Competences developed in the course

Transversal competences:

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

CT2: Collect 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.

CT5: Understand and use at least one foreign language within the scope of professional development.

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.

CT10: Lead and manage working groups.

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

CT13: Seek excellence and quality in professional activity.

General competences:

CG8: Apply the most appropriate working methods to overcome challenges arising in personal study and collective musical practice.

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

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

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

CG18: Communicate, both in writing and orally, 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-training 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 use them as a basis for critical reflection on one’s own and others’ educational musical practice.

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

PE5: Be able to develop an educational-musical practice, as an artist and music educator, oriented towards the community.

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

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

PE9: Design and carry out systematic educational evaluation processes concerning students, teachers, programmes and institutions, and base educational improvement planning on their results.

PE10: Design, conduct and evaluate research in music education, both individually and as an active member of research teams.

Learning outcomes (general objectives)

1. Conceive teaching and learning as a communication process in which the teacher fundamentally plays the role of facilitator and mediator in the construction of knowledge by the student.
2. Know, explain, assess and critically apply the different sources of knowledge that inform and compose the various educational theories, as well as the types of educational systems they generate.
3. Know, explain, assess and critically analyse the different pathways and processes of knowledge construction in pedagogy and the role played in this construction by the scientific and social value of knowledge in music pedagogy.
4. Understand the historical context of music education as a mediating factor in knowledge and current educational-musical practice.
5. Apply historical knowledge of music education to the deconstruction, critique and innovation of knowledge construction processes and current educational-musical activity.
6. Know and understand the main positions in Education Policy and the way in which they inform the general educational legal framework and music education.
7. Explain the main lines of development in the stages corresponding to musical schooling.
8. Be able to appropriately develop tools for the production of pedagogical knowledge within educational contexts, according to the intentions and purposes proposed for educational action.
9. Design and validate tools aimed at the educational assessment of the main objects in the field of contemporary music pedagogy.
10. Propose basic research designs in music education from both quantitative and qualitative research perspectives.

Contents

Educational assessment as the main process for knowledge construction in music pedagogy. General purposes and contexts of educational assessment practice. Objectives of assessment activities. Objects and indicators of assessment. Assessment criteria. Stages of assessment. Assessment tools. Research tools in music education. Meta-evaluation processes of assessment and research tools in music education.

Foundations of the historical context of Music Education. Contemporary history of Music Education in Catalonia. Cultural studies and historical analysis of current practices in music education. Political positions in education. Analysis of the main political issues in music education and their contemporary repercussions.

Stages of educational research design. Preliminary quantitative data collection and analysis: frequencies, histogram, mean and standard deviation. Preliminary qualitative data collection and analysis: transcription, coding and memos.

Teaching methodology

The teaching-learning methodology in classes includes lecture sessions (presentation of topics), discussion and seminar sessions, group work sessions and student presentations of topics.

Assessment systems

The assessment system is based on continuous assessment, founded on a diagnostic evaluation and specified through a summative evaluation leading to the final grade.

Continuous assessment is carried out through different assessment records derived from specific assessment activities such as participation and classwork, presentation of assignments in class, completion of assignments and/or readings outside class, submission of written work, or completion of written or oral examinations.