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 that respond to the objectives of the work being carried out.

CT4: Use information and communication technologies efficiently.

CT8: Develop ideas and arguments in a reasoned and critical manner.

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

General competences:

CG18: Communicate in written and verbal form the content and objectives of one’s professional activity 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 sonic form to a rich and complex structural thought.

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

CG25: Know and be capable of using study and research methodologies that enable continuous development and innovation in musical activity throughout one’s career.

CG26: Be capable of linking one’s 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 one’s professional field.

Specific competences:

PE2: Develop, select, apply and evaluate 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 spheres, reflecting critically on the function and results that musical education practice can contribute to personal and social improvement.

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

Learning outcomes (general objectives)

1. Select, design and apply activities for the teaching‑learning of music and the materials necessary for their development.
2. Adapt and apply to different pedagogical situations the didactic proposals that various methodologies and lines of thought in music education make in relation to teaching‑learning in this educational field.
3. Show autonomy to continue learning and to develop pedagogical work, selecting and creating didactic material with criteria appropriate to the established objectives.
4. Integrate and interrelate systematically the contents of the subject, those of the different music subjects and, if applicable, those of non‑musical subjects.
5. Broaden and complement knowledge about the speciality through knowledge of current pedagogical trends and uses, especially those applying cooperative and creative interdisciplinary exchange models.
6. Possess and use sufficient technical knowledge and resources to harmonise, orchestrate, adapt and arrange musical pieces of different genres, styles and periods.
7. Create musical pieces, fragments or exercises of all kinds that respond to equally diverse pre‑established pedagogical purposes.
8. Value the interest and opportunity of creating musical pieces with specific didactic objectives and use them as tools for pedagogical intervention.
9. Know the applications and contributions of music therapy in the educational, medical‑hospital and socio‑community fields.
10. Be capable of distinguishing the common and differential elements between music pedagogy and music therapy.
11. Value the function of music therapy within the educational field as a complement to music pedagogy.

Contents

Introduction to the discipline and profession of music therapy. Connections and differences with other musical disciplines such as pedagogy. Introduction to the applications of music therapy in different fields: educational, medical‑hospital and socio‑community.

Theoretical foundations of music therapy: basic principles of the Psychology of Music; music and the brain and their implications in music learning and in applications with therapeutic objectives.

Musical experiences and their adaptations for specific functional objectives.

Teaching methodology

The teaching‑learning methodology in the classes includes lecture sessions (presentation of topics) with audiovisual and bibliographic support, debate and discussion sessions, group work sessions and student presentations.

Assessment systems

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