Master’s Degree in Instrumental Pedagogy (Online)

Objectives

The Master’s Thesis is a module in which you will learn how to produce an academic paper.

Undertaking the Master’s Thesis will involve putting into practice a range of skills that will enable you to continue developing as an instrumental teacher. These skills begin with the development of critical thinking, which allows you to question both the ideas of others and your own, whilst accepting the possibility that you may be wrong and reconsidering your initial beliefs. You will need to develop your command of academic language, in which clarity and accuracy are paramount. You will also need to know how to structure your ideas logically, so that the reader feels comfortably guided throughout the thesis. When drawing your conclusions, you must exercise caution, acknowledging the limitations you have faced whilst writing your Master’s thesis, highlighting your contribution to our understanding of the subject under study, and pointing towards new lines of research that will enable other researchers to continue your work.

Learning outcomes

RC1 Demonstrate a proactive commitment to promoting equality between men and women through music education, in accordance with the values inherent in a culture of peace and democratic values Competencies

RC3 Plan instrumental lessons in a balanced manner, designing objectives, content and assessment methods appropriate to each teaching context, taking into account the available resources and the characteristics of the students. Competencies

RC4 Develop critical thinking skills that enable students to question reality on a scientific basis. Competencies

RC5 Critically analyse the various parameters (economic, social, artistic, educational) surrounding the phenomenon of music education, with a view to developing teaching strategies tailored to the diverse needs of the student body. Competencies

RC6 To produce, present and defend an original academic piece of work in instrumental pedagogy, integrating the theory and experience acquired during the Master’s programme. Competencies

RK10 To be familiar with the main innovative methods specific to the psychology of music and music education, enabling graduates to update their pedagogical knowledge on a scientific basis. Knowledge or content

RK2 To be familiar with the methodologies and resources required to carry out academic work in the field of instrumental pedagogy. Knowledge or content

RK3 To understand and appropriately use the terminology associated with instrumental pedagogy Knowledge or content

RODS Develop cross-cutting strategies for analysis, communication and leadership inspired by the Sustainable Development Goals and democratic principles and values, in order to conduct oneself with integrity in the professional sphere. Competences

RS2 Use pedagogical tools to improve teaching performance in the field of music pedagogy independently. Skills or competences

RS3 Use new technologies applied to instrumental pedagogy. Skills or competences

Description of the content

The Master’s final project must relate to instrumental pedagogy, drawing on the knowledge acquired throughout the

course, and its results must represent a clear contribution to scientific knowledge.

This dissertation will be supervised, through tutorial sessions, by a supervisor who will guide the student through the various stages of the project’s development.

The dissertation will seek to address real-life situations that may arise in instrumental pedagogy, and the student must demonstrate

of academic writing, as well as the relevant research techniques.

Once completed, the thesis will be presented to an examination board in a public defence. The student must demonstrate coherence and clarity when

structuring and communicating their ideas orally, providing reasoned answers to any questions posed by the members of the examination board.

Learning activities

AF4. Student study. 137 hours

AF5. Individual or group tutorials. 12 hours

AF9. Presentation and defence of the Master’s Thesis. 1 hour

Assessment system and criteria

· 20 per cent of the final mark will be based on the continuous assessment carried out by the tutor. The following will be taken into account:

• Compliance with the tutor’s instructions.

• The student’s consistency in their work.

• The tutor’s assessment of the quality of the work produced.

60 per cent of the final mark will be based on the examination board’s assessment of the written work

submitted.

20 per cent of the final mark will be based on the examination board’s assessment of the student’s presentation and

defence of the Master’s Thesis given by the student before the relevant examination board.

Objectives

1. To explore in depth the principles and foundations of the musical analysis of the structure of a musical work

2. To become familiar with some basic analytical tools for the study of a monophonic instrumental repertoire

3. To explore the pedagogical potential of musical analysis as applied to the teaching of musical instruments.

4. To explore formal, rhythmic, melodic, dynamic and timbral aspects in depth with a view to designing practical learning activities.

