Guía Docente de Informática Aplicada

INDEX
IndEX
1.
Identification
Subject:
Subject/Module:
Type of module
ETCS:
Degree
Level/term:
Department
Teachers:
Language
2.
Description and general objectives
3.
Requirements.
4.
Competences.
5.
Learning outcomes.
6.
Training activities and methodology.
7.
Syllabus.
8.
Assessment methods
9.
Students in special situations
Students who do not attend class regularly for a particular situation (work, health...) will have to
perform some specific actions to overcome the subject. These students must develop all the activities
that are required. The activities will be sent by email according with the agreements reached with the
teacher.
10.
Annotated bibliography and references.
Basic bibliography
11.
Special regulations
12.
Office hours
Identification
Subject:
Subject/Module:
Type of module
ETCS:
Degree
Level/term:
Department
Teachers:
Teaching music in primary education
Subject
Core subject
6
Primary teacher education
Level 1 / 1st and 2nd term
Music/ Education
Jose Rafael Adell Valero
radell@florida-uni.es
Office: D.3.7.
Office hours:
Language
-
1st Semester: Thursday 10:15 – 11:15 h.
-
2nd Semester: Friday 11:45-12:45 h.
-
By appointment
English (and Catalan)
1.
Description and general objectives
This theoretical and practical course wants to show how to teach music. The main aim is familiarize
students with the world of education through musical activities, working concepts using its mediator
elements as: active listening, movement, voice and musical instruments. The application of new
methodologies and procedures teaching music is one of the most important elements in this subject.
The general objectives are:
 Understand the basics of Music Teaching mentioned in the curriculum of primary education,
empowering students to acquire the knowledge required for the subject and strategies to develop
their future teaching work.
 Provide an active methodology for the development of music education of children.
 Acquiring basic knowledge of the subject and contents worked on developing the skills:
perception, hearing, speech and creation.
2. Requirements.
There are no specific requirements.
3. Competences.
FLORIDA UNIVERSITARIA’S COMPETENCES
G1. ICT
G2. Oral Communication
G3. Written Communication
G4. Foreign language fluency
G5. Team-working
G6. Conflict solving
G7. Long-life learning
G8. Commitment and ethics
G9. Innovation and creativity
G10. Leadership
BASIC AND GENERAL COMPETENCES
A. Express correctly and adequately orally and writing in the both official languages of the Autonomous
Community.
B. Use with solvency information technology and communication as regular working tools.
C. Analyze critically and incorporate the most relevant issues of contemporary society that affect the family
and school education: social and educational impact of audiovisual languages and screens; changes in
gender relations and intergenerational; multiculturalism and interculturalism; discrimination and social
inclusion and sustainable development; and promote educational actions aimed at the preparation of an
active and democratic citizenship.
D. Promote cooperative work and individual effort.
E. Assume that the exercise of teaching profession must be adapted to scientific, educational and social life
long changes.
F. Understand the processes of interaction and communication in the classroom.
G. Recognize the identity of each stage and its cognitive, psychomotor, communicative, social and emotional
impact.
H. Design, plan and evaluate teaching and learning in the classroom in multicultural contexts.
I. know how to work in teams with other professionals within and outside the center in the attention to each
student, as well as in planning learning sequences and in organizing work situations in the classroom and on
the playing space.
J. Know and apply methodologies and basic techniques of educational research and be able to design
innovative projects identifying evaluation indicators.
K. Understand that systematic observation is a basic tool to reflect practice and reality and contribute to
innovation and improving education.
L. Identify and plan the resolution of educational situations involving students with different capacities and
different rates of learning and acquire resources to promote their integration.
SPECIFIC COMPETENCES
E1 Ability to appreciate the educational value of music.
E2 Ability to recognize the constituent elements of music.
E3 Ability to do individual and group singing.
E4 Ability to achieve autonomy in reading simple melodies.
E5 Ability to develop rhythmic sense and their coordination.
E6 Ability to develop vocal expression and movement.
E7 Ability to promote creativity, improvisation and acting ability.
E8 Ability to synchronize voice, movement and instrumental performance.
E9 Ability to get to know and practicing school instruments.
E10 Ability to discover the elements of musical language from active musical audition.
4.
Learning outcomes.
LEARNING OUTCOMES
Students will be able to:
R1 Understand and identify the fundamental ideas of the
subject.
R2 Integrate the knowledge acquired in the current social and
cultural context.
R3 Develop educational resources appropriate to the stage
and promote learning related to music education.
R4 Recognize and value the importance of training in music
education as a base for their personal development and in the
classroom.
R5 Understand the fundamentals and development of
teaching music. Be able to make adjustments that allow
access to all the children to enjoy music and use it as a way of
expression.
