Competences developed in the course

Transversal competences

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

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

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

CT6: Exercise self‑criticism regarding one’s 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 effectively into multidisciplinary teams and diverse cultural contexts.

CT10: Lead and manage working groups.

CT11: Develop professional ethics based on aesthetic, environmental, and diversity awareness.

CT13: Seek excellence and quality in professional activity.

CT16: Use available means and resources responsibly with respect to cultural and environmental heritage.

CT17: Contribute through professional activity to raising social awareness of the importance of cultural heritage and its capacity to generate meaningful values.

General competences

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

CG11: Be familiar with a broad and updated repertoire, centred on the student’s speciality but open to other traditions; recognise its stylistic features and describe them clearly and comprehensively.

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

CG14: Know the historical development of music in its different traditions from a critical perspective that situates musical art within its social and cultural context.

CG17: Be familiar with different musical styles and practices that allow understanding and enriching one’s field of activity within a broader cultural context.

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

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

CG22: Possess broad and diverse musical resources to create or adapt musical works and improvise in different contexts.

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

CG26: Link musical activity with other scientific, humanistic, and artistic disciplines, 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 and use them to support critical reflection on educational practice.

PE2: Design, select, apply, and evaluate musical teaching/learning activities, materials, and resources according to the needs of each educational context, applying new technologies functionally.

PE3: Know the constitutive elements of music and demonstrate high proficiency in auditory perception, reading, analysis, writing, improvisation, and musical creation, interrelating these skills in professional practice.

PE4: Acquire technical mastery and expressive capacity in performance and in leading vocal and instrumental ensembles as a basis for improvisation, creation, and experimentation.

PE5: Develop community‑oriented educational‑musical practice.

PE6: Contextualise music pedagogy in the present and reflect critically on its role in personal and social improvement.

PE8: Engage actively in educational‑musical projects through cooperative work and assume responsibility for the profession as a collective task.

PE9: Design and carry out systematic educational evaluation processes and use their results for pedagogical improvement.

PE10: Design, conduct, and evaluate research in music education individually or as part of a research team.

Learning outcomes (general objectives)

1. Select, design, and apply activities for teaching and learning music and the materials required for their development.
2. Adapt and apply didactic proposals from different methodologies and educational approaches to varied pedagogical situations.
3. Demonstrate autonomy in continuing to learn and developing pedagogical practice, selecting and creating didactic materials aligned with objectives.
4. Integrate and interrelate systematically the contents of the subject with those of other musical and non‑musical subjects.
5. Expand knowledge of the speciality through current pedagogical trends, especially cooperative and interdisciplinary models.
6. Reflect and debate on pedagogical practice to identify conditions, interactions, and mechanisms that shape teaching activity.

Contents

Didactics of listening.
Didactics of school instruments.
Didactics of school instrumental ensembles.
Didactics of improvisation.
Creativity and its didactics.
Variety of didactic materials and resources.
Functionality of teaching and programmed learning.
Design of classroom activity sequences.
Selection and creation of appropriate didactic materials.
Strategies for teaching‑learning in each thematic block.
Integration of blocks into didactic units.

Teaching methodology

Lecture sessions, debates, group work, and student presentations.

Assessment systems

Continuous assessment based on diagnostic and summative evaluation.
Assessment records include participation, class work, presentations, assignments, readings, and written or oral tests.