Competences developed in the course

Transversal competences:

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

CT2: Collect significant 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.

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.

CT9: Integrate appropriately into multidisciplinary teams and diverse cultural contexts.

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

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

General competences:

CG1: 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 in written and oral form 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-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 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 be able to base critical reflection on one’s own and others’ educational musical practice on these foundations.

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

PE5: Be able to develop 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 contexts, critically reflecting on the role and outcomes that music education practice can contribute to the improvement of individuals and society.

PE7: Know how to take advantage 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. Design, apply and evaluate a pedagogical intervention programme adapted to the educational reality of a specific educational institution.
2. Analyse and understand the contextual and organisational aspects of each institution and their relationship with the teaching processes developed within that institution.
3. Focus the analysis of needs on specific areas or aspects of the centre, according to the student’s own interests.
4. Deepen the use of educational research tools for obtaining primary data.
5. Propose and define areas of intervention regarding the analysed reality that are based on pedagogical knowledge and are also feasible through coordination and supervision with the centre.
6. Adapt to the characteristics and context of the institution.
7. Adapt to the work context defined and delimited by the pedagogical intervention itself.
8. Know, value and demonstrate principles and attitudes of commitment, responsibility and collaborative work with music education professionals in each centre.
9. Demonstrate professional attitudes related to teamwork and transformational educational leadership.
10. Assume responsibilities and initiatives always based on consensus, respect and commitment to the work of the centre’s professionals and the institution.
11. Use APA standards when writing papers based on scientific and pedagogical knowledge.

Contents

These contents may be adapted to the specific characteristics of each of the educational centres visited, in agreement with the Pràcticum II lecturer and coordinator.

1. Design, implementation and evaluation of educational innovation programmes.
2. Foundations of educational innovation: models, agents and strategies.
3. Identification of needs and prioritisation of needs according to available resources and context.
4. Use of methodologies and tools for collecting primary data from classroom activities, meetings of collegiate bodies, relevant institutional activities and dialogue with individual positions of responsibility and teaching staff of the institution.
5. Management of secondary data: reading and interpretation of school planning documents, teaching reports, meeting minutes, budget control documents and teaching materials.
6. Educational research strategies and techniques:
   • Observation.
   • Interview.
   • Questionnaire.
   • Documentary and data analysis.
7. Compliance with APA standards in the writing of papers based on scientific and pedagogical knowledge.
8. Evaluation of the design and implementation of the pedagogical intervention, as well as of one’s own role.
9. Development of a report reflecting the processes, observations and reflections throughout the practicum.

Teaching methodology

The teaching-learning methodology involves tutoring 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 assessment system for the practicum involves continuous assessment by the lecturer, reports from supervisors at the external centres where the practicum takes place, and the submission of a practicum report.