Universitat Internacional de Catalunya

Teaching and Learning Music and the Plastic and Visual Arts 1

Teaching and Learning Music and the Plastic and Visual Arts 1
6
10716
2
First semester
OB
Main language of instruction: Catalan

Other languages of instruction: English, Spanish,

Teaching staff


Mrs. SEGURA RODRÍGUEZ, Cristina - csegura@uic.es

Tutoring sessions with students can be conducted either in person or online, depending on the convenience and availability of both the student and the instructor. Communication and interaction with students are encouraged not only during tutoring sessions but also before, during, and after classes. Additionally, constant contact is maintained through email and the tools available on Moodle, ensuring continuous and personalized support.

 

Introduction

MUSIC 

This subject has two main objectives: a) to promote the participation of future teachers in listening, performing and music creation activities so that they can develop positive attitudes and experiences towards musical practice, and b) to provide basic knowledge of music didactics which allow them to reflect on the basic foundations that guide musical education in primary education.

ARTS AND CRAFT

 Artistic expression is one of the languages available to the child to let us know what he knows about his environment and what he already has in his internal world. It is, therefore, a tool for expression and communication, but also for knowledge and the development of various intellectual, aesthetic and human capacities. We want to convey the importance of visual education within the education curriculum, valuing visual language as a fundamental knowledge tool. Within the framework of the Bologna project, plastic education plays an important role as the backbone of the various subjects, a transversality that we consider basic in education. 

Pre-course requirements

No previous knowledge is required.

ARTS AND CRAFT

To demonstrate attitudes and aptitudes to assimilate and put into practice the knowledge that will be taught.

Objectives

  1. Understanding the role played by music education in the personal, social and cultural dimensions of students.
  2. Knowing the primary education curriculum in regards to music education.
  3. Discovering, understanding and analyzing basic elements of musical language through active involvement in activities related to listening, performing and creating music.
  4. Acquiring techniques and teaching resources related to singing, instrumental practice, listening and dance.
  5. Designing and developing coherent educational activities based on listening, performing and creating music as part of a broader interdisciplinary work.
  6. Raising awareness about the need for cooperation between the generalist and the specialist music teacher.
  ARTS AND CRAFT  

• Constant reflection and critical thinking. The ability to rethink previous conceptions about the subject
• Teamwork. Sharing information and work processes: shared construction of knowledge.
• Information management and management.
• Plastic, verbal and written communication.
• Ability to argue and dialogue with bibliographic sources.
• Learn to look for references, sources of information and resources apart from those given in class.
• The expression of thought through images.
• Artistic sensitivity and appreciation of art.

Competences/Learning outcomes of the degree programme

  • CEM-01 - To analyze and understand the educational processes inside and outside the classroom regarding the 6-12 age period.
  • CEM-07 - To promote cooperation and individual work and effort.
  • CEM-09 - To be aware of and deal with school situations in multicultural contexts.
  • CEM-10 - To design, plan and evaluate teaching activity and learning in the classroom.
  • CEM-11 - To be aware of and to apply innovative practices in primary education.
  • CEM-13 - To be familiar with and apply basic educational research methodologies and techniques and be able to design innovative projects and identify evaluation indicators.
  • CEM-54 - To understand the principles contributing to cultural, personal and social development from an arts perspective.
  • CEM-55 - To be familiar with the artistic, audiovisual and musical aspects of the arts curriculum.
  • CEM-56 - To acquire resources to foment lifelong participation in musical and artistic activities, both inside and outside the school.
  • CEM-57 - To develop and evaluate curriculum content through appropriate teaching resources, and to promote the corresponding skills in pupils.
  • 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-3 - 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.
  • 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.
  • CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
  • 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-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.

