Guía Docente 2020-21
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: 66 Individual study: 84
Main teaching language: Inglés Secondary teaching language: Castellano
Lecturer: Email:

PRESENTATION:

The subject will provide Primary Education students of learning how to teach Visual arts and Music. 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 presents through different methodologies how students must work with the curriculum, prepare accurately theTeaching Units of Visual Art and Music, apply teaching strategies, and so on.

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.
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.
G12 Capacity to self-assess, nurturing learning, scientific research, practice based on evidence and scientific and social progress.
Specific programme competences E13 Foster group work and individual work and effort.
E17 Be aware of and apply innovative primary school experiences.
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.
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.
Learning outcomes R01 Know the Primary School art and music education curriculum.
R02 Identify the contribution of arts literacy to the holistic education of the child.
R03 Recognise that manual, visual, artistic and musical expression is a tool in the development of other areas of the curriculum at this stage.
R04 Develop didactic initiative which favours creativity, taste and interest in art in its different forms inside and outside the classroom using different expressive techniques and platforms.
R05 Critically assess the didactic material available.
R06 Create their own material for the development of teaching-learning for visual, manual and musical expression.

PRE-REQUISITES:

To be able to follow the course, the student should have at least a B1 level in English. Students should attend general English courses within or outside of the University if the level of the course is too difficult for them.For the students who are doing at the same time several subjects that have the same schedule, it is important to know that it is compulsory to attend the new enrolment subject. On the other cases, students have to be up to date with work.

 

SUBJECT PROGRAMME:

Subject contents:

1 - VISUAL ARTS
    1.1 - What is art?
       1.1.1 - The value of creativity and visual education in our visual society
       1.1.2 - Art practice as a tool to develop human values.
       1.1.3 - Art History from traditional to digital.
    1.2 - Practice makes perfect.
       1.2.1 - Experiencing creativity in art: thinking process to problem solving.
       1.2.2 - Discovering, experiencing, portraying and redesigning the real world.Editar Tema Eliminar Tema
       1.2.3 - Construction. The main elements of visual language.
       1.2.4 - A creative process to organize the creative steps.
       1.2.5 - Experiencing art materials and techniques.
    1.3 - Designing art lessons.
       1.3.1 - Children secuencial development. What can i expect?
       1.3.2 - Educational Legislation in Aragon as guideline.
       1.3.3 - Digital art and technology at the art class.
2 - MUSIC
    2.1 - Teaching to listen in early childhood education
       2.1.1 - Listening methodologies: musical audition analysis, teaching-learning about musical instruments and movement in teaching values
       2.1.2 - History of music genres.
    2.2 - Teaching to perform in early childhood education
       2.2.1 - Basics of the musical theory
       2.2.2 - Rythm and signing as essential components of musical language
       2.2.3 - Harmony as the basis of feeling
       2.2.4 - Informatic resources in learning music
    2.3 - Music as a teaching-learning methodology
       2.3.1 - Music in Educational law: Aragon’s currículo
       2.3.2 - Music methodologies

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 issues: 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, except from the first unit, which supports the necessary reflection about the importance of arts in education.

 

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.

 

Student work load:

Teaching mode Teaching methods Estimated hours
Classroom activities
Master classes 16
Practical exercises 7
Coursework presentations 3
Workshops 40
Individual study
Individual coursework preparation 25
Group cousework preparation 25
Project work 34
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:

ELORRIAGA,A. Manual de Conocimiento musical para Educación Infantil y Primaria. La Rioja: UNIR Editorial, 2015.
GÓMEZ-ESPINOSA, J. Didáctica de la música. Manual para maestros de Infantil y Primaria. La Rioja: UNIR Editorial, 2015.
ACASO, M. La educación artística no son manualidades. Nuevas prácticas en la enseñanza de las artes y la cultura visual. Madrid: Catarata, 2009.
EFLAND, A. Arte y cognición: La integración de las artes visuales en el currículum, 2016. EISNER, E. Educar la visión artística, Paidós, 1996.
ARNHEIM, R. Arte y percepción visual: Psicología del ojo creador. Alianza Forma, 2002.
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.

Recommended bibliography:

BOOSEY, L. and HAWKES, R. 333 Elementary Exercises. Zoltn Kodly Choral Method. London: Percy M. Young, 2013.
FRAZEE, J. Discovering Orff: A Curriculum for Music Teachers. Mainz: Schott Music Corporation, 1987.
HOGE-MEAD, V.Dalcroze Eurhythmics in today’s music classroom. Mainz: Schott Music Corporation, 1996.
ALSINA, P. La música en la escuela infantil (0-6). Barcelona: Graó, 2008.
COMELLAS, J.L. Historia sencilla de la música. Alcalá, Madrid: RIALP, 2017.
HEMSY DE GAINZA, V. La iniciación musical del niño. Buenos Aires: Ricordi, 2003.
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.
GARDNER, H. Arte mente y cerebro. Surcos. 2005.
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.
GARDNER, H. Mentes creativas. Barcelona: Paidós. 2010.
GARDNER, H. Inteligencias múltiples. Barcelona: Paidós. 2012
GARDNER, H. La inteligencia reformulada: Las inteligencias múltiples en el siglo XXI (Biblioteca Howard Gardner) Paidós. 2010.
GOLEMAN, D. Inteligencia emocional. Kairós, 1996
ROBINSON, K. Escuelas creativas: La revolución que está transformando la educación, Grijalbo, 2016.
PIAJET, J. La representación del mundo en el niño. Madrid, Morata, 1984.
DEWEY, J. El Arte como experiencia. Paidós Ibérica, 2008.
KANDINSKY, V. De lo espiritual en el arte. Barcelona: Paidós. 2003
VIGOTSKY, L. S. La imaginación y el arte en la infancia. Madrid: Akal, 2000.
BENJAMIN, B. Características Humanas Y Aprendizaje Escolar, 1976.
AGUIRRE, I. Teorías y prácticas en educación artística. Octaedro/ Universidad pública de Navarra. Barcelona. 2005.
ACASO, M. Art Thinking: Cómo el arte puede transformar la educación. Paidós, 2017.

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 Editar Eliminar bibliografía


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