5. To approach the study of an orchestral repertoire through the analysis of different musical parameters, placing particular emphasis on musical texture.

6. To offer reflections on the implications of musical analysis for both musical performance and the teaching of music.

Prerequisites

No prerequisites have been established.

Learning outcomes

LC1 Demonstrate a proactive commitment to promoting equality between men and women through music education, in accordance with the values inherent in a culture of peace and democratic values Competences

RC2 Adapt teaching approaches in music lessons, taking into account the context and individual characteristics of each student. Competencies

RC3 Plan instrumental lessons in a balanced manner, designing objectives, content and assessment methods appropriate to each teaching environment, taking into account the available resources and the characteristics of the pupils. Competences

RC4 To develop critical thinking, enabling students to question reality on a scientific basis. Competencies

RC5 Critically analyse the various parameters (economic, social, artistic, educational) surrounding the phenomenon of music education, with a view to developing teaching strategies tailored to the diverse needs of the pupils. Competencies

RK3 Understand and appropriately use the terminology associated with instrumental pedagogy Knowledge or content

RK8 To deepen their understanding of the metacognitive aspects of instrumental teaching processes so that they can self-regulate their own development. Knowledge or content

RK9 To deepen their understanding of the structural principles and compositional aspects that characterise all musical works, so that they can make musical decisions based on well-founded pedagogical criteria. Knowledge or content

RS2 To use pedagogical tools to improve their teaching practice in the field of music pedagogy independently. Skills or competences

RS3 To use new technologies applied to instrumental teaching. Skills or competences

Description of the content

Block I. Sound through the ages, with an emphasis on how composers have explored the sound spectrum in all its forms and have expressed it in their works throughout history through dynamic, structuring archetypes.

Block II. Gesture and texture. The focus of study will be on small- and medium-scale compositional structures that organically interweave

a musical composition.

Module III. Polyphony and structure. Structural interrelationships between the vertical and horizontal dimensions of musical discourse on a medium and large scale.

The emergence and development of archetypal compositional forms throughout history.

Block IV. Metastructures: Sound architecture and structuring multidimensionality in opera, oratorio, musical theatre, multimedia creation

and sound installations. New challenges for musical creation.

This will be covered in the following teaching units:

Unit 1: Introduction to musical analysis and analytical techniques

Unit 2: Educational applications of musical analysis

Unit 3: Musical analysis applied to the orchestral repertoire

Learning activities

AF1 Lectures using synchronous communication tools. 9 hours

TA2. Seminars and practical classes. 9 hours

TA3: Synchronous guided learning sessions. 17 hours

AF4. Student study. 35 hours

AF5. Individual or group tutorials. 2 hours

AF6. Learning forums. 1 hour

AF7. Continuous assessment tests: 1 hour

AF8. Assessment (final exam). 1 hour

Assessment system and criteria

In the course/module’s virtual classroom, you will be able to view details of the activities you are required to complete, as well as submission deadlines and assessment criteria.

The final mark will be based on the following assessment system:

40% of your mark will be based on your continuous assessment. The following will be taken into account:

Active participation in the forum, contributing your views, knowledge and experiences: 10% of the final mark.

Individual and/or group activities (one individual and one group): 30% of the final mark.

The final exam for the course/module will account for: 60 per cent of the final mark.

This exam will consist of one essay question worth 3 marks and between 6 and 10 multiple-choice questions of varying marks, the total of which will account for 60 per cent of the weighted final mark.

Incorrect or wrong multiple-choice answers will incur a 33 per cent penalty.

All assignments and activities must be uploaded to the relevant folder and will be checked using Turnitin to verify the level of plagiarism, which must not exceed 30 per cent.

If this percentage is exceeded, the assignment or activity will automatically be marked as a fail.

Exams are held online using Lockdown Browser and Proctoring.

Regular examination session

To pass the module in the ordinary examination period, you must achieve a mark of 5.0 or above out of 10.0 in the final mark (weighted average) for the module.

Supplementary examination

To pass the module in the supplementary sitting, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark for the module.