Learning outcomes of the subject

MUSIC 

Students are able to:

  1. Learn songs and gain resources to make them sing. To promote an aural, rhythmic and vocal education in children.
  2. Enhance musical sensitivity and how to transmit it (promote sensitivity in relation to artistic creation). 
  3. Understand the principles that support the cultural, personal and social training of the arts. 
  4. Develop and evaluate the content of the curriculum through appropriate teaching resources and promote the pertinent skills in students. 
  5. Develop educational proposals that promote musical perception and expression, and creativity. 
  6. Know and accept the positive influence of art education in society. 
  7. Know the school arts curriculum, especially with regard to music education. 
  8. Have the resources to encourage participation throughout life in musical activities inside and outside the school. 
  9. Communicate and correctly express themselves in the language of instruction both in oral and written form. 
  10. Learn the skills of creativity, entrepreneurial spirit and focus on quality and always apply them in their performance with students. 
  11. Integrate new technologies in their educational work.
  12. To be aware of their performance and their influence on students. To have the skills and knowledge to manage group processes and communication to achieve good cooperation with and among students.
  13. To have the knowledge and pedagogical skills to create a safe learning environment for a whole class or a group, but also for individual students, enabling children to become responsible and self-sufficient adults.
  14. To have the knowledge and skills about the subject they teach and to know what teaching methods must be applied to create a learning environment where students can learn the cultural background they need to live in society. To achieve this in a contemporary, professional and systematic manner. 
  15. To have the knowledge and organizational skills to create a pleasant working climate in their classes in a professional and systematic manner.
  16. To appreciate the importance of teamwork and to work with colleagues to achieve common goals.
 ARTS AND CRAFT  

• Constant reflection and critical thinking. The ability to rethink previous conceptions about the subject
• Teamwork. Sharing information and work processes: shared construction of knowledge.
• Information management and management.
• Plastic, verbal and written communication.
• Ability to argue and dialogue with bibliographic sources.
• Learn to look for references, sources of information and resources apart from those given in class.
• The expression of thought through images.
• Artistic sensitivity and appreciation of art.

Syllabus

  1. Benefits of integrating music into education. 
  2. What? Theoretical foundations of musical language: the elements of music.
  3. Block 1 Singing
  4. Block 2 Listening
  5. Block 3 Creating music
  6. Block 4 Musical language
  7. How? Teaching methodologies: the use of the body, voice and musical and body instruments. 
  8. Didactic application: playing instruments (small percussion and Orff instruments), choreographic.
  9. Why? basic skills and music skills.
  10. Music education in primary school and interdisciplinarity.
  11. Voice anatomy and vocal health. 

Teaching and learning activities

In person



 

 

COMPETENCESMETHODOLOGYTRAINING ACTIVITY
CEM-54 CEM-55 CEM-56 CET-3 Presentation methods / lecture
Theory classes
CEM-55 CEM-56 CEM-57 CET-1 CET-2 CET-3 CET-5 CG-02 CG-09 CG-10 CG-11 Problem-solving exercises
Practical classes
CEM-54 CEM-55 CEM-56 CET-1 CET-2 CET-3 CET-5 CG-02 CG-09 CG-10 CG-11 Case studies
Problem-solving exercises
Seminar-workshops
CEM-55 CEM-56 CEM-57 CET-1 CET-2 CET-3 CET-4 CET-5 CG-01 CG-02 CG-09 CG-10 CG-11 Cooperative learning
Group study and work
CEM-54 CEM-56 CET-3 CET-4 CG-01 CG-02 CG-09 CG-10 CG-11 Problem-solving exercises
Individual / independent study and work
CEM-56 CEM-57 CET-1 CET-2 CET-4 CG-02 CG-09 CG-10 CG-11 Cooperative learning
Tutorials

Evaluation systems and criteria

In person



Activity I - Sound Self- Portrait (20%)

How would you describe and present yourself to the world if you could only use the language of sound? Objectives: This learning situation has two fundamental objectives. On one hand, for students to reflect on their personality, and on the other, to express who they are and what represents them musically through musical creation.

  • Explore and analyze various melodies by listening to extract their main musical characteristic.

  • Discriminate through attentive and reflective listening the elements that constitute a simple melody, whether existing or self-created.

