Guía Docente 2023-24 TEACHING ARTS AND MUSIC (DIDÁCTICA DE LA EXPRESIÓN MUSICAL, PLÁSTICA Y VISUAL) |
BASIC DETAILS:
Subject: | TEACHING ARTS AND MUSIC (DIDÁCTICA DE LA EXPRESIÓN MUSICAL, PLÁSTICA Y VISUAL) | ||
Id.: | 32549 | ||
Programme: | GRADUADO EN EDUCACIÓN PRIMARIA. PLAN 2015 (BOE 17/08/2015) | ||
Module: | ENSEÑANZA Y APRENDIZAJE DE: EDUCACIÓN MUSICAL, PLÁSTICA Y VISUAL | ||
Subject type: | OBLIGATORIA | ||
Year: | 3 | Teaching period: | Segundo Cuatrimestre |
Credits: | 6 | Total hours: | 150 |
Classroom activities: | 56 | Individual study: | 94 |
Main teaching language: | Inglés | Secondary teaching language: | Castellano |
Lecturer: | Email: |
PRESENTATION:
The subject will provide the fundations of teaching Arts to students in the Primary Education Level. In order to do this, there is a properly framework and multiple practical resources which will give the students the necessary skills and knowledge to perform as teachers. To sum up, this subject it’s presented through different visual and musical artistic methodologies to give students tools to aproach the curriculum, to program accurated and meaningful artistic activities and to plan new teaching strategies.
PROFESSIONAL COMPETENCES ACQUIRED IN THE SUBJECT:
General programme competences | G01 | Capacity to analyse and synthesise information from different sources. |
G02 | Capacity to effectively solve problems and take decisions based on the knowledge and competences acquired. | |
G03 | Capacity to organise, plan and self-assess the work undertaken. | |
G04 | Capacity to apply information technologies critically and constructively as tools to promote learning. | |
G06 | Capacity for oral or written interpersonal communication in Spanish to different audiences and using suitable means. | |
G07 | Capacity to communicate in English at a minimum B2 level (per the Common European Framework of Reference for Languages) to adapt to the academic and professional requirements of the Degree. | |
G10 | Capacity to generate new ideas through initiative, innovation and creativity for effective adaptation to educational needs and the job market. | |
G12 | Capacity to self-assess, nurturing learning, scientific research, practice based on evidence and scientific and social progress. | |
Specific programme competences | E07 | Analyse and understand the educational processes in the classroom and outside for the 6-12 age group. |
E08 | Know the basics of primary education. | |
E09 | Analyse teaching and the institutional conditions that form its background. | |
E10 | Know the historical evolution of the education system in this country and the political and legislative factors that affect it. | |
E11 | Know classroom interaction and communication processes. | |
E12 | Address and solve discipline problems. | |
E13 | Foster group work and individual work and effort. | |
E14 | Encourage educational action in values oriented towards preparing an active democratic citizenry. | |
E15 | Know how to tackle multicultural school situations. | |
E16 | Design, plan and assess classroom teaching and learning. | |
E17 | Be aware of and apply innovative primary school experiences. | |
E18 | Participate in the definition of an educational project and in the general activity at the school, paying heed to quality management criteria. | |
E19 | Be aware of and apply basic educational research techniques and be able to design projects for innovation, identifying assessment indicators. | |
E54 | Understand the principles contributing to cultural, personal and social learning through the arts. | |
E55 | Know the art education curriculum, in manual, audiovisual and musical terms. | |
E56 | Acquire resources to encourage a lifetime's participation in musical and manual activities at school and beyond. | |
E57 | Develop and assess curriculum content through suitable didactic resources and further the corresponding competences among the pupils. | |
Regulated profession competences | P01 | Know the curriculum areas of Primary Education, the interdisciplinary relationship between them, evaluation criteria and the body of didactic knowledge for the teaching and learning procedures, respectively. |
P02 | Define, plan and assess teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school. | |
P03 | Effectively address language learning situations in multicultural and multilingual situations. | |
P04 | Encourage reading and critical commentary on texts from the diverse scientific and cultural domains in the school curriculum. | |
P05 | Design and regulate learning zones in contexts of diversity which address gender equality, equity and respecting the human rights which comprise the values of civic education. | |
P06 | Foster harmony in the classroom and outside, solve discipline problems and contribute to the peaceful solution of conflicts. | |
P07 | Stimulate and value the effort, persistence and personal discipline of the pupils. | |
P10 | Accept that teaching is a matter of getting better and adapting to scientific, pedagogical and social changes over the course of the career. | |
P12 | Take on the educational side of teaching and foment democratic education for an active citizenry. | |
P15 | Reflect on classroom practices to innovate and improve teaching. | |
P16 | Acquire the habits and skills to learn alone or with others and foster this among the pupils. | |
P17 | Know and apply information and communication technologies in the classroom. | |
P18 | Selectively discern the audiovisual information that helps learning, civic competence and cultural enrichment. |
PRE-REQUISITES:
To be able to follow the course, the student should have at least a B1 level in English.
