Universitat Internacional de Catalunya
Language for Teaching: Oral Expression
Other languages of instruction: Spanish
Teaching staff
averdera@uic.es
Planta 3
Introduction
Within the classroom, one of the tools that teachers use in your own voice. This course will recognize the voice and the essential elements of the body for using the voice.
Pre-course requirements
There aren't pre-course requirements.
Objectives
The objectives of the subject are:
1.- Communicate in the different educational and social areas with adaptation, correction and coherence
2.– Plan and develop ideas and concepts to communicate and restore them in an understandable way.
3.– Differentiate and apply resources to maintain voice in teaching.
4.– Communicate through verbal and body expression techniques
5.– Acquire correct body and vocal hygiene through the professional use of the voice and the body.
6. – Adapt the projection of the voice in the different school and extracurricular contexts
Competences/Learning outcomes of the degree programme
- CEM-12 - To participate in the definition of the educational project and the general activities of the school in compliance with quality-management criteria.
- CEM-44 - To understand the basic principles of the sciences of language and communication.
- CEM-47 - To speak, read and write correctly and appropriately in the official languages of the corresponding Autonomous Region (in our case, Catalan and Spanish).
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
- CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
- CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
- CG-02 - To communicate clearly and correctly in the language of instruction (Catalan and Spanish), orally and in writing, in accordance with level C1 in the Common European Framework of Reference for languages (CEFR).
- CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
- CG-05 - To be familiar with the elements that make up analytical thinking, the different levels of proficiency and how to develop this skill as much as possible.
- CG-06 - To be familiar with the elements that make up systemic thinking, the different levels of proficiency and how to develop this skill as much as possible.
Learning outcomes of the subject
34. Works muscle tone.
35. Distinguishes the different parts of the phonation system.
36. Use the habits learned to conserve body improvements.
37. Learn the basics of voice.
38. Distinguishes different breathing techniques.
39. Applies the total respiration based on the diaphragm.
40. Have internalized the vocal, articulation and diction exercises.
41. Route the emotions through voice and body.
42. Free the natural voice.
43. Identifies different voice pathologies and their causes.
44. Acquires resources for prevention of diseases and possible solutions.
45. Use appropriate prevention techniques.
46. Performs public communication with an awareness of breathing, vocalization, body language and emotional language.
47. Has a knowledge about empathy, assertiveness and sucintividad as key elements in communication.
48. Practice the neutral posture.
49. Develops educational proposals that foster communication skills and show their entrepreneurial spirit.
50. Is able to manage the different circumstances of the teacher interviews, classes, meetings ...
51. Uses different articulatory praxis.
52. Is aware of disc decompression exercises and diaphragmatic release.
53. Communicate ideas to others argued and correctly expressed orally.
54. Resolve difficult situations vinculated with the communication.
Syllabus
1. Language and speech
2. Communicative skills and orality
3. Body and voice
4. Planning and intervention
5. Types of oral discourses
Teaching and learning activities
In person
The evaluation activities will be:
- Learning activities (40%)
- Written content test (50%)
- Attitude and behavior (10%)
| COMPETENCES | METHODOLOGY | TRAINING ACTIVITY |
|---|---|---|
| CG-01 | Problem-solving exercises | Group study and work |
| CG-02 | Problem-solving exercises | Practical classes |
| CG-10 | Learning contract | Individual / independent study and work |
| CG-11 | Presentation methods / lecture | Theory classes |
| CET-1 | Problem-solving exercises | Practical classes |
| CET-3 | Problem-based learning | Practical classes |
| CEM-44 | Presentation methods / lecture | Theory classes |
| CEM-47 | Problem-based learning Case studies | Group study and work Seminar-workshops |
| CEM-52 | Problem-based learning Project-based learning | Practical classes |
| CEM-53 | Problem-based learning Problem-solving exercises | Practical classes |
Evaluation systems and criteria
In person
Participation and attitude.
Individual and group assessments.
Bibliography and resources
Anderson, B.(1980) Estirándose. Barcelona: Editorial Integral.
Bustos, I. (1996). Reeducación de los problemas de la voz. Madrid: CEPE
Bustos, I. (Coor.) (2001). La percepción auditiva. Un enfoque transversal. Madrid: ICCE. (2 vols.)
Blasco, Victoria. (2002) Manual de técnica vocal. Ejercicios prácticos. Ciudad Real: Editorial Ñaque.
Castellà, J.M., Vila, M. (2014) 10 idees clau. Ensenyar la competència oral a classe. Aprendre a parlar en públic. Barcelona: Graó
Gassull, C., Godall, P., Montserrat, M. (2004) La veu. Orientacions pràctiques. Barcelona: L’Abadia de Montserrat
Huché, F., Allali, A. (2004) La voz I, II, III, IV. Masson
Lodes, H. (1977) Aprende a respirar. Barcelona: Editorial Integral.
Martínez Lluna, C. (1983). Tratado de técnica vocal. Valencia: Piles Editorial de Música SA
Neil, S., Caswell, C. (2005) La expresión no verbal en el profesorado. Barcelona: Octaedro.
Pease, A. (2006) El lenguaje del cuerpo. Barcelona: Editorial Amat.
Segura, M. (2007) ¡A escena! Lo que el teatro aporta a la comunicación empresarial. Barcelona: Editorial Empresa Activa.
Silván, H. (2013) Estiramientos para 100 músculos. Madrid: Centro de Recuperación Funcional.
Tulón, C. (2000) La voz. Técnica vocal para la rehabilitación de la voz en
disfonías funcionales. Viena Columna.
Turchet, Philippe. (2005) El llenguatge del cos. Com comprendre l’altre a través dels seus gestos. Lleida: Pagès editors.
Wilfart, S. (1999) Encuentra tu propia voz. Editorial Urano.