  • Reading and performing scores

  • Composing, writing and presenting


Activity II: Songbook (25%)

Elaborate a songbook, with a selection of songs of different styles, languages and epochs, and with their respective data, scores, lyrics, illustrations and didactic explanations. The objective is that you learn to appreciate the musical and linguistic diversity, and that you develop your artistic and academic competencies. Originality, creativity, variety, quality and teamwork will be valued.

  • Teaching a Song (5%) (individual): Didactic and musical execution in real-time of the different steps necessary to teach a song in early childhood education.

  • Songbook (20%) (individual): Compilation and creation of a songbook from the existing repertoire of early childhood education songs (minimum of 30/maximum of 50) structured according to different types. Whenever possible, each song should be accompanied by the corresponding sheet music. Memorized singing of all the songs in the songbook.

Activity III: Design and presentation of a learning situation for the music class (20%) Through a musical activity we practice planning in primary school education following the curricular regulations of the new decree 21/2023. At a minimum, it must include the design and creation of musical instruments made from recycled materials sound and a sound-enhanced story, based on the instructions provided by the course instructors. Presentation to the rest of the group, receiving feedback from the teacher and their classmates.

Activity IV: Reflective Didactic document (5%)

A reflective didactic document related to the learning process, based on all the evaluative activities carried out throughout the course, in relation to the teaching profession. You will also publish your work in a written essay and a video tutorial on our music education hub. The project aims to develop your pedagogical skills and creativity in music education. You will be evaluated on the quality, originality, coherence, and clarity of your work. The deadline is December, 2023.

Final Exam (30%)

******

Participants who have a) attended the majority of the sessions (80% attendance), b) actively contributed to the discussions, and c) completed the presentations and group work, will receive a numerical grade assigned at the end of the semester, based on all activities carried out throughout the semester along with a written exam.

The grade will be computed overall if each test has been passed with a score higher than 5 out of 10.

Bibliography and resources

General

AA. VV. (2004). La música educa. Eufonía, 30. Barcelona: Graó.

Alcázar, A. (ed.) (2008). La competencia artística: creatividad y apreciación crítica. Madrid: Secretaría General Técnica, Subdirección General de Información y Publicaciones.

Alsina, P. (1997). El área de educación musical. Propuestas para aplicar en el aula. Barcelona: Graó.

Aróstegui, J. L. (ed.) (2014). La música en Educación Primaria. Manual de formación del profesorado. Madrid: Dairea.

Blacking, J. (1994). Fins a quin punt l’home és music. Vic: Eumo

Bonal, E., Casas, M., & Casas, N. (2005). Diversita't. Cançons, danses... activitats i recursos per a la convivència en la diversitat. Barcelona: Generalitat de Catalunya / Fundació Bofill. Retrieved from: http://jovecat.gencat.cat/ca/detalls/Article/Ester-Bonal-Marta-Casas-i-Nuria-Casas.-2005.-Diversitat.-Cancons-danses-...-activitats-i-recursos-per-a-la-convivencia-en-la-diversitat_JOVECAT 

Bordons, G., & Casals, A. (2012). Poesia, música i escola: un triangle sonor. Temps d'Educació, 42, 11-30.

Calderón, D. (ed.). Expressió Musical a Primària. Barcelona: Publicacions de la UB.

Carrillo, C., & Vilar, M. (2014). El perfil profesional del profesorado de música: una propuesta de las competencias deseables en Ed. Primaria y Ed. Secundaria. Revista Electrónica de LEEME, 33, 1-26. Retrieved from: http://musica.rediris.es/leeme/revista/carrillo&vilar14.pdf

Casals, A., Carrillo, C., Valls, A., Vilar, M., y Ferrer, R. (2014). La concreción de un enfoque didáctico para la educación musical en Primaria. Actas del III Congreso de Educación e Investigación Musical (CEIMUS) (pp. 586 – 594). Barcelona: Enclave Creativa.

Cornellà, C. (2006). La música: treball interdisciplinari i d’educació en valors. Perspectiva escolar, 304, 6 – 9.