R6 Know how to use the game as didactic element to
introduce musical contents.
R7 Be aware of the thematic elements from a perceptive
analysis of listening, making documents, diagrams and scores.
R8 Learn the basics of music theory, vocal and instrumental
technique, harmony, rhythm and dance.
R9 Learn the techniques of representation of musical
language.
R10 Analyse the content acquired in practice sessions and
relate them to theory.
R11 Be able to present the results of the activities developed
in classroom.
R12 Develop skills to work individually and in groups.
R13 Enhance communication skills with other students, the
teacher and experts and professionals who can help.
5.
COMPETENCES
G7
G9, E1
G7, G9
E1
E1
E1, E5, E6, E7
E2, E10
E2, E3, E5, E6, E8, E9
E2, E4
E2, E7, G7
G2, G3, G7
G5, G6, G9, G10
G2, G3, G7
Training activities and methodology.
The workload of students in the course is equivalent to 25 hours for each credit. So according to the
value of 6 credits stipulated for the subject, the total of hours is 150. This workload is split in:

Classroom training activities (theoretical and practical classes, seminars, projects, tutoring...).
60 hours.
 Autonomous work and study (study and lesson preparation, training activities, preparation of
exercises, projects, lectures and exam...): 90 hours.
According to what has been presented, the work is distributed among the following activities and
percentages of application:
IN- CLASS ACTIVITIES
Teaching
model
Methodology
Relationship with
learning outcomes
Percentage
THEORICAL
LECTURES
Content explanation necessary for the
proper development of the subject by
teachers.
Application activities.
R1, R4, R3, R8, R9,
R10
15-25% (15h)
PRACTICAL
LECTURES
Group sessions for practical music
aspects: rhythm, percussion,
recorder, singing, movement,
listening…
R2, R3, R6, R7,
R10, R11, R12,
R13
50% (30h)
TEAMWORK
Project.
R2, R3, R12, R13
25% (15h)
MENTORING
HOURS
Personalized attention in small
groups to review and redirect
learning and work.
R6, R7, R8, R9,
R10
0-10% (6h)
(optional)
100%
Total
HOMEWORK ACTIVITIES.
Teaching
model
Relationship with
learning outcomes
Percentage
TEAMWORK
Musical pieces preparation to
work in class.
Projects and activities that will be
exposed in class.
R2, R11, R12, R13
44’4% (40h)
INDIVIDUAL
Personal study of songs (singing
and playing with recorder).
Study of theoretical content.
R1, R3, R4, R5,
R6, R7, R8, R9,
R10
55’5% (50h)
Methodology
Total
100%
The communication language in class will be English but some activities could be conducted in
Catalan (or mixing) if it’s necessary for better comprehension.
6.
Syllabus.
The course is divided into two blocks, the contents are summarized below:
1. Theoretical content:
SOUND:
• Qualities of sound: pitch, duration, intensity and timbre.
• Auditory discrimination: stimulating sensory, perception and representation.
MUSICAL LANGUAGE ELEMENTS:
 The rhythm:
-Rhythm.
-Tempo.
-Rhythm types: binary, ternary and quaternary.
-Elementary rhythmic structures.
-Adequacy text – rhythm.
-Rhythmic accompaniments.
 Melody:
-Major and minor scales.
-The Melodic line and its structure.
-Structure: ask – answer. Suspensive and conclusive sense.
-Tonality and modality. The sharp, the flat and the natural.
 Harmonia:
-Chord concept. Grades: I - IV and V.
-Final cadence concept.
• Primary Curriculum: Teaching music:
- Contents.
- Objectives.
- Basic competences.
 Agogics and dynamics:
-Tempo variations.
-Intensity variations.
 Musical form:
-Eco, ostinato, phase.
-Elemental structures: canon, lied and rondo.
 Musical instruments:
- Classification.
- School Instruments.
- Other instruments: popular, homemade, digital…
MEDIATOR ELEMENTS:
 Voice: The voice in the classroom:
-Introduction to vocal technique.
-How to teach a song.
-One or two voices singing.
• Movement: The movement in the classroom:
-Introduction to the technique of motion.
-Teaching music and movement.
-Choreography.
• Instruments: The instruments in the classroom:
-Introduction to instrumental technique.
-How to teach using instruments.
-Instrumentals families.
• Musical audition: Music. Active audition:
-Introduction to teaching hearing.
-Active musical audition.
-Audition and musical language.
-Symbolic systems of musical representation.
2. PRACTIC CONTENTS:
- Practical application of sound qualities.
- Rhythmic and melodic activities using simple measures: 2/4, 3/4 and 4/4.
- Discrimination exercises: auditory, rhythmic and melodic.
