Competences developed in the course

Cross-cutting competencies:  

CT1: Organise and plan work in an efficient and motivating manner.  

CT2: Gather significant information, analyse it, synthesise it and manage it appropriately.  

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

CT6: Conduct self-criticism of one’s own professional and interpersonal practice.  

CT7: Use communication skills and constructive criticism in teamwork.  

CT8: Reasonably develop and critically evaluate ideas and arguments.  

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

CT10: Lead and manage work groups.  

CT11: Develop in professional practice an ethical approach based on appreciation of and sensitivity towards aesthetic and environmental values and diversity.  

CT13: Strive for excellence and quality in their professional activity.  

CT16: Use the means and resources at their disposal responsibly, with regard for cultural and environmental heritage. 

CT17: To contribute through one’s professional activity to raising social awareness of the importance of cultural heritage, its impact on different spheres and its capacity to generate significant values.  

General competencies:  

CG1: To know the theoretical principles of music and to have adequately developed the skills for recognising, understanding and memorising musical material.  

CG2: To demonstrate adequate skills in musical reading, improvisation, creation and recreation.    

CG4: Recognise musical materials through the development of aural skills and be able to apply these skills in professional practice.  

CG5: Be familiar with the technological resources specific to one’s field of activity and their applications in music, preparing to assimilate any innovations that may arise.    

CG7: Demonstrate the ability to interact musically in different types of participatory musical projects.  

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

CG10: Argue and verbally express one’s viewpoints on various musical concepts.  

CG11: Be familiar with a broad and up-to-date repertoire, centred on one’s specialism but open to other traditions. Recognise the stylistic features that characterise this repertoire and be able to describe them clearly and comprehensively.   

CG12: Demonstrate sufficient knowledge of musical phenomena and their relationship with the evolution of aesthetic, artistic and cultural values.  

CG13: Know the foundations and structure of musical language and be able to apply them in interpretative, creative, research or pedagogical practice.   

CG15: Possess extensive knowledge of the most representative works in the historical and analytical music literature.  

CG17: Be familiar with the different musical styles and practices that enable one to understand, in a broader cultural context, one’s own field of activity and enrich it.   

CG18: Communicate in writing and orally the content and objectives of their professional activity to specialised audiences, using appropriate technical and general vocabulary.  

CG19: Be familiar with the pedagogical and educational implications of music at different levels. 

CG22: Possess broad and diverse musical resources to create or adapt musical pieces and to improvise in different contexts, drawing on knowledge of various styles, formats, techniques, trends and languages.   

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 the other musical disciplines in particular, enriching the practice of one’s profession with a multidisciplinary dimension.  

Specific competencies:  

PE3: To know the constituent elements of music, demonstrating a high level of mastery in auditory perception, reading, analysis, writing, improvisation and musical creation, and to be able to interrelate all of these in order to apply and use them appropriately in the development of one’s own activity.   

PE4: Acquire technical mastery and expressive capacity in the performance and conducting of vocal and instrumental ensembles, as a foundation for improvisation, creation and experimentation with one’s own instrument, voice and body in specific musical teaching/learning situations.   

PE5: Be able to develop a community-oriented musical education practice as a musical performer and educator.  

PE6: Contextualise musical pedagogy in the present day and across different cultural contexts, critically reflecting on the role and outcomes that musical education practice can contribute to the improvement of individuals and society.   

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

Learning outcomes (general objectives)

1. Explain the didactic foundations of each of the areas of music education covered and apply them in teaching and learning processes.  
2. Select, design and implement activities for the teaching and 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 schools of thought in music education make regarding teaching and learning in this educational field.  
4. Demonstrate autonomy in continuing to learn and in developing the pedagogical task by selecting and preparing teaching materials with criteria appropriate to the set objectives.  
5. Systematically integrate and interrelate the contents of the subject, those of the various music subjects and, where applicable, those of non-music subjects.  
6. Broaden and complement specialist knowledge by familiarising oneself with current pedagogical trends and practices, particularly those that apply cooperative models and the creative, interdisciplinary exchange of ideas. 
7. Reflect on and discuss pedagogical practice in order to uncover the preconditions, interactions and various mechanisms that shape the development of the teaching function  
8. Possess and use sufficient technical knowledge and resources to harmonise, orchestrate, adapt and arrange musical pieces of different genres, styles and periods.  
9. Create musical pieces, fragments or exercises of all kinds that meet equally diverse pre-established pedagogical objectives.  
10. Appreciate the value and opportunity of creating musical pieces with specific didactic objectives and use them as tools for pedagogical intervention. 

Contents

General music pedagogy. Aural skills pedagogy. Improvisation pedagogy. Creativity and its teaching. Diversity of teaching materials and resources. Design of strategies for teaching and learning content in each of the thematic blocks. Integration of the different blocks into teaching units. The development of general musical abilities through vocal practice and of expressive and communicative capacities with the voice. The development of vocal technique as a whole. Group music teaching. Specific teaching materials and resources. Design of strategies and selection and preparation of materials for the teaching and learning of specific content in specific stages. Design of classroom activity sequences. Repertoire as a working tool: its classification by different types and course levels. Repertoire appropriate to each vocal stage. Rehearsal tempos. Gestural technique. 

Teaching methodology

The teaching and learning methodology in classes involves lectures (topic presentations), discussion and colloquium sessions, group work sessions and student presentations.  

Assessment systems

The assessment system is continuous assessment, based on diagnostic evaluation and materialised in a summative assessment that leads to the final grade. Continuous assessment is carried out through various assessment records derived from specific assessment activities such as participation and classwork, the presentation of classwork, the completion of assignments and/or readings outside of class, the submission of written work, or the taking of written or oral tests.