Competences developed in the course

Transversal competences:

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

CT2: Collect 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.

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

CT13: Seek excellence and quality in professional activity.

CT16: Use available means and resources responsibly towards cultural and environmental heritage.

General competences:

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

CG18: Communicate, both in writing and orally, the content and objectives of professional activity 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 act 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:

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

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

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

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

Learning outcomes (general objectives)

1. Demonstrate basic knowledge of educational biology, educational psychology and psychopedagogy in order to design appropriate intervention strategies for each situation and student, including school guidance and suitable diagnoses for specific learning difficulties.
2. Analyse and appropriately place music education within the process and contexts of the student’s overall development.
3. Use scientific knowledge in music pedagogy appropriately and value educational research as an essential activity for the professional development of teachers and for improving teaching effectiveness.
4. Design and appropriately apply musical psychoeducational diagnostic tools to support teaching-learning activities based on the identification of students’ initial meanings and learning needs.
5. Analyse and redesign teaching-learning activities developed by teachers, grounding them in psychopedagogical principles contextualised within the specific reality of educational practice.
6. Have the necessary pedagogical resources and strategies to enable and facilitate the development of general musical skills and instrumental abilities.
7. Develop and apply educational resources and strategies appropriate for sensory-motor development during early childhood.
8. Value creativity as an inherent premise of music education, from which teaching and learning strategies can be designed.
9. Know how to collaborate with teachers, contributing psychopedagogical elements to optimise their didactic proposals.
10. Exercise educational guidance and tutorial action flexibly and integrated with musical and global learning.

Contents

Epistemology of psychopedagogy. Psychological theories of learning. Cognitive, developmental, educational and instructional psychology. Main psychoeducational constructs of teaching and learning processes: attention, perception, memory, motivation and emotion. Developmental milestones in music acquisition. Analysis of teaching and learning components in specific situations. Design, implementation and evaluation of interventions in diverse teaching-learning situations. Models and tools for educational guidance. Learning difficulties and psychopedagogical intervention.

Teaching methodology

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

Assessment systems

The assessment system is based on continuous assessment, founded on a diagnostic evaluation and specified through a summative evaluation leading to the final grade.

Continuous assessment is carried out through different assessment records derived from specific assessment activities such as participation and classwork, presentation of assignments in class, completion of assignments and/or readings outside class, submission of written work, or completion of written or oral examinations.