Competences developed in the course

Transversal competences:

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

CT2: Collect meaningful 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: Efficiently use information and communication technologies.

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.

CT15: Work autonomously and value the importance of initiative and entrepreneurial spirit in professional practice.

General competences:

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

CG18: Communicate the content and objectives of professional activity, both in writing and orally, to specialised audiences, 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-directed learning 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.

CG27: Know and apply the legislation related to the 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 use them as a basis for critical reflection on one’s own and others’ educational musical practice.

PE2: Develop, select, apply and assess 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.

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

PE7: Make use of the training and specialisation opportunities offered by each workplace, incorporating them into the development of one’s professional profile.

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

Learning outcomes (general objectives)

1. Relate the knowledge acquired during the degree studies to professional practice.
2. Analyse, understand and experience the different characteristics and particularities of the wide range of scenarios and contexts for professional development in music teaching and the professional profiles associated with each of them.
3. Understand the necessary coherence and interrelationships between organisational and project levels, and the specific actions implemented.
4. Observe, describe and critically analyse educational reality using appropriate discourse based on pedagogical knowledge.
5. Begin to use music education research tools for obtaining primary data.
6. Recognise how music education is contextualised within a reality and within current needs and demands.
7. Analyse and understand the contextual and organisational aspects of each institution and their relationship with the teaching processes developed there.
8. Carry out an assessment and diagnosis of the centre’s general needs.
9. Focus the needs analysis on specific areas or aspects of the centre according to the students’ own interests.
10. Propose and define areas of intervention regarding the observed reality that are grounded in pedagogical knowledge and are feasible through coordination and supervision with the centre.
11. Acquire and develop principles and attitudes of commitment, responsibility and collaborative work with music education professionals at each centre.

Contents

Knowledge of educational research strategies and techniques: observation, interview, questionnaire, and documentary and data analysis. Knowledge about job definitions and professional profiles. Needs analysis: regulatory, perceived and expressed needs. Use of methodologies and tools for collecting primary data: from classroom activities, meetings of collegiate bodies, dialogues with individual management positions and teaching staff, relevant institutional activities, etc. Management of secondary data: reading and interpretation of centre planning documents, teachers’ reports, meeting minutes, budget control documents, teaching materials, etc. Development of a report reflecting the processes, observations and reflections during the practicum. Compliance with APA standards in the writing of assignments based on scientific and pedagogical knowledge.

Teaching methodology

The teaching-learning methodology involves supervision by the practicum teaching staff from the Department of Education and Artistic Mediation, in collaboration with supervisors from the host centres, which are external centres to ESMUC.

Assessment systems

The practicum assessment system involves continuous assessment by the teacher, reports from supervisors at the external centres where the practicum is carried out, and submission of a practicum report.