Educational Practices in Music: Projects and Methodologies
Code
722021048
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Ciências Musicais
Credits
10
Teacher in charge
João Pedro Reigado
Weekly hours
3 letivas + 1 tutorial
Teaching language
Portuguese
Objectives
1. To know models, tools and resources from educational practice in music developed throughout XX and XXI century, analyzing them in light of the major pedagogical, didactic problems and applying them in specific projects targeted for Basic Education.
2. Identify responses to different problems of teaching and learning within a pluralistic view of music and its areas of reasoning.
3. Develop research skills / information collection and identification / formulation of unique problems in thematic areas related to teaching and learning music.
4. Conceive and demonstrate in practical and simulated situations specific educational intervention projects applying knowledge in pedagogical and methodological study.
5. Knowing musical projects conducted within and outside the school, including community intervention, analyzing and interpreting them thought broader concepts, principles and educational philosophies.
Prerequisites
None
Subject matter
Models, principles and instruments of music education developed along XX and XXI centuries from active methods of teaching to learning theories: contribution to the development of educational thought and practice of music. The contributions of E.J. Dalcroze, E. Willems, C. Orff, Z. Kodály, E. Gordon. Non-formal approaches in the classroom: from the experimentalism of M. Shaffer, J. Paynter to trends of the XXI century - the integration of rock, jazz, folk and world music into the curricula.
Characterization and analysis based on:
1. Development of learning: understanding and assimilation of musical vocabulary - singing and instrumental practice, improvisation and composition, reading and writing.
2. Teaching processes: modeling, problem-solving and evaluation, role of songbooks; communication and playfulness; syllabic systems; didactic role of new technologies.
3. Planning and execution of projects focused on music education in Basic Education.
Bibliography
Abramson, R. (1998). Feel it! Rhythm games for all. Van Nuys-CA: Alfred Publishing Co.
Campbell, S. P. & Scott-Kassner, C. (1995). Music in childhood: From Preschool through the Elementary grades. New York: Schirmer Books.
Choksy, L., Abramson, R., Gillespie, A. & Woods, D. (1986). Teaching music in the twentieth century. N. Jersey: Prentice-Hall.
Díaz, M. & Giráldez, A. (2007). Aportaciones teóricas y metodológicas a la educación musical. Barcelona: Editorial Graó.
Green, L. (2008). Music, informal learning and the school: a new classroom pedagogy. Farnham-Surrey: Asghate.
Keetman, G. (1974). Elementaria. First Acquaintance with Orff-Schulwerk. London: Schott (1970).
McPherson, G. (Ed.), (2007). The child as musician. Oxford: Oxford University Press.
Paynter, J. & Aston, P. (1970). Sound and Silence Classroom Projects in Creative Music. Cambridge: Cambridge University Press.
Schafer, M. R. (1992). O Ouvido Pensante. São Paulo: UNESP.
Teaching method
- Analysis and discussion of texts, videos or other documents.
- Practical demonstration of teaching techniques and specific learning activities through educational simulacrum and situations.
- Observation, discussion and evaluation of statements relating to different teaching practices.
Evaluation method
The evaluation is a continuous process which includes the following tasks and criteria:
1) Two individual presentations properly planned concerning activities of teaching and learning based on specific techniques and applying pedagogical tools studied, directed to basic education, each classified with a percentage of 30% (30% + 30%);
2) Presentation of a document written on chosen topic of study and proposal, supported by literature and documentary information resulting from different autonomous research (30%);
3) Attendance and completion of tasks teaching (10%).