![]() | Guía Docente 2024-25 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/PRIMARY EDUCATION.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:
ACASO, M. La educación artística no son manualidades. Nuevas prácticas en la enseñanza de las artes y la cultura visual. Madrid: Catarata, 2009. |
ARNHEIM, R. Arte y percepción visual: Psicología del ojo creador. Alianza Forma, 2002. |
EFLAND, A. Arte y cognición: La integración de las artes visuales en el currículum, 2016. EISNER, E. Educar la visión artística, Paidós, 1996. |
EFLAND, A. Una historia de la educación del arte. Tendencias intelectuales y sociales en la enseñanza de las artes visuales. Paidós Ibérica, 2002. |
ELORRIAGA,A. Manual de Conocimiento musical para Educación Infantil y Primaria. La Rioja: UNIR Editorial, 2015. |
GARDNER, H. Educación artística y desarrollo humano. Paidós, 2013. |
GÓMEZ-ESPINOSA, J. Didáctica de la música. Manual para maestros de Infantil y Primaria. La Rioja: UNIR Editorial, 2015. |
LOWENFELD, V. Desarrollo de la capacidad creadora. Kapelusz. 1975. |
Recommended bibliography:
ACASO, M. Art Thinking: Cómo el arte puede transformar la educación. Paidós, 2017. |
AGUIRRE, I. Teorías y prácticas en educación artística. Octaedro/ Universidad pública de Navarra. Barcelona. 2005. |
ALSINA, P. La música en la escuela infantil (0-6). Barcelona: Graó, 2008. |
BENJAMIN, B. Características Humanas Y Aprendizaje Escolar, 1976. |
BOOSEY, L. and HAWKES, R. 333 Elementary Exercises. Zoltn Kodly Choral Method. London: Percy M. Young, 2013. |
COMELLAS, J.L. Historia sencilla de la música. Alcalá, Madrid: RIALP, 2017. |
DEWEY, J. El Arte como experiencia. Paidós Ibérica, 2008. |
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. |
FRAZEE, J. Discovering Orff: A Curriculum for Music Teachers. Mainz: Schott Music Corporation, 1987. |
GARDNER, H. Arte mente y cerebro. Surcos. 2005. |
GARDNER, H. Inteligencias múltiples. Barcelona: Paidós. 2012 |
GARDNER, H. La inteligencia reformulada: Las inteligencias múltiples en el siglo XXI (Biblioteca Howard Gardner) Paidós. 2010. |
GARDNER, H. Mentes creativas. Barcelona: Paidós. 2010. |
GOLEMAN, D. Inteligencia emocional. Kairós, 1996 |
GOMBRICH, E. La historia del Arte. Phaidon, 2008. |
HEMSY DE GAINZA, V. La iniciación musical del niño. Buenos Aires: Ricordi, 2003. |
HOGE-MEAD, V.Dalcroze Eurhythmics in today’s music classroom. Mainz: Schott Music Corporation, 1996. |
KANDINSKY, V. De lo espiritual en el arte. Barcelona: Paidós. 2003 |
LIDÓN, C. Situación actual de la enseñanza de las artes visuales en España. 1999. |
PIAJET, J. La representación del mundo en el niño. Madrid, Morata, 1984. |
ROBINSON, K. Escuelas creativas: La revolución que está transformando la educación, Grijalbo, 2016. |
VIGOTSKY, L. S. La imaginación y el arte en la infancia. Madrid: Akal, 2000. |
WILSON, B. Evaluación del aprendizaje artístico. En: Bloom, B. Evaluación del aprendizaje. Buenos Aires. 1975. |
Recommended websites:
ICT resources in music education | www.musictechteacher.com |
Museo Goya (Camón Aznar) | https://museogoya.ibercaja.es/jose-camon-aznar.php Editar Eliminar bibliografía |
Museo Nacional de arte de Cataluña | https://www.museunacional.cat/es |
Museo Pablo Serrano | http://www.iaacc.es/ |
Museo Sorolla | http://www.culturaydeporte.gob.es/msorolla/inicio.html |
Teaching activities - Orff method | https://teachingwithorff.com/ |
Teaching activities in music education | www.redmusicamaestro.com |
Teoria.com | www.teoria.com |
The International Society for Education Through Art | www.insea.org |
* Guía Docente sujeta a modificaciones