model course guide - Universidad Católica de Valencia

1
Model course guide
PCA-27-F-01 Ed.00
MODEL COURSE GUIDE
Universidad Católica de Valencia
Music therapy in the educational field
Course 2016/17
Universidad Católica de Valencia “San Vicente Mártir”
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Model course guide
PCA-27-F-01 Ed.00
TEACHING GUIDE FOR THE SUBJECT AND/OR SUBJECT
ECTS
SUBJECT: MUSIC THERAPY IN THE EDUCATIONAL
FIELD
6
Module: Applications of music therapy
18
Type of training 1: Obligatory
COURSE: 2016/17
SEMESTER: 2º
Teaching staff:
Mr. V. Alejandro March Luján
Department:
E-mail: musicoterapia@ucv.es
MODULE ORGANIZATION
____________________________________________________________________________
Nº ECTS
18
MUSIC THERAPY IN THE EDUCATIONAL FIELD
Materias and subjects
Materia
Applications of
music therapy
ECTS
18
SUBJECT
ECTS
Course/
semester
Music Therapy in the field social community
6
1/2
Music Therapy in Health
6
1/2
Music Therapy in educational field
6
1/2
TEACHING GUIDE FOR THE SUBJECT AND/OR SUBJECT:
Music therapy in the
educational field
Prerequisites: No precise
1
Basic Training (ordinary matter), Obligatory, Optional, External practices, Final project
Universidad Católica de Valencia “San Vicente Mártir”
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Model course guide
PCA-27-F-01 Ed.00
GENERAL OBJETIVES
- Bring near to the students of Master in Music Therapy an overview of the concept of
Music therapy in the school setting.
- To demonstrate the possibilities of communication "body - sound - musical" language using
basic musical resources.
- To present practical experiences of music therapy in schools.
- Understand the role of communicative disorders, disorders of receptive and expressive
language.
- Understand the methodology and specific resources relating to music therapy practice in
this area.
- Understand and identify specific educational objectives and rehabilitation environments.
- Know how to evaluate and plan the intervention in schools.
- Know the alternative communication systems.
- To know through theory and experiential activities the music therapy work with children with
SEN and intellectual disabilities.
Weighting of
competition
TRANSVERSAL COMPETENCES
Instrumental
1
2
3
4
TC3. Ability to solve problems
X
TC5. Attention span, observation and listening
X
TC8. Ability to establish the therapeutic bond, according to the knowledge
of the patient and himself
TC9. Ability to teamwork and effective collaboration with other
professionals (with the ability to function in an interdisciplinary and
international context)
Universidad Católica de Valencia “San Vicente Mártir”
X
X
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Model course guide
PCA-27-F-01 Ed.00
SPECIFIC COMPETENCES
1
2
3
SC18. Develop musical experiences in educational contexts to help
develop non-musical goals in psicoeducaticonal areas
SC17. Know the main language disorders and their symptoms and set
objectives for intervention as music therapists through appropriate
techniques and methods in each session.
LEARNING RESULTS
4
X
X
COMPETENCES
R-1 Know and apply the methods of assessment and intervention used in
the infant stage
TC3, TC5, TC8,
TC9, SC18, SC17
R-2 Meet intellectual disabilities and objectives of intervening through
music therapy techniques and types of music selected for this type of
disability
TC3, TC5, TC8,
TC9, SC18, SC17
R-3 Know the main language disorders and their symptoms to set
objectives for intervention as music therapists through appropriate
techniques and methods in each session
TC3, TC5, TC8,
TC9, SC18, SC17
R-4 Develop musical experiences in educational settings to help develop
non-musical goals in psychoeducational areas
TC3, TC5, TC8,
TC9, SC18, SC17
Universidad Católica de Valencia “San Vicente Mártir”
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TRAINING ACTIVITIES PHYSICAL WORKING
Relation to learning
outcomes of the
subject
ECTS
TC3, TC5, TC8, TC9,
SC18, SC17
1
Group work sessions supervised
by the teacher. Cases studies,
diagnostic tests, issues, field
study, computer room visits,
data search, libraries,
networking, Internet, etc…
Meaningful construction of
knowledge through interaction
and student activity.
TC3, TC5, TC8, TC9,
SC18, SC17
0,5
Supervised monographic
sessions with shared
participation
TC3, TC5, TC8, TC9,
SC18, SC17
0,2
Application of multidisciplinary
knowledge
TC3, TC5, TC8, TC9,
SC18, SC17
0,1
Personalized and small group
attention. Period of instruction
and/or guidance by a tutor to
review and discuss the materials
and topics presented in lectures,
seminars, readings, papers,
etc,..