- Melodies interpretation with recorder and Orff instruments.
- Improvisation of elementary rhythmic structures.
- Practical application of the intensity (dynamics).
- Development of rhythmic structures through movement.
- Active listening.
- Activities about musical form elements: echo, ostinato, question-answer structure and musical phrase.
- Analysis and interpretation of basic musical forms: canon, rondo and lied.
- Activities to use properly the voice (speaking or singing).
- Play simple instrumental accompaniment in a song.
TRAINING
TASKS
SESSIONS
LEARNING OUTCOMES
UNITS
(HOURS)
Play recorder
R4, R5, R8
Practic
contents
4
Sing popular
songs
R4, R5, R8
Practic contents
4
UNITS
TRAINING ACTIVITIES
Nº OF
SESSIONS
(Hours)
Unit 1

Qualities of sound:
1
-Pitch, intensity, duration and timbre.
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
Tema 13

Rhythm :
-Rhythm.
-Tempo.
-Rhythm types: binary, ternary and quaternary.
-Elementary rhythmic structures.
-Adequacy text – rhythm.
-Rhythmic accompaniments.
 Melody:
-Major and minor scales.
-The Melodic line and its structure.
-Structure: ask – answer. Suspensive and conclusive sense.
-Tonality and modality. The sharp, the flat and the natural.
 Harmonia:
-Chord concept. Grades: I - IV and V.
-Final cadence concept.
• Primary Curriculum: Teaching music:
- Contents.
- Objectives.
- Basic competences.
 Agogics and dynamics:
-Tempo variations.
-Intensity variations.
 Musical form:
-Eco, ostinato, phase.
-Elemental structures: canon, lied and rondo.
 Musical instruments:
- Classification.
- School Instruments.
- Other instruments: popular, homemade, digital…
 Voice: The voice in the classroom:
-Introduction to vocal technique.
-How to teach a song.
-One or two voices singing.
• Movement: The movement in the classroom:
-Introduction to the technique of motion.
-Teaching music and movement.
-Choreography.
• Instruments: The instruments in the classroom:
-Introduction to instrumental technique.
-How to teach using instruments.
-Instrumentals families.
• Musical audition: Music. Active audition:
-Introduction to teaching hearing.
-Active musical audition.
-Audition and musical language.
-Symbolic systems of musical representation.
 Symbolic systems of musical representation.
1
1
1
1
1
1
1
2
1
1
2
1
PRACTIC
Nº OF
SESSIONS
TRAINING ACTIVITIES
TOPICS
(Hours)
P1
- Didactic activities about the qualities of sound.
1
P2
- Practical application of sound qualities.
- Rhythmic and melodic activities using de measures: 2/4, 3/4 and
4/4.
1
- Improvisation of simple rhythmic structures.
- Discrimination exercises: auditory, rhythmic and melodic.
P3
P4
1
1
P5
- Interpretation of a song with Orff instruments, using simple
harmonic criteria.
- Plan a didactic unit.
P6
- Auditory discrimination exercises: tempo and dynamics.
1
P7
P8
P9-11
1
- Practical application of tempo and dynamics.
- Musical form activities: eco, ostinato, question-answer structure
and musical phase.
- Analysis and interpretation of basic musical forms: canon, rondo
and lied.
- Practice songs with simple instrumental accompaniments.
2
2
10
- Melodies interpretation with recorder and Orff instruments.
P12-14
7.
- Activities for appropriate use of singing voice.
6
P15
- Development of melodic and rhythmic structures through
movement.
2
P16
- Active listening.
2
TW
- Teamwork
15
Assessment methods
Evaluation System
ASSESSMENT AND QUALIFICATION SYSTEM
Grading procedures
Written test (multiple-choice test)
Practical test: singing
recorder .
Production and oral work.
Teamwork
and
Learning outcomes
Percentage
R1, R7, R8, R9, R10
30%
R2, R3, R4, R5, R6, R11, R12
45%
R2, R3, R12, R13
25%
playing
Marking.
1st CALL
2on CALL
The evaluation will be continuous, taking into account the practices in all sessions of the course and
the work entrusted. It will be necessary to pass both parts of the evaluation: written exam and
assignments.
All the students who can’t attend class for justified reasons must notify the teacher in order to find
an alternative way to make up for the lack of attendance.
The evaluation process will consider the following factors:
-Theoretical and practical works developed along the course.
-Work presentation.
- Active participation in the class.
-Written multiple-choice test about the theoretical contents worked in class.
-Practice test based on the musical dossier worked in class: singing and playing recorder.
-Correct oral and written expression.
-Correct Interpretation of songs.
8.