To pass the module in this sitting, you will sit an exam comprising 2 essay questions worth 2.5 marks each and between 3 and 5 multiple-choice questions of varying marks, the total of which accounts for 100 per cent of the mark.

Incorrect or wrongly answered multiple-choice questions will incur a 33 per cent penalty.

Objectives

Rhythmic Education through Movement is a 6 ECTS module scheduled for the first term. In this course, we will learn to design activities for music education through movement – rhythmics – based on content drawn from a musical work, with the aim of facilitating its understanding and interpretation, as well as exploring technical aspects that can be addressed independently of the instrument through the development of genuine body awareness and mastery of movement. As teachers, we will enhance our inner ear, body awareness, reaction time and expressiveness. This module will involve working on rhythmic activities and musical works, always progressing from practical application to pedagogical reflection, for

instrumental initiation, performance at a higher level, chamber music, combos or small orchestras, alternating between genres and styles ranging from classical music, jazz and musicals… to more contemporary formats such as soundtracks or

music for audiovisual media.

Prerequisites

None specified.

Learning outcomes

RC1 Demonstrate a proactive commitment to promoting equality between men and women through music education, in accordance with the values inherent in a culture of peace and democratic values Competencies

RC2 Adapt teaching approaches in music lessons, taking into account the context and individual characteristics of each pupil. Competencies

RC3 Plan instrumental lessons in a balanced manner, designing objectives, content and assessment methods appropriate to each teaching environment, taking into account the available resources and the characteristics of the pupils. Competences

RC4 To develop critical thinking, enabling students to question reality on a scientific basis. Competencies

RC5 Critically analyse the various parameters (economic, social, artistic, educational) surrounding the phenomenon of music education, with a view to developing teaching strategies tailored to the diverse needs of the student body. Competencies

RC6 To produce, present and defend an original academic piece of work in instrumental pedagogy, integrating the theory and experience acquired during the Master’s programme. Competencies

RK1 To have an in-depth understanding of the didactics of the instrument in order to optimise the development of the student’s instrumental technique. Knowledge or content

RK3 To understand and use appropriately the terminology associated with instrumental pedagogy Knowledge or content

RK6 To understand the principles of aural and rhythmic training, as fundamental elements of music education, in order to integrate them into instrument lessons. Knowledge or content

RK8 To deepen one’s understanding of the metacognitive aspects of instrumental teaching processes so as to be able to self-regulate one’s own development. Knowledge or content

RS2 Use pedagogical tools to improve teaching practice in the field of music pedagogy independently. Skills or competences

RS3 Use new technologies applied to instrumental teaching. Skills or competences

RS4 Master the methods and techniques related to instrumental teaching, with the aim of developing a well-founded teaching style of one’s own. Skills or competences

Description of the content

• Module I. Practical application and analysis of the rhythmic elements that give meaning to a musical work or an improvised performance.

• Module II. Understanding and applying the main educational methodologies and performance disciplines that have survived to the present day, as well as adapting them to current social needs.

• Module III. Development and application of the procedures and resources used in rhythm training to achieve technical and expressive improvements in instrumental practice.

• Module IV. Design and implementation of creative activities that form part of a programme of individual or group instrumental performance.

Comments

This module aims to use experimentation, research and practice as a starting point to achieve musical analysis and understanding through movement at both artistic and educational levels; it encourages students to develop their aesthetic perception, expressive potential, technical knowledge, process-based learning, educational discovery and creative abilities. Furthermore, assessment is integrated from the outset as an integral part of the learning process.

Learning activities

AF1 Masterclasses using synchronous communication tools. 18 hours

AF2. Seminars and practical classes. 18 hours

AF3. Synchronous guided learning sessions. 34 hours

AF4. Self-study. 70 hours

AF5. Individual or group tutorials. 4 hours

AF6. Learning forums. 2 hours

AF7. Continuous assessment tests: 2 hours

AF8. Assessment (final exam). 2 hours

Assessment system and criteria

In the course/module’s virtual classroom, you will be able to view in detail the activities you are required to complete, as well as the submission dates and assessment criteria.

