Music in Primary Education

1. To develop a comprehension of the function of the Arts in education, specifically of music, and its contribution to the development of attitudes and habits useful for life and for work.

2. To make known the nature of music and the manners in which music can be learnt.

3. To develop basic music abilities and skills that contribute to the comprehension and knowledge of music theory.

4. To know the school curriculum of Arts Education in its musical aspect, its application in primary education in a confident manner and its relation to other areas, with the general objectives and competences of the level.

5. To participate in music proposals and projects that encourage a longlife participation in activities inside and outside school.

The contents that will be worked on in this subject are the following:

Block I – The nature of music and its meaning in school
• Formative value of music. Why teach music to children? What does it contribute to child development?
• Psychopedagogical fundamentals of music education.
• Music elements and their exploration for an understanding and development in Primary Education.

Block II – Music in the Primary Education Curriculum
• Aims, contents and evaluation criteria.
• Relation of music with other curricular areas and its contribution to the formative development and the basic competences.
• Music with attention to diversity from a curricular perspective.
• Music education proposals for Primary Education.

Block III – Development of abilities inherent to musical practice
• Vocal and aural education
• Rhythmic-melodic-harmonic-structural education
• Music reading and writing
• Music practice

Basic bibliography


- López de la Calle, M. (2001). La música y su proyección educativa. Investigación e Innovación na Escola Universitaria de Formación del Profesorado, Lugo. USC. pp. 233-246.

- Pascual Mejía, P. (2002). Didáctica de la Música. Madrid: Pearson

- Jauset Berrocal, Jordi Á. (2013) Cerebro y Música, una pareja saludable. Barcelona: Círculo Rojo.



Complementary bibliography

- A.A.V.V. (2007). Competencias en educación musical. Eufonía. Didáctica de la música 41. Barcelona: Graó.
- Giráldez, A. (2005). Internet y educación musical. Barcelona: Graó.
- International society for music education: www.isme.org
- Lines, D.K. (2009). La educación musical para el nuevo milenio. Madrid: Ediciones Morata.
- Schanwick, K. (1991). Música, pensamiento y educación. Madrid: Morata.
- Torres, L. (2010). Las TIC en el aula de educación musical. Sevilla: MAD.
- Gillanders, C. y Candisano Mera, J.A. (2011). Métodos y modelos de educación musical. Música y Educación 8. Madrid: Ed Musicalis, pp. 62-72.

- López Outeiral, J. S. (2008). Educación musical edificación personal y colectiva: una nueva visión educativa a través del proceso de aprendizaje de la práctica instrumental en los conservatorios de música españoles. Actas del Congreso Internacional Apgico, Loulé, Portugal, 17-19 octubre 2008 y Revista Recrearte, 11, 2-22.

Documents:
- MEC. LOE, Ley Orgánica 2/2006, de 3 de mayo de Educación (BOE, 4 de mayo de 2006).
- Xunta de Galicia, Consellería de Educación y Ordenación Universitaria. Decreto 105/2014, do 4 de setembro, polo que se establece o currículo da educación primaria na Comunidade Autónoma de Galicia (DOGA, Núm. 171 do 9 de setembro de 2014)

The competences that the oficial document of the degree assigns to this subject are the following:

G.1 To know the curricular areas of Primary Education, the interdisciplinar relationships between them, the evaluation criteria and the corps of didactic knowledge around the respective teaching and learning procedures.
G.5 To promote the coexistence in the classroom and outside it, to resolve disciplinary problems and to contribute to the peaceful resolution of conflicts. To stimulate and value effort, perseverance and personal discipline of students.
G.10 To reflect about classroom practices in order to innovate and improve teacher work. To acquire habits and skills for an autonomous and cooperative learning and to promote it in students.

E.54 To comprehend the principles that contribute to the cultural, personal and social training from the arts.
E.55 To know the school curriculum of arts education, in its plastic, audiovisual and musical aspects.
E.56 To develop and evaluate curriculum contents by means of appropriate didactic resources and to promote the corresponding competences in students.
E.57 To acquire resources to promote the participation throughout life in music and plastic activities inside and outside school.

B.3 That students should have the capacity to gather and interpret relevant data (normally in their area of study) to issue judgements that include a reflection about relevant themes of social, scientific or ethical nature.
B.4 That students can transmit information, ideas, problems and solutions to a public both specialized as not specialized.
B.5 That students should have developed those learning abilities necessary to undertake future studies with a high level of autonomy.

T.1 Instrumental knowledge of foreign languages.
T.2 Instrumental knowledge of the Galician language.
T.3 Instrumental knowledge of Information and Communication Technologies.