Students in special situations
Students who do not attend class regularly for a particular situation (work, health...) will have to perform
some specific actions to overcome the subject. These students must develop all the activities that are
required. The activities will be sent by email according with the agreements reached with the teacher.
The ideal situation is that the students will take the same written and practical tests than the rest of the
class for their final assessment. If not possible, the teacher and the student have to make an agreement in
order to perform a way to overcome the subject.
It will be necessary that those who, by their personal situation, should know that they will not be able to
attend class, advise as soon as possible and get in touch with the teacher in order to deal an action plan.
9. Annotated bibliography and references.
Basic bibliography
AAVV. (2003) Eufonía Didáctica de la música, nº 27. La música a partir de diferentes contextos de trabajo.
Alonso, V. (1996). Sonidos y ritmos. Educación primaria (LOGSE). Libro del Profesor. Cuadernos del
alumno, niveles I y II. Valencia: Rivera Editores.
Alonso, V. (1998). Sonidos y ritmos. Educación primaria (LOGSE). Libro del Profesor. Cuadernos del
alumno, niveles III y IV. Valencia: Rivera Editores.
Aymerich, C. (1971). Expresión y arte en la escuela. Madrid: Teide.
Barrientos, E. (1985) La flauta dulce. Barcelona: de Vecchi.
Bort, A. y otros (1986). Siringa. Método de flauta. Valencia: Tándem.
Cateura, M. (1982). Música para los ciclos básicos. Niveles I, II, III, IV. Barcelona: Daimon.
Dalcroze, J. (1965). El ritmo, la música y la educación. Lausana: Freres S.A.
Delalande, F. (1995). La música es un juego de niños. Buenos Aires: Ricordi Americana.
Elizalde, L. (1991). Flauta dulce. Madrid.: Publicaciones Claretianas.
Ferrero, I, y otros (1980). Planteamiento de la enseñanza musical. Buenos Aires: Ricordi.
González, L. (1982). La expresión sonora. Valladolid: Miñón.
Graetzer, G. y Yepes, A. (1961). Introducción a la práctica del Orff Schulwerk. Buenos Aires: Barry.
Hurtado, J. y E. Llopis (2004). REPERTORI 1. Valencia: Voramar-Santillana.
Hurtado, J. y E. Llopis (2004). REPERTORI 2. Valencia: Voramar-Santillana.
Hurtado, J. y E. Llopis (2005). REPERTORI 3. Valencia: Voramar-Santillana.
Károlyi, O. (2002). Introducción a la música. Ed: Alianza Editorial.
Martin, C. (1992). Vive la música. Educación primaria. Niveles I, II, III. Barcelona: Octaedro, S.L.
Oriol, N. y Parra, J.M. (1979) La expresión musical en la educación básica. Madrid: Alpuente SA.
Pérez-Gil, M. (2004) Lenguaje musical para maestros. Valencia: Asaigredo.
Riu, N. (2000). El lenguaje musical. Propuestas didácticas para los tres ciclos de Primaria. Barcelona:
Ceac.
Schafer, M. (1982). Limpieza de oídos. Buenos Aires: Ricordi.
Schafer, M. (1998). El nuevo paisaje sonoro. Santander: Ricordi Americana.
Schafer, M. (2008). El rinoceronte en el aula. Buenos Aires: Melos.
Willems, E. (1979). El ritmo musical. Edt.: Eudeba. Buenos Aires.
Wuyttack, J. (1993). Cantar y descansar. Edt.: Real Musical. Madrid.
Wuyttack, J. (1994). Cantan y bailan. Edt.: Nau Llibres. Valencia.
Music magazines
EUFONÍA. Didáctica de la Música, editada per Graó. Barcelona.
MÚSICA Y EDUCACIÓN, editada per Musicalis S.A. Madrid.
BOLETÍN DE INVESTIGACIÓN EDUCATIVO MUSICAL DEL CIEM Centro de Investigación en
Educación Musical de Buenos Aires, Argentina.
BOLETÍN DE LA SOCIEDAD PARA LA EDUCACIÓN MUSICAL DEL ESTADO ESPAÑOL. SEM EE,
MELÓMANOS
DOCE NOTAS
LÉEME. Revista electrónica de educación musical
10. Special regulations
Specific rules
The classes will be developed in the laboratory of music (basement of building A) and start sharp
o’clock. It is necessary to be on time for the good running of the program.
The duration of the classes is 2 hours.
The material used in the classroom (instruments, paper crafts materials…) should be collected and
ordered at the end of classes; all students must participate in this process.
11. Office hours
1st Semester: Thursday 10:15 – 11:15 h. In music class or in Office: D.3.7
2nd Semester: Friday 11:45-12:45 h. In music class or in Office: D.3.7.
It’s possible to arrange a meeting with the teacher by email out of the timetable.