SUBJECT PROGRAMME:
Observations:
VISUAL ARTS:
In the area of Visual Arts as we are conscious of how deep and quickly contemporary society is movining in terms of visual digital communication, and those changes are demaning us to train our society with tools not just to communicate visualy efectively and enjoying the aesthetic expressive posibilities but also, to develop a critical thinking process to manage the tsunami of images that we are daily consuming. As the majority of the students doesn’t have an specific deep artistic training, is key to offer clear strategies to make students feel confiance and fascinated to guide kids, into meaningfull artistic experiences, making the focus to enjoy and analyze the creative process and it’s possibilities. This would help them to continue practicing and researching during their long term carrer after the University stage.
By following the specific requirements of this particular stage of development, suported and detailed on the official Curriculum, the class metodologies and activities will converge into a Project (ARTBook) to program meaningful art teaching activities. Students will sketch the Project from the beginning of the course, and progresively discused and gradually adjusted. The goal of this aproach is for them to observe how the quality of activities increases as they adquire new practical artistic experiece and theoretical knowledege. Idealy this metodology will guide the students to be able to cotinue improving and learning by themselves in their future carreer, while visual culture and it´s art is constantly changing.
MUSIC:
Regardless the area of music, through the development of this subject we aim to raise awareness of the importance of Music Education due to all that it can contribute to general education. Aspects such as active listening, partnership, emotional intelligence or gestures and movement are key aspects for the development of students. Therefore, with this part of the course we seek to create a base of musical knowledge, as well as basic musical culture, in order to be able to study it in depth when the student considers it appropriate in the future. For this reason, the music class will be divided into two different parts. One part of theory and basic musical knowledge; and a second part that will include all those musical practices to be carried out.
Finally, it should be noted that we expect students to be interested and willing to learn, as the musical quality of the performances or any previous knowledge of music that they may have will not be assessed, so an initial basis will be provided.
Subject contents:
1 - VISUAL ARTS |
1.1 - Introduction to the subject addapted to the kid’s perception of the world |
1.1.1 - What is art? complexity of human aspects related. |
1.1.2 - Sintaxis of visual elements, perception, symbols and aesthetical taste. |
1.1.3 - The creative process experience in a Primary Level context. |
1.1.4 - Analysis of the Official Curriculum compared to infant artistic stages of development. |
1.2 - Proposal or art valuable classes in primary level |
1.2.1 - Strategies to program art clases: Timing, resources and metodology. |
1.2.2 - The use of diferenciated artistic actions/spaces, researching and transversal work projects as an art teaching metodology. |
1.2.3 - Programing ideal art clases: competences, contents and goals |
1.2.4 - Programing detailed art clases: literal instructions and critical practice. |
1.2.5 - Assesment, self-assesment and adjustment of art teaching programs. |
1.3 - Critical revision of Art Teaching Methods |
1.3.1 - Reflection about art teaching problems, bad practices and researchers. "La educación artística NO son manualidades", (María Acaso). |
1.3.2 - The lag of innovation: Art History compared to History of Art Education. |
1.3.3 - Review of innovative strategies: "El currículum vibrante" (Ricard Huerta) |
1.3.4 - Creativity, solving problem attitude and cognitive skills developed in art practice. |
1.3.5 - Emotional, social and holistic skills developed in art practice. |
1.4 - Digital competence and contemporary artistic demanded professions. The future of the Visual Culture |
2 - MUSIC |
2.1 - Music as a teaching-learning methodology |
2.1.1 - Music in Educational law: Aragon’s currículo |
2.1.2 - Music methodologies |
2.2 - Teaching to listen in primary level education |
2.2.1 - Listening methodologies: musical audition analysis, teaching-learning about musical instruments and movement in teaching values. |
2.2.2 - History of music genres |
2.3 - Teaching to perform in primary level education |
2.3.1 - Basics of the musical theory |
2.3.2 - Rythm and signing as essential components of musical language |
2.3.3 - Harmony as the basis of feeling |
2.3.4 - Informatic resources in learning music |
Subject planning could be modified due unforeseen circumstances (group performance, availability of resources, changes to academic calendar etc.) and should not, therefore, be considered to be definitive.
