Competences developed in the course

Transversal competences:

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

CT2: Collect meaningful information, analyse it, synthesize it and manage it appropriately.

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

CT5: Understand and use at least one foreign language within the scope of professional development.

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 appropriately into multidisciplinary teams and diverse cultural contexts.

CT10: Lead and manage working groups.

CT11: Develop, in professional practice, a professional ethic based on aesthetic, environmental and diversity awareness and sensitivity.

CT13: Seek excellence and quality in professional activity.

General competences:

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

CG16: Know the social, cultural and economic context in which musical practice takes place, paying particular attention to its immediate environment while considering its global dimension.

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

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

CG23: Value musical creation as the action of giving sound form to a rich and complex structural thought.

CG24: Develop capacities for self-training throughout professional life.

CG25: Know and be able to use study and research methodologies that enable continuous development and innovation of musical activity throughout one’s career.

CG26: Be able to link one’s own 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:

PE1: Understand and explain the foundations of contemporary music pedagogy, both in the area of systematic knowledge and in its application, and use them as a basis for critical reflection on one’s own and others’ musical educational practice.

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

PE6: Contextualise music pedagogy in the present time and in different cultural contexts, critically reflecting on the role and results that music education practice can contribute to the improvement of individuals and society.

PE8: Actively participate in educational-musical projects through cooperative work and assume responsibility for developing the profession of music education as a collective task.

PE10: Design, carry out and evaluate research in music education, both individually and as an active member of research teams.

Learning outcomes (general objectives)

1. Conceive teaching-learning as a communication process in which the teacher fundamentally acts as a facilitator and mediator in the construction of knowledge by the student.
2. Know, explain, assess and critically apply the different sources of knowledge that inform and constitute the various educational theories, as well as the types of educational systems they generate.
3. Explain, critically assess and apply the fundamental principles of the most important current methodologies and lines of thought in music education, as well as their theoretical and practical foundations, to specific teaching-learning processes.
4. Know the structure and components of Educational Sciences and apply them to the analysis of professional activity as a music educator.
5. Understand the meaning and value of scientific knowledge in Music Pedagogy, using it consistently according to the educational paradigm on which it is based.
6. Analyse situations of musical educational practice and choose the most appropriate epistemological paradigm for pedagogical intervention according to people’s needs and contextual conditions.
7. Begin constructing one’s own philosophy of music education, being consistent with it while remaining critical and assessing its possible inconsistencies.
8. Know the origin, reasons and factors underlying the teaching ethics of music education professionals and apply them to the analysis of specific musical teaching situations.
9. Identify research topics in music education according to one’s own intentions and interests as a music teacher.
10. Formulate starting frameworks for research based on appropriate academic information resources and sources in music education research, and correctly choose the scientific paradigm that supports them.
11. Understand and correctly use basic tools for analysing quantitative and qualitative data in music pedagogy research.

Contents

Epistemology of Pedagogy. Music Pedagogy as scientific knowledge. Scientific paradigms in Pedagogy and Music Education. Areas of knowledge in Pedagogy. Systematic Sciences of Pedagogy. Philosophy and ethics of Music Education. Globalisation, socialisation and individualisation. Applied Sciences of Pedagogy. Analysis of the principles and methodological foundations of the main currently established systems of music pedagogy. Analysis of the design of teaching-learning activities from different methodologies. Pedagogy of the different musical disciplines. Development of general musical abilities from different areas and disciplines of music education. Teaching-learning of specific contents from different areas and disciplines. Principles and tools for quantitative research. Principles and tools for qualitative research. Principles and tools for socio-critical research. Professional teaching identity.

Teaching methodology

The teaching-learning methodology in classes involves lecture sessions (presentation of topics), debate and discussion sessions, group work sessions and sessions in which students present topics.

Assessment systems