Master’s Degree in Music education for musicians (online)

This master’s degree is aimed specifically at people looking to train as music education professionals.

ECTS credits60
CalendarSeptember 17th 2024 - July 2025
TitulationMaster in Pedagogy for Musicians. Esmuc's own title.
Teaching languageSpanish
Price credit48,45€

Video of the informative meeting held on 19 March 2024

The reality of music teaching professionals is very well defined by the scientific literature in music education research, and coincides almost invariably with any part of the world that has a Western-based culture: the musician knows and he has mastered his practice as an artist very well, but has had few, if any, opportunities to train in teaching skills.

As a consequence, the professional educational practice of the musician is based, above all, on the individual reworking of his learning over the years as a student, with a clearly unique and inflexiblewayto address the contemporary challenges of the teaching practice in changing contexts of the 21st century.

This raises the need for specific pedagogical training for musicians, practical, innovative and based on the applied knowledge of education sciences.

This Master’s degreein music education seeks to be a training and professional improvement opportunity for the musician who loves music and loves music education. And it seeks to do so by getting to where the student is, with the rigor and precision of an artistic higher education, but at the same time by a close communication and monitoring witha powerful personal, professional and academic tutoring, so the distances that force us to use virtual media bring us closer than they move away.

Who is it for

The Master’s in Pedagogy for Musicians has its main group of recipients in those music professionals who work between 50 and 100% of their paid working time in music training and teaching.

The profile of the Master’s student is defined, among others, by the following identity notes and characteristics:

  • Have a solid training as a musician: being the Master for musicians, the contents are mainly pedagogical and will need to be transferred to the music teaching field by the student based on a well-structured knowledge of music, either whatever type or style of music you use to develop your artistic and educational practice.

  • To seek the improvement of one’s own teaching practice, with a frank and open attitude to the reflection, criticism, transformation and innovation of the activity that is developed as a trainer. We need to be aware of what aspects of the received educational tradition need to be contextualized and adapted to the 21st century and what other aspects need to be clearly framed in the history of music education.

  • To have in music education and teaching a field of dedication based on service to others, with clear components of personal development and vocational predilection. It is central to the successful completion of this master’s degree to have a deep involvement with education and to take charge of the personal responsibilities involved.

  • Raising dedication to the training of musicians as a professional career with its own entity: it is the best way to make sense of master’s degree studies that require significant personal effort, are another milestone in the general planning of one’s career and , increasingly, are demanded in teaching careers by almost all international education systems.


The learning achieved in the Master’s leads to the acquisition of the following basic skills:

  • To observe and analyze in a grounded way the teaching practice in the classroom, one’s own and others’, interpreting it based on the currents and paradigms of political, historical, philosophical and ethical thought in music education that frame them.

  • Understand the psychoeducational factors involved in music teaching-learning processes and manage them properly and successfully according to the contexts and students who carry them out.

  • Design, apply and evaluate, rigorously and on the basis of the adequate detection of the needs of the recipients, the educational action, the available resources of any type (didactic, legal, institutional, social) and the comprehensible communication of the own professional action. teacher.

  • Know, master and apply new information technologies and music learning as effective and efficient resources focused and at the service of the learner.

  • Understand one’s own teaching role as a mediator of student learning and know how to apply, develop and review it as a facilitator, support and guide for their progress and autonomy.

  • Manage and lead the communication and sharing of one’s own teaching practice between colleagues, creating institutional and / or virtual network links and working groups for the understanding, improvement, reflective criticism and innovation of the practice.

  • Use a solid and applicable foundation in fundamentals and research instruments in music education, as well as apply the latter. This basis must provide rigor and communicability to the processes of change, innovation and improvement of the musical educational action that is carried out and allow the transformation of the contexts on which action is taken in a consistent manner.

  • Become aware and reflect on the body in music education from a somatic perspective and from the commitment to a practice of sensory and perceptive self-listening, in order to understand the development of sensitivity, body awareness and movement in the musical act, and as a support for its integration in the teaching activity.


Depending on the contents, the subjects are grouped into three main modules:

  • Module A: Systematic pedagogy and educational foundation

  • Module B: Applied pedagogy

  • Module C: Innovation, research and professional development

Towards a new musical pedagogyA3 4
Psychoeducational bases of music education A6 8
Music teaching and learning strategies B6  
Design of programs for music education B4 6
Educational evaluation B4  
Technological resources for music training B4  
Integration of the body in the teaching of music B6 6
Guidance and tutorial action B4 6
Educational organizations and work groups B46
Innovation in music education C68
Research in music education C68
Master's thesis C9-

Coordination: Dr. Miguel Ángel Cano Fragoso and Ferran Badal

This Master’s degree has faculty from the Department of Education and Artistic Mediation of the ESMUC and external collaborating faculty.

Operation of the Master

This master’s degree combines synchronous and asynchronous contact. On the one hand, there are online group teaching sessions through video calls (twice a week, Tuesdays and Thursdays at 22:00, Barcelona time), as well as 8 tutoring sessions on Wednesdays spread throughout the course (with a specific schedule, always at the same time). In total, 81 hours of synchronous teaching sessions are carried out.

On the other hand, tutoring, personal and group work and monitoring of students’ learning progress are included, mostly asynchronously through the Moodle platform.

In total, the 60 ECTS of the master’s degree is equivalent to 1,500 hours of work by the student.

Full-time mode

The master’s degree is designed to be taken in a single academic year, from September to July in the full-time mode, enrolling the 60 credits of the master’s degree. This mode involves two synchronous sessions per week throughout the course (and the associated asynchronous activities) plus the Master’s Thesis, which is incorporated from the 2nd term onwards.

Part-time mode

Taking into account the estimated duration of the master’s degree (1500 hours), it is possible to opt for part-time enrolment, dividing the credits and subjects over two academic years. In this way, the majority of credits would be taken once a week throughout the academic year, with a balanced distribution of credits and a logical and optimal distribution.

The proposed subjects for the part-time mode are as follows:

First academic year

SubjectCredits Teaching period
Towards a new musical pedagogy31Q
APsychoeducational bases of music education6 1Q
B Music teaching and learning strategies6  
B Integration of the body in the teaching of music4 2Q
B Technological resources for music training4  
B Guidance and tutorial action4  
BEducational organizations and work groups42Q
Total credits31

Second academic year

SubjectCreditsTeaching period
Innovation in music education61Q
CResearch in music education6 1Q
B Design of programs for music education42Q
B Educational evaluation4 2Q
CMaster's thesis92Q
Total credits29
Career opportunities
  • The consolidation of the professional and professional career of the musician as a teacher through a second cycle pedagogical academic accreditation.

  • The training for the exercise of positions as manager or coordinator in the design, application and evaluation of teaching-learning processes, curricular innovation, support and attention to the diversity of students, etc.

  • The expansion and balance of the professional profile and employment status of the music teacher as an educational organizer of human resources through skills to stimulate institutional participation, form effective work teams, know how to carry out educational leadership, etc.

  • Acquisition of the necessary bases to start as a teacher-researcher as an essential professional facet for educational improvement.

Access and admission

The Master’s in Pedagogy for Musicians can be accessed with at least one of the following requirements:

  • Higher university accreditation or higher artistic studies or equivalent qualifications recognized as higher by the state education system of the country of origin. Access with a higher degree leads to a Master’s degree in Pedagogy for Musicians.

  • Extensive experience as a music teacher. Students who access this training without a higher degree will obtain a Postgraduate accreditation.

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