The final mark will be based on the following assessment system:

40% of your mark will be based on your continuous assessment. The following will be taken into account:

Active participation in the forum, contributing your views, knowledge and experiences: 10% of the final mark.

Individual and/or group activities (two individual and one group): 30 per cent of the final mark.

The final exam for the course/module will account for: 60 per cent of the final mark.

This exam will consist of one essay question worth 3 marks and between 6 and 10 multiple-choice questions of varying marks, the total of which will account for 60 per cent of the weighted final mark.

Incorrect or wrong multiple-choice answers will incur a 33% penalty.

All assignments and activities must be uploaded to the relevant folder and will be checked using Turnitin to verify the level of plagiarism, which must not exceed 30 per cent.

If this percentage is exceeded, the assignment or activity will automatically be marked as a fail.

Exams are held online using Lockdown Browser and Proctoring.

Regular examination session

To pass the module in the ordinary examination period, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark (weighted average) for the module.

Supplementary examination

To pass the module in the supplementary sitting, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark for the module.

To pass the module in this sitting, you will sit an exam comprising 2 essay-type questions worth 2.5 marks each and between 3 and 5 multiple-choice questions of varying marks, the total of which accounts for 100 per cent of the mark.

Incorrect or wrongly answered multiple-choice questions will incur a 33 per cent penalty.

Objectives

The course ‘Musical Ear Training’ will provide an up-to-date and innovative overview of various methodologies aimed at the comprehensive training of the musical ear of students at music schools and conservatoires. This will be achieved through a variety of well-founded, active strategies, contextualised within a diverse range of musical literature spanning different styles and periods, based on the necessary cross-curricular integration between the various subjects in the curriculum, not only amongst the more theoretical subjects but also across the different specialisms and instrumental groups.

Prerequisites

None have been set.

Learning outcomes

RC3 To plan instrumental lessons in a balanced manner, designing objectives, content and assessment methods appropriate to each teaching context, taking into account the available resources and the characteristics of the students. Competences

RC4 Develop critical thinking skills that enable students to question reality on a scientific basis. Competences

RC5 Critically analyse the various parameters (economic, social, artistic, educational) surrounding the phenomenon of music education, with a view to developing teaching strategies tailored to the diverse needs of the student body. Competences

RK2 Be familiar with the methodologies and resources required to carry out academic work in the field of instrumental pedagogy. Knowledge or content

RK6 To be familiar with the principles of aural and rhythmic training, as fundamental elements of music education, in order to integrate them into instrument lessons. Knowledge or content

RK7 To understand the psychological processes involved in music education, with the aim of optimising learning processes. Knowledge or content

RS1 Apply the principles of musical psychopedagogy to instrumental lessons as a tool to optimise communication between the teacher and the learner Skills or competences

RS2 Use pedagogical tools to improve teaching practice in the field of music pedagogy independently. Skills or competences

RS3 Use new technologies applied to instrumental teaching. Skills or competences

RS4 Master the methods and techniques related to instrumental teaching, with the aim of developing one’s own well-founded teaching style. Skills or competences

Course content description

· Module I. Types of musical ear. Fundamental characteristics, similarities and differences.

· Module II. Strategies for personal musical ear training.

· Module III. Study of the various methodologies, systems, programmes and exercises used in teaching practice for aural training.

Training activities

AF1 Lectures using synchronous communication tools. 18 hours

AF2. Seminars and practical classes. 18 hours

AF3. Synchronous guided learning sessions. 34 hours

AF4. Self-study. 70 hours

AF5. Individual or group tutorials. 4 hours

AF6. Learning forums. 2 hours

AF7. Continuous assessment tests: 2 hours

AF8. Assessment (final exam). 2 hours

Assessment system and criteria

In the course/module’s virtual classroom, you will be able to view in detail the activities you are required to complete, as well as the submission dates and assessment criteria.

The final mark will be based on the following assessment system:

40% of your mark will be based on your continuous assessment. The following will be taken into account:

Active participation in the forum, contributing your views, knowledge and experiences: 10% of the final mark.