TEACHING AND LEARNING METHODOLOGIES AND ACTIVITIES:
Teaching and learning methodologies and activities applied:
This subject is organized in two main parts: Visual arts and Music. Each topic has their own resources, activities and assessment criteria. As it can be seen in the learning activities table, they have also a different schedule.
The learning methodology in this course is based on the student’s independence and responsible work (alone and in pairs/ group work), creative thinking, curiosity, research tools, readings and personal effort.
The classroom activitieswill be oriented to promote the active learning, so the masterclass contents will be presented in short capsules and intercaled with dynamic and reflective exercises based on CLIL metodologies and microteaching methods.
If students have to do teamwork, they must follow the health instructions: maintain a safe distance, take care of the maximum capacity allowed, wear masks, keep the place and materiales cleaned and clean their hands.
Student work load:
Teaching mode | Teaching methods | Estimated hours |
Classroom activities | ||
Master classes | 16 | |
Practical work, exercises, problem-solving etc. | 4 | |
Workshops | 28 | |
Other practical activities | 5 | |
Tutorials | 3 | |
Individual study | ||
Individual coursework preparation | 26 | |
Group cousework preparation | 26 | |
Project work | 42 | |
Total hours: | 150 |
ASSESSMENT SCHEME:
Calculation of final mark:
Individual work: | 30 | % |
Team work: | 30 | % |
Project: | 40 | % |
TOTAL | 100 | % |
*Las observaciones específicas sobre el sistema de evaluación serán comunicadas por escrito a los alumnos al inicio de la materia.
BIBLIOGRAPHY AND DOCUMENTATION:
Basic bibliography:
Giráldez, A. (2014). Didáctica de la música. Ministerio de Educación de España. https:/ / elibro.net/ en/ lc/ usj/ titulos/ 49212 |
Abromont, C. (2019). Teoría de la música: una guía. FCE - Fondo de Cultura Económica. https:/ / elibro.net/ en/ lc/ usj/ titulos/ 128265 |
GARDNER, H. Educación artística y desarrollo humano. Paidós, 2013. |
EFLAND, A. Una historia de la educación del arte. Tendencias intelectuales y sociales en la enseñanza de las artes visuales. Paidós Ibérica, 2002. |
LOWENFELD, V. Desarrollo de la capacidad creadora. Kapelusz. 1975. |
VALLVÉ COLOMÍ,L. (2010). Tiene que llover al revés: reflexiones de un maestro de plástica. Ediciones Octaedro, S.L. Accesible online at: https:/ / elibro.net/ es/ ereader/ usj/ 61953?page=38 |
MARÍN,R. Educación artística para primaria. Pearsons, Ed. Accesible online at: https:/ / elibr o.net/ es/ ereader/ usj/ 45292?bfpage=4 |
Frazee, J. (1987). Discovering Orff: a curriculum for music teachers. New York: Schott. |
Recommended bibliography:
BOOSEY, L. and HAWKES, R. 333 Elementary Exercises. Zoltn Kodly Choral Method. London: Percy M. Young, 2013. |
HOGE-MEAD, V.Dalcroze Eurhythmics in today’s music classroom. Mainz: Schott Music Corporation, 1996. |
Abromont, C. (2019). Teoría de la música: una guía. FCE - Fondo de Cultura Económica. https:/ / elibro.net/ en/ lc/ usj/ titulos/ 128265 |
COMELLAS, J.L. Historia sencilla de la música. Alcalá, Madrid: RIALP, 2017. |
Giráldez, A. (2014). Música: complementos de formación disciplinar. Ministerio de Educación de España. https:/ / elibro.net/ en/ lc/ usj/ titulos/ 49218 |
EISNER, E. El arte y la creación de la mente: el papel de las artes visuales en la transformación de la conciencia. Paidós Ibérica, 2004. |