Departament d'Ensenyament (2015). Decret 119/2015 del 23 de junio de ordenación de enseñanzas de Educación Primaria. Diari Oficial de la Generalitat de Catalunya (26 de junio).

Díaz, M., & Frega, A. L. (1998). La creatividad como transversalidad al proceso de educación musical. Vitoria-Gasteiz: Amarú.

Frega, A. L. (1996). Música para maestros. Barcelona: Graó.

Gassul, C., Godall, P., & Martorell, M. (2010). La veu: orientacions pràctiques. Barcelona: Publicacions de l’Abadia de Montserrat.

Giráldez, A. (coord.) (2014). Didáctica de la música en primaria. Madrid: Síntesis.

González, C. (2013). Músiques del món i projectes de treball. Anàlisi d'una pràctica didàctica innovadora a l'escola (Tesis doctoral, Universitat Autònoma de Barcelona). Retrieved from: http://www.tdx.cat/bitstream/handle/10803/129291/cgm1de1.pdf;sequence=1

Hargreaves, D. J. (1998). Música y desarrollo psicológico. Barcelona. Graó.

Hemsy de Gainza, V. (1999). La iniciación musical del niño. Buenos Aires: Ricordi.

Hennessy, S. (1995). Music 7-11. Developing primary teaching skills. Londres: Routledge.

Lluveras, N., Valls, A., & Vilar, M. (1994). La cançó a l'etapa primària. Bellaterra: ICE de la Universitat Autònoma de Barcelona.

Maideu, J. (1997). Música, societat i educació. Berga: Amalgama.

Malagarriga, T. y Valls, A. (2003). La audición musical en la Educación Infantil. Barcelona: CEAC.

Malagarriga, T., & Martínez, M. [eds.] (2010). Tot ho podem expressar amb música. Els nens i nenes de 4 a 7 anys pensen la música, parlen de música, fan música. Barcelona: Dinsic Publicacions musicals.

Miralpeix, A. (2012). iMúsica: educación musical con el ePad y el iPhone. Eufonía, 56, 27-35.

Pascual, P. (2002). Didáctica de la música. Madrid: Prentice Hall.

Porta, A. (2001). Educación musical, un proyecto a medio camino. Cuadernos de pedagogía, 303, 87-90.

Sanmartí, N. (2010). Avaluar per aprendre. L'avaluació per millorar els aprenentatges de l'alumnat en el marc del currículum per competències. Generalitat de Catalunya: Departament d'Educació. Retrieved from: http://xtec.gencat.cat/web/.content/alfresco/d/d/workspace/SpacesStore/0024/fc53024f-626e-423b-877a-932148c56075/avaluar_per_aprendre.pdf 

Small, C. (1989). Música. Sociedad. Educación. Madrid: Alianza Editorial.

Swanwick, K. (1991): Música, pensamiento y educación. Madrid: Morata y MEC.

Tafuri, J. (2006). ¿Se nace musical? Como promover las aptitudes musicales de los niños. Barcelona: Graó.

Tarroja, E. (2005). El valor de l’educació musical. Guix: Elements d’acció educativa, 320, 6-10.

Valls, A., & Calmell, C. (2010). La música contemporània catalana a l'escola. Barcelona: DINSIC.

Valls, A., Feliu, T., Malagarriga, T., Godall, P., Miranda, J., & Oriols, J. (2011). Música 1 i Música 2. Projecte Brisa. Barcelona: Teide.

Valls, A., Feliu, T., Malagarriga, T., Godall, P., Miranda, J., & Oriols, J. (2012). Música 3 i Música 4. Projecte Brisa. Barcelona: Teide

Valls, A., Feliu, T., Malagarriga, T., Godall, P., Miranda, J., & Oriols, J. (2009). Música 5 i Música 6 Projecte Tornasol. Barcelona: Teide

Vilar, M. (2004). Acerca de la educación musical. Revista Electrónica de LEEME, 13. Retrieved from: http://musica.rediris.es/leeme/revista/vilarm.pdf 

Willems, E. (1994). El valor humano de la educación musical. Barcelona: Paidós.