Individual and/or group activities (two individual and one group): 30 per cent of the final mark.

The final exam for the course/module will account for: 60 per cent of the final mark.

This exam will consist of one essay question worth 3 marks and between 6 and 10 multiple-choice questions of varying marks, the total of which will account for 60 per cent of the weighted final mark.

Incorrect or wrong multiple-choice answers will incur a 33 per cent penalty.

All assignments and activities must be uploaded to the relevant folder and will be checked using Turnitin to verify the level of plagiarism, which must not exceed 30 per cent.

If this percentage is exceeded, the assignment or activity will automatically be marked as a fail.

Exams are held online using Lockdown Browser and Proctoring.

Regular examination session

To pass the module in the ordinary examination period, you must achieve a mark of 5.0 or above out of 10.0 in the final mark (weighted average) for the module.

Supplementary examination

To pass the module in the supplementary sitting, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark for the module.

To pass the module in this sitting, you will sit an exam consisting of 2 essay-type questions worth 2.5 marks each and between 3 and 5 multiple-choice questions of varying marks, the total of which accounts for 100 per cent of the mark.

Incorrect or wrongly answered multiple-choice questions will incur a 33 per cent penalty.

Objectives

Welcome to the course in Psychology of Music Education, which is worth 6 ECTS credits and is taught in the first semester.

This module will help you understand the factors that lead to the development of an expert musician, the difficulties and obstacles in this process, and how a teacher can support optimal musical development. This module will be important in helping you to develop a teaching practice grounded in scientific evidence, rather than solely in the teacher–pupil tradition that has underpinned much of instrumental teaching and learning.

Prerequisites

None have been set.

Competencies

BASIC AND GENERAL

CG2 – Apply the principles of music pedagogy to instrumental lessons, as a tool to optimise

communication between the teacher and the learner.

CG4 – Adapt teaching approaches in music lessons, taking into account the context and the characteristics of each

student.

CG5 – Use pedagogical tools to enhance teaching practice in the field of

in an independent manner.

CG6 – Demonstrate a proactive commitment to promoting equality between men and women through

, in accordance with the values inherent in a culture of peace and democratic principles.

CB7 - Students should be able to apply the knowledge they have acquired and their problem-solving skills in

new or unfamiliar settings within broader (or multidisciplinary) contexts related to their field of study

CB9 - Students should be able to communicate their conclusions and the underlying knowledge and reasoning to

specialist and non-specialist audiences in a clear and unambiguous manner

CB10 - Students should possess the learning skills that enable them to continue their studies in a way that will

be largely self-directed or autonomous.

CROSS-CURRICULAR

CT1 – To use new technologies applied to the field of study.

CT2 – To strive for excellence in the performance of their work, as the basis of professionalism.

CT3 – Demonstrate ethical principles in decision-making, upholding human rights, rejecting any form of

discrimination and respecting diversity.

CT4 – Understand and use appropriately the terminology associated with the field of study.

CT5 - Recognise the importance of lifelong learning as a means of continuing to develop in response to the changes

inherent in contemporary societies.

CT6 - Develop critical thinking, enabling students to question reality on a scientific basis.

SPECIFIC

CE1 – Master the methods and techniques related to subject-specific teaching, with the aim of developing a

well-founded teaching style of one’s own.

CE4 – Plan instrumental lessons in a balanced manner, designing objectives, content and assessment systems appropriate

each teaching context, taking into account the available resources and the characteristics of the pupils.

CE6 – Be able to critically analyse the various parameters (economic, social, artistic, educational) surrounding the phenomenon of

music education, in order to adapt to the context in which teaching takes place.

CE11 – To deepen understanding of the metacognitive aspects of instrumental teaching processes so that students can

self-regulate their own development.

Learning outcomes

LR1 Recognises evidence of musical development from early childhood through to adolescence and beyond.

LR2 Recognises the theoretical framework surrounding the definition of musical ‘skills’ and their assessment

LA3 Identifies the psychological aspects of musical performance.

RA4 Recognises sociocultural perspectives on musical cognition and perception.

