Teaching Methodology for Music Education III (Curriculum)
Code
722160096
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Ciências Musicais
Credits
10
Teacher in charge
Isabel Maria Lopes Figueiredo
Weekly hours
3 letivas + 1 tutorial
Teaching language
Portuguese
Objectives
- To understand different models in music education throughout its articulation with the curriculum
development process;
- To understand the curriculum guidelines and the learning goals of music education, promoting music
teaching & learning in its many educational settings and levels of education;
- To apply in the course of professional acting, musical and relational skills to the practice of musical
education;
- To diversify teaching strategies and apply them to different learning problems , within a pluralistic view of
culture, didactics and music pedagogy;
- To analyze school textbooks promoting critical evaluation;
- To develop research skills, collection and critical analysis of information and to formtulate problems from
educational practice;
- To create project planning, development and promotion of music teaching & learning , aiming its subsequent application in the field.
Prerequisites
Subject matter
Characterization, analysis and critical discussion of official documents regulating the discipline of music
education, including:
Curriculum organization and official programs ;
Currículo Nacional do Ensino Básico - Competências Essenciais;
Manhattanville Music Curriculum Program and Jump Right In
Dimensions of musical learning in its curriculum and level framework: hearing, sound understanding,
performance, notational reading and writing, theoretical knowledge, improvisation, composition, creativity and sound experimentalism; inter and multidisciplinary knowledge.
Organization and planning of teaching: contexts and purposes of the educational intervention, sequential
activities, tools, strategies and communication models and methods of assessment.
Bibliography
Clements, A. C. (Ed.) (2010). Alternative approaches in music education: Case studies from the field. Lanham: Rowman & Littlefield.
Conway, C., & Hodgman, T. (2006). Handbook for the beginning music teacher. Chicago: GIA Publications
Gordon, E. E. (2011). Learning sequences in music: A contemporary music learning theory (2012 Edition). Chicago: GIA.
Green, L. (2014). Hear, listen, play! : How to free your students´ aural, improvisation, and performance skills. New York: Oxford University Press.
Hallam, S., & Creech, A. (2010). Music education in the 21st century in the United Kingdom: Achievements, analysis and aspirations. London: Institute of Education.
Paynter, J., & Mills, J. (2008). Thinking and making : Selections from the writings of John Paynter on music in education. Oxford:Oxford University Press.
Schafer, M. R. (1992). O ouvido pensante. São Paulo: UNESP.
Swanwick, K. (2015). A developing discourse in music education: The selected works of Keith Swanwick. London: Routledge.
Wuytack, J., & Boal Palheiros, G. (1995). Audição musical activa. Porto: Associação Wuytack de Pedagogia Musical.
Teaching method
Theoretical analysis of program content (power point presentations)
Analysis and discussion of texts, videos or other documents.
Simulation exercises designed to address different scenarios of music teaching & learning.
Evaluation method
The evaluation will be based on the following elements:
1) Two individual presentations properly planned for specific teaching-learning activities, applying techniques and teaching resources directed to basic education, each with a weight of 50% (25% + 25%);
2) Written test based on scientific paper, integrating questions alluding to the teaching / research practice in Music Education. This test will be rated between 0 and 20 values and have a weight of 40% of the final grade;
3) Attendance and completion of teaching tasks (10%).