TC3, TC5, TC8, TC9,
SC18, SC17
0,3
TC3, TC5, TC8, TC9,
SC18, SC17
0,3
ACTIVITY
Learning methodology
PRESENCE CLASSES
Presentation of contents by the
teacher, competency analysis,
explanation and demonstration
of skills, abilities and knowledge
in the classroom
PRACTICAL CLASSES
SEMINAR
EXPOSITION GROUP
WORK
TUTORSHIP
EVALUATION
Set of oral and / or written tests
used in initial, formative or
additive assessment
Total
Universidad Católica de Valencia “San Vicente Mártir”
2,4
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Model course guide
PCA-27-F-01 Ed.00
TRAINING ACTIVITIES OF AUTONOMOUS STUDENT WORK
ACTIVITY
GROUP WORK
AUTONOMOUS WORK
Learning methodology
Individual preparation of readings,
essays, problem solving,
seminars, papers, reports, etc…
To post or deliver the lectures,
practical and /or small group
tutoring. Work done on the
platform or other virtual spaces.
Student study: Individual
preparation of readings, essays,
problem solving, seminars,
papers, reports, etc… To post or
deliver the lectures, practical
and/or small group tutoring.
Relation to learning
outcomes of the
subject
ECTS
TC3, TC5, TC8, TC9,
SC18, SC17
1
TC3, TC5, TC8, TC9,
SC18, SC17
2,6
Total
3,6
Work done on the platform of the
university
(https://campusvirtual.ucv.es/)
EVALUATION SYSTEM TO ACQUIRE THE SKILLS AND QUALIFICATIONS
SYSTEM
Assessment
instrument
ASSESSMENT LEARNING OUTCOMES
Given
percentage
Record attendance
tracking
R1, R2, R3 y R4
40%
Written test
R1, R2, R3 y R4
20%
Directed work
R1, R2, R3 y R4
40%
Universidad Católica de Valencia “San Vicente Mártir”
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Model course guide
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CRITERIA FOR THE AWARD OF HONORS
Explicitly mentioned specific criteria for the course and faculty that the title is attached and
according to the general rules stating that you can only give an honors degree for every 20
students not by fraction 20, with the exception of groups of fewer than 20 students in total,
which can be given a license plate.
DESCRIPTION OF CONTENTS
Music therapy in schools.
Music therapy for children with SEN.
Music Therapy intellectual disabilities.
Music therapy and speech disorders.
COMPETENCIES
TC3, TC5, TC8, TC9,
SC18, SC17
TEMPORAL ORGANIZATION OF LEARNING (Students of first registration)
BLOCK CONTENT / TEACHING UNIT
NUMBER
SESSION
1
Music therapy in schools.
1
2
Music therapy for children with SEN.
1
3
Music Therapy intellectual disabilities.
1
4
Music therapy and speech disorders.
1
Universidad Católica de Valencia “San Vicente Mártir”
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BIBLIOGRAPHY
Alcantud, F., Ávila, V., Romero, R.; Martínez, R. (2000). Estudio sobre el impacto de
las nuevas tecnologías en las personas con discapacidad. Memoria de
investigación. Recuperado de http://acceso3.uv.es/impacto/index.html
Alvin, J. (1966). Musicoterapia para el niño disminuido. Buenos Aires: Editorial
Ricordi.
Benenzon, R. (2011). Musicoterapia. De la teoría a la práctica. Barcelona: Ed. Paidós.
Benenzon, R., de Gainza, V. y Wagner, G. (2008). La Nueva Musicoterapia. Buenos
Aires: Ed. Lumen.
Betés, M. (comp.) (2000). Fundamentos de musicoterapia. Madrid: Ed. Morata.
Britton, P. (2001). El uso de la enseñanza de las habilidades sociales en niños con
trastorno
del
espectro
autista.
Recuperado
de
http://www.autismo.com/scripts/articulo/smuestra.idc?n=britton
Canal, R. (2000). Habilidades comunicativas y sociales de los niños pequeños
preverbales con autismo. En A. Rivière y J. Martos (Comp.) El niño pequeño
con autismo. Madrid: APNA-INSERSO.
Davis, W., Gfeller, K. y Thaut, M. (2000). Introducción a la musicoterapia. Teoría y
práctica. Barcelona: Boileau.
Doménech, J. L.; Blasco, F.; López, H. (1987). Musicoterapia en la formación del
terapeuta. Valencia: Ed. Nau Llibres.
Frith, U. (1992). Autismo: hacia una explicación del enigma. Madrid: Alianza Editorial.
Universidad Católica de Valencia “San Vicente Mártir”
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Model course guide
PCA-27-F-01 Ed.00
Gauna, G. D. (2008). Diagnóstico y abordaje musicoterapéutico en la infancia y la
niñez. Buenos Aires: Koyatun editorial.
Lacárcel, J. (1990). Musicoterapia en educación especial. Murcia: Universidad de
Murcia.
Piaget, J.(1969). El nacimiento de la inteligencia en el niño. Madrid: Aguilar.
Poch S. (1999). Compendio de Musicoterapia. Vol. 1. Barcelona: Ed. Herder.
Rivière A. y Martos J. (2000). El niño pequeño con autismo. Madrid. Ed. APNA.
Ruff, H. & Rothbart, M. (1996). Attention in early development. Nueva York: Oxford
University Press.
Schaeffer, B., Raphael, A. y Kollinzas. G. (2005). Habla signada para alumnos no
verbales. Madrid: Alianza editorial
Thayer, E. (comp) (1971). Tratado de Musicoterapia. Buenos aires: Editorial Paidós.
Universidad Católica de Valencia “San Vicente Mártir”