LA5 Is familiar with the main bibliographical resources relating to the psychology of music education.

RA6 Recognises research approaches in the psychology of music education

RA7 Recognises and distinguishes between the requirements of different situations arising from different pedagogical contexts.

RA8 Develops the ability to reflect critically and shape their own professional practice in light of the above findings.

Course content

Module I. The ontogenesis of musical behaviour.

Module II. Musical development in childhood and adolescence.

Module III. Motivation and musical identity.

Module IV. Musical learning and culture.

Module V. Musical ‘skills’ and their assessment.

Module VI. Musical performance: optimisation and subjectivity.

Section VII. Composition and improvisation.

Block VIII. Music Learning: The Role of the Teacher.

Training activities

- Masterclasses using

synchronous communication tools

-Seminars and practical classes

-Asynchronous guided learning sessions

-Self-study

-Individual or group tutorials

-Learning forums

-Continuous assessment tests

-Final assessment

Assessment system and criteria

In the course/module’s virtual classroom, you will be able to view details of the activities you are required to complete, as well as submission deadlines and assessment criteria.

The final mark will be based on the following assessment system:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

Active participation in the forum, contributing your views, knowledge and experiences: 10% of the final mark.

Individual and/or group activities (two individual and one group): 30 per cent of the final mark.

The final exam for the course/module will account for: 60 per cent of the final mark.

This exam will consist of one essay question worth 3 marks and between 6 and 10 multiple-choice questions of varying marks, the total of which will account for 60 per cent of the weighted final mark.

Incorrect or wrong multiple-choice answers will incur a 33 per cent penalty.

All assignments and activities must be uploaded to the relevant folder and will be checked using Turnitin to verify the level of plagiarism, which must not exceed 30 per cent.

If this percentage is exceeded, the assignment or activity will automatically be marked as a fail.

Exams are held online using Lockdown Browser and Proctoring.

Regular examination session

To pass the module in the ordinary examination period, you must achieve a mark of 5.0 or above out of 10.0 in the final mark (weighted average) for the module.

Supplementary examination

To pass the module in the supplementary sitting, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark for the module.

To pass the module in this sitting, you will sit an exam comprising 2 essay-type questions worth 2.5 marks each and between 3 and 5 multiple-choice questions of varying marks, the total of which accounts for 100 per cent of the mark.

Incorrect or wrongly answered multiple-choice questions will incur a 33 per cent penalty.

Objectives

This module on Educational Innovation in Instrumental Pedagogy aims to help you enhance your knowledge and skills as a teacher capable of innovating, of critically evaluating innovation and research projects in your field, and of conducting your own research. Teachers must be more than mere transmitters of content and reproducers of techniques often learnt through their own experience as music students. The world of music education – and more specifically that of music pedagogy – as well as society and culture, are changing and evolving rapidly, and we cannot assume that what worked 50, 30 or even 10 years ago will necessarily work now. Therefore, this module is designed to equip you with the knowledge and skills necessary to become a teacher-researcher, capable of learning from your own practice and shared experiences, and capable of conducting research within your area of specialism.

Prerequisites

None have been set.

Learning outcomes

"List the learning outcomes set out in the RUCT:

RC3 Plan practical lessons in a balanced manner, designing objectives, content and assessment methods appropriate to each teaching context, taking into account the available resources and the characteristics of the students. Competencies

RC4 Develop critical thinking, enabling students to question reality on a scientific basis. Competences

RC5 Critically analyse the various parameters (economic, social, artistic, educational) surrounding the phenomenon of music education, with a view to developing teaching strategies tailored to the diverse needs of the student body. Competencies

RC6 To produce, present and defend an original academic piece of work in instrumental pedagogy, integrating the theory and experience gained during the Master’s programme. Competencies

RK10 To be familiar with the main innovative methods specific to the psychology of music and music education, enabling graduates to update their pedagogical knowledge on a scientific basis. Knowledge or content

RK2 To be familiar with the methodologies and resources required to carry out academic work in the field of instrumental pedagogy. Knowledge or content

RK3