The very nature of music and the different types of competences that students must develop through this subject require an intervention in the classroom that combines different strategies. Large group activities will be carried out aimed at speaking, debating and reflecting on the theoretical content of the subject.
The students will read previously, when necessary, the written materials to work.
Students will have the opportunity to make presentations of their work taking as a reference the most theoretical content taught in the first Expository and Interactive classes. The realization of the Work will be done preferably by small groups of 5 or 6 students during the time of the Interactive classes themselves with the teacher's guide. The final work will be exposed for evaluation, debate and reflection on it that will be carried out during the expository class.
In small group activities, other types of aspects or content that require regular practice and continuous development throughout the course are worked on. In the field of music, “doing” is an essential fact since without its practice it is not possible to advance in its understanding and mastery. Consequently, the time dedicated to the practical sessions will be ostensibly greater than the time devoted to the theoretical sessions. Similarly, the student must dedicate a substantial percentage of personal work to developing their own musical skills.
Specific music sessions or practices are developed with various group work techniques, which will result in the student operating in multiple spatial configurations. This is to develop in the student the general skills related to attitudes and values. The realization of the Work will be carried out taking as reference the most theoretical contents taught in the first Expository and Interactive classes. The small group or tutoring activities will be aimed at guiding and supervising the musical and didactic learning proposed for this subject. Likewise, learning processes can be evaluated more individually.

The evaluation will be carried out continuously without taking into account a training purpose.
The evaluation of the matter will take into consideration the following aspects:

A) Participation in the classroom: 15% of the final grade.

Active participation in face-to-face activities will be taken into consideration, especially in Expository classes. Control with signature sheet.

B) Specific test: 50% of the final grade.

For this, at least two objective tests will be implemented throughout the semester carried out through the virtual classroom. These will be carried out in person in the classroom, followed by correction and debate.

To pass the subject, it will be necessary to have reached at least a 5 in this section.

C) Project / Work using Music as an Educational resource: 30% of the final grade.
The presentation of the Work will be done in the Expository Class before the rest of the classmates, followed by an evaluation by the teacher and students.

D) Oral presentation of the Work / Project in section C): 5% of the final grade.
The communication and vocabulary skills used by the members of each of the groups will be taken into consideration.

In cases of fraudulent performance of exercises or tests, the provisions of the Regulations for the assessment of two academic performance and the review of qualifications will apply.

SPECIFIC CASES OF THE EVALUATION:

1. THE STUDENT WITH OFFICIAL EXEMPTION FROM TEACHING must contact the teacher (using the tutoring schedule) within the first two weeks of the course in order to agree on their specific work plan and the evaluation of the subject, taking into account each one of the three possible scenarios.
2. STUDENTS WHO ATTEND LESS THAN 80% OF THE PRESENTIAL ACTIVITIES will only be able to obtain a score in sections B, C and D.
In the case of scenarios 2) distancing and 3) closure of the facilities, attendance will be calculated through the Open Forum and Chat for each Expository and Interactive class in the second case or combining this mechanism with the face-to-face signature in first.
3. THE STUDENT WHO DOES NOT EXCEED THE MATTER IN THE FIRST OPPORTUNITY (REGULAR PERIOD) has a second opportunity in the month of July. You will have the right to take the final test in the same way as during the course and deliver the Work, if applicable, keeping the marks obtained in the ordinary period in the remaining sections.
4. THE REPEATING STUDENT may choose to carry out all the common activities of the subject from the beginning of the semester participating in the same evaluation criteria as the rest of the students or to take only the final test, respecting the marks obtained in the other sections object of evaluation in the previous course. 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 and the evaluation of the subject.

Following the instructions received from the Rectorate and the Faculty, the distribution of the 6 ECTS of this subject is the following:

Theoretical hours: 24
Interactive hours: 24
Tutorship hours: 3
Total hours face-to-face: 51
Hours of student work: 99
Total hours dedicated to the subject: 150

In the course description guide these hours will appear distributed in different activities to be undertaken during the course.

The teaching proposal that we present is based, in a special manner, on the practice in the classroom. To be able to teach the learning aims proposed for this subject, attendance at the sessions is essential permitting as well the understanding and assimilation of the theory in a simple and effective manner.

• For the development of the teaching activity of this subject, the Virtual Campus of the USC will be used.
• The subject will have a Teaching Guide in which students can find guidelines for the development of each of the blocks and topics assigned.
• The students who for some reason cannot attend class continuously must have an attendance waiver that will have to be approved by the Faculty Xunta. Students in this situation must take into account the conditions established in the assessment in relation to class attendance.
According to USC regulations, attendance at a minimum of 80% of class sessions is mandatory. In the cases contemplated in the regulations of the Center, students may request an official exemption from teaching, and must inform the teacher of this situation the same week in which it is requested in order to specify their work plan and the evaluation of the subject.
The Governing Council of March 25, 2010 approved the Class Attendance Regulations in teaching adapted to the EHEA
(http://www.usc.es/export/sites/default/gl/normativa/descargas/normaasis…).
In it, the benefits of class attendance are exposed, including facilitating a "better understanding of the subject, the acquisition of skills in groups and individuals, continuous learning, direct interaction with other students or the possibility of a methodology more participatory teacher-student ”.
• Students who need some type of adaptation or specific support by NEAE (Specific Needs for Educational Support) must request it from teachers, but only those cases that are valued and reported by SEPIU (Participation Service) will be taken into account for these purposes. and University Integration).
URL: http://www.usc.es/gl/servizos/sepiu/

• In relation to the personal or group work carried out for the subject, take into account the following indications:

- Avoid plastic caps or other unnecessary external packaging.
- Whenever possible, use staples instead of sleeves.
- Print on both sides in "ink saving" quality.
- Do not use blank pages as separators for chapters or parts.
- Avoid annexes that do not have direct reference to the topics developed.