Music in Childhood Education

- To understand and to manage to the graphic symbols of the elements of music in order to understand and apply the theoretical and practical knowledge of music: musical reading & writing, rhythmical coordination (body and school instruments), vocal expression, body language and aural perception.

- To know and to understand the foundation of music education in early childhood education valuating this language in Children’s integral development.

- To develop of educational proposals based on the curriculum of musical expression in early childhood education, analysing and using appropriate strategies and teaching resources of this educational stage.

- To demonstrate interest, initiative and responsibility in the different activities to do.

- To develop the assigned tasks works with scientific and educational rigor, making sure about its internal coherence and organization.

- To understand, manage and use ICT applications in Music.

-To obtain and demonstrate by the students competence in the Spanish language, for being part of the CompetenteS project material promoted by the Language Normalization Commission of the Faculty.

- Basic contents of musical language: theory and practice.

- Music in early childhood education. The curriculum of Music, psycho pedagogical foundations, resources and educational proposals.

- Music ICT applications.

Basic bibliography

- Alsina, P., Díaz, M., Giráldez, A. (2008). La música en la escuela infantil (0-6). Editorial Graó.

- Cremades, R. (2017). Desarrollo de la expresión musical en educación infantil. Colección Didáctica y Desarrollo. Ediciones Paraninfo Universidad.

- Díaz, M., Riaño, G. (2011). Fundamentos musicales y didácticos en educación musical. Santander: Universidad de Cantabria


Complementary bibliography

- Díaz, M., Giráldez, A. (2007). Aportaciones teóricas y metodológicas a la educación musical. Barcelona, Graó.

- Glover, J. (2004). Niños compositores: de 4 a 14 años. Barcelona: Graó.

- Pascual, P. (2006). Didáctica de la música para Educación infantil. Madrid: Pearson

- Tafuri, J. (2006). ¿Se nace musical? Como promover las actitudes musicales de los niños. Barcelona: Graó.

- Torres, L. (2010). Las TIC en el aula de educación musical. Sevilla: Mad

Journals

– Eufonía. Revista de Didáctica de la Música. Desde 1996. Barcelona, Graó.

– Léeme. Revista electrónica europea de música en la educación.

– Música y Educación. Revista de Pedagogía Musical, desde 1988. Madrid, Musicalis

– International Journal of Music Education. Revista de educación musical.

Specific:
E. 54. To know and use songs to promote aural, rhythmic and vocal education.

E. 55. To know how to use games as a didactic resource and to design learning activities based on the general principles of game.

E. 56. To develop educational proposals that promote the perception and musical expression, motor skills, drawing and creativity.

E.57. Analysis of audio-visual languages and their educational implications.

General: G1, G6, G8, G11.

Basic: B1, B2, B3, B4.

Transverse: T1, T3.

Competencies can be consulted at:
https://assets.usc.gal/sites/default/files/plan/2021-09/Mestre%20Ed_Inf…

Lecture sessions: where conceptual content will be developed, alternating the lecture with interactive activities in carrying out practical exercises. In these sessions the basic contents of musical language will be fundamentally developed.

Interactive sessions: where the procedural contents will be developed through progressive activities using all the necessary didactic resources for a better understanding of the contents of the subject. In addition, activities will be proposed to be carried out in small working groups.

Virtual classroom: it will be used for the incorporation of materials in different formats, for the exchange of reflections and comments and for carrying out test-type musical tests

Depending on the conditions of the stage, educational outings may be made to the Lugo Crafts and Design Center to learn about Galicia's folk music.

This subject and its teaching staff participate in the CompetenteS project promoted by the Faculty of Linguistic Normalization, with the profile of Spanish. For this reason, the teaching staff will teach the subject in Spanish (expository, interactive and tutorial) and all the activities related to it, apart from the fact that part of the written texts that the students must read could be offered in another language. Students, for their part, will also interact with teachers normally in the language of the subject profile, both orally and in writing, both in classes and in tutorials, as well as in face-to-face, telematic or non-face-to-face activities, both if they are synchronous as asynchronous.

The evaluation of the subject will be carried out continuously (without final test).

-Evaluation system:

a) Participation in the classroom: 15% of the final grade. Participation in face-to-face activities, music practices and educational outings will be taken into consideration. Attendance control with signature sheet

b) Theoretical and practical tests: 65%

c) Written reports: 20%


FRAUD: "In cases of fraudulent performance of exercises and tests, the provisions of the Regulations for evaluating the academic performance of students and reviewing grades will apply."


SPECIFIC CASES OF THE EVALUATION:

- STUDENTS ATTENDING LESS THAN 80% will not obtain a score from the Participation in the classroom section.

- SECOND OPPORTUNITY: Students who do not pass the subject at the first opportunity (ordinary period) have a second opportunity in the month of July.

- THE REPEATING STUDENT must contact the teacher (using the tutoring schedule) within the first two weeks of the course in order to agree on a personalized work plan.

- STUDENTS WITH DISPENSE OF CLASS ATTENDANCE. You must contact the teacher (using the tutoring schedule) within the first two weeks of the course in order to agree on your specific work plan.


By virtue of the participation of this subject in the CompetenteS project promoted by the Commission for Linguistic Normalization of the Faculty (with the profile of Spanish), the students will normally present in Spanish both their oral presentations and the written works of the subject. At the same time, their interventions in Spanish will be valued in the active participation section.

In accordance with the directions of Rector and Faculty, the distribution of the 6 ECTS of this subject is as follows:

Lectures hours: 24
Interactive hours: 24
Tutoring hours: 3
Total attendance hours: 51
Student Work hours: 99
Total hours dedicated to the subject: 150

- Attendance and participation in classes

- Regular study of the subject.

- Try to solve the doubts and difficulties that arise from the first moment in the classes themselves or in the tutoring hours.

- Delivery of works and / or activities proposed by the teachers within the indicated deadlines.

- Use the resources of the Faculty itself to expand their own knowledge.

– Individual and/or group works must be genuine. Any copied, no original work, will suppose the suspense of the subject in the corresponding announcement. The same work cannot be used for several subjects unless it is scheduled in a coordinated way.

– Environmental responsibility: Avoid plastic covers or other unnecessary outer packaging. Print double-sided in saved quality ink lining. Do not use blank pages as separators for chapters or parts. Avoid annexes that do not have a direct reference to developed topics.

– Gender perspective: It is recommended to make use of the non-sexist language, not only in the daily classroom work but also in the academic work entrusted to us.

– Obligation to use the university email account (rai account)

– Obligatory use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized as institutional tools by the university.

– It will not be allowed to use a mobile phone, except when it is used as a work instrument following the instructions given by the teacher, taking responsibility the students for the legal and academic consequences that may arise from an inappropriate use.

– Keep in mind that teaching-learning (classes/tutoring) is a private process, understood as a private process of communication and exchange between the teacher and the student body enrolled in the subject.

– Compliance with USC data protection regulations.