Young, S. (2009). Music 3-5. Oxon: Routledge.

 

Song books

AA. VV. Tocatimbal (5 volúmenes). Barcelona: Eufònic

Bonal, M. D., & Martorell, M. (1967-1999, con múltiples reediciones). Esquitx (5 volúmenes). Barcelona: Ed. mf.

Casellas, M., Manent, R., Roma, R., & Vilar, R. (2001). Cançoner de butxaca. Sempre hi ha una

cançó. Tarragona: El Mèdol / Centre de la Cultura Popular i Tradicional Catalana.

Crivillé, J. (1981). Música Tradicional Catalana (I) - Infants. Barcelona: Clivis

Departament d’Ensenyament (2001). Cançons populars i tradicionals a l'escola. Retrieved from: http://ensenyament.gencat.cat/web/.content/home/departament/publicacions/monografies/cancons-populars-tradicionals-escola/cancons_populars_tradicionals_lescola.pdf

Maideu, J. (1991). Assaig. Cançons i exercicis (2ª ed.). Vic: EUMO.

Maideu, J. (1992). Llibre de cançons - Crestomatia de cançons tradicionals catalanes. Vic: EUMO.

Orts, M. (ed). PRODIEMUS (Propostes, Reflexions, Orientacions i Didàctica Interdisciplinària per a Educar a través de la Música). Retrieved from: http://www.prodiemus.com/canconer/ 

Puig, A., & Padilla, R. (2013). El cançoner de tothom. Barcelona: Bonalletra Alcompàs.

 

Journals in music education

RIEM. Revista Internacional de Educación Musical. International Society for Music Education. http://www.revistaeducacionmusical.org/index.php/rem1

LEEME. Revista de la Lista Electrónica Europea de Música en la Educación. Universidad de La Rioja. http://musica.rediris.es/leeme/

Eufonía. Barcelona: Ed. Graó.

Música y educación. Madrid: Musicalis.

VISUAL AND PLÁSTIC

Beal, Nancy  The Art of Teatching Art to Children Farra, Straus and Giroux, New York. 2001  ISBN-13: 978-0374-52770-9 and ISBN-10:0-374-52770-9 (pb: alk.paper)

Corfee, Stephanie  Paint Lab for Kids 52 Creative Adventures in Painting and Mixed Media for Budding Artists of All Ages (Lab Series)  Quary Publishing Group, Beverly, Massachusetts, USA, 2016  ISBN: 978-1-63159-078-8 and digital edition ISBN: 978-1-63159-798-4  

Hume, Helen D.  The Art Teacher's Book of Lists  2ndedition,Jossey Bass, San Francisco, CA, 2010  ISBN-13: 978-0470482087and ISBN-10: 0470482087

Hume, Helen D.  TheArt Teacher’s Survival Guide for Elementary Schools  2ndedition,Jossey Bass, San Francisco, CA, 2008  ISBN: 978-0-4701-8302-1

Prince, Eille S.  Art is Fundamental Teaching the Elements and Principles of Art in Elementary School  Zephyr Press, Chicago Illinois, 2008  ISBN-13: 978-1569762165  ISBN-10: 1569762163

Russi, Barbara  Art Workshop for Children The Quarto Group, Beverly, MA, USA, 2016  ISBN: 978-1-63159-143-3

Aronson, Marc  Art Attack Clarion Books, NY, NY 1998  ISBN: 0-395-79729-2

 

Digital bibliography:

Artcyclopedia (browse artists alphabetically by name) www.artcyclopedia.com

Artnet (Auction and gallery information) www.artnet.com

Bartel, Marvin  Planning Art Lessons & Units Goshen College, Goshen, IN, USA, 2010  https://www.goshen.edu/art/ed/artlsn.html

Creativity and the Arts in the Primary School Irish National Teachers’ Organisation, Dublin 2009  https://www.into.ie/ROI/Publications/CreativityArtsinthePS.pdf

National Art Education Association  Alexandria, VA, USA 2018  www.naea-reston.organd www.arteducators.org

 

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