GOMBRICH, E. La historia del Arte. Phaidon, 2008. |
WILSON, B. Evaluación del aprendizaje artístico. En: Bloom, B. Evaluación del aprendizaje. Buenos Aires. 1975. |
LIDÓN, C. Situación actual de la enseñanza de las artes visuales en España. 1999. |
Lehmann, E. (2012). Canta, toca, brinca y danza: sugerencias para la educación musical de los pequeños. Narcea Ediciones. https:/ / elibro.net/ es/ lc/ usj/ titulos/ 46053 |
Bachman, M. L. (1998). La rítmica Jaques-Dalcroze: una educación por la música y para la música. Madrid: Pirámide. |
Elorriaga, A. (2015). ¡Música, maestros!: manual de conocimiento musical para Educación Infantil y Primaria. Logroño: UNIR Editorial. |
Font, R. (1972). Metodología del ritmo musical. Valladolid: Ediciones Paulinas. |
Frazee, J. (1987). Discovering Orff: a curriculum for music teachers. New York: Schott. |
de Castro, P. M. (2010). Música: los instrumentos. Firmas Press. https:/ / elibro.net/ en/ ereader/ usj/ 36354?page=1 |
Gómez Espinosa, J. (2015). Didáctica de la música: manual para maestros de Infantil y Primaria. Logroño: UNIR Editorial. |
Herzfeld, F. (1970). Los maravillosos caminos de la música: una introducción para los aficionados al arte musical. Barcelona: Círculo de Lectores. |
de Castro, P. M. (2010). Música: las formas. Firmas Press. https:/ / elibro.net/ en/ lc/ usj/ titulos/ 36355 |
Martenot, M. (1993). Principios fundamentales de formación musical y su aplicación. Madrid: Rialp, D. L. |
Giráldez, A. (2014). Didáctica de la música. Ministerio de Educación de España. https:/ / elibro.net/ en/ lc/ usj/ titulos/ 49212 |
Willems, E. (1994). El valor humano de la educación musical. Barcelona: Paidos. |
Hoffmann, E. T. A. (2019). Cuentos de música y músicos. Ediciones Akal. https:/ / elibro.net/ en/ lc/ usj/ titulos/ 123176 |
CARRASCAL, S. Didáctica de la expresión plástica y visual en educación infantil, Universitas, 2016. |
GILABERT, L. La educación artística y la expresión plástica infantiL: Qué y cómo enseñar. Dykinson, |
EISNER, E. Educar la visión artística, Paidós, 1995. |
ACASO, M. Art Thinking, Paidós, 2017. |
EFLAND, A. Arte y cognición: La integración de las artes visuales en el currículum, 2016. EISNER, E. Educar la visión artística, Paidós, 1996. |
ACASO, M. La educación artística no son manualidades. Nuevas prácticas en la enseñanza de las artes y la cultura visual. Madrid: Catarata, 2009. |
Herzfeld, F. (1970). Los maravillosos caminos de la música: una introducción para los aficionados al arte musical. Barcelona: Círculo de Lectores. |
Recommended websites:
Teaching activities - Orff method | https://teachingwithorff.com/ |
ICT resources in music education | www.musictechteacher.com |
Teaching activities in music education | www.redmusicamaestro.com |
Teoria.com | www.teoria.com |
The International Society for Education Through Art | www.insea.org |
Museo Sorolla | http://www.culturaydeporte.gob.es/msorolla/inicio.html |
Museo Nacional de arte de Cataluña | https://www.museunacional.cat/es |
Museo Pablo Serrano | http://www.iaacc.es/ |
Museo Goya (Camón Aznar) | https://museogoya.ibercaja.es/jose-camon-aznar.php |
Blogs de música en la revista Educación 3.0 | http://www.educaciontrespuntocero.com/experiencias/blogs-de-musica-para-el-aula-de-infantil-y-primaria/20852.html |
Recursos musicales Mª Jesús Camino Rentería | https://mariajesusmusica.wordpress.com/] |
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