reflection and individual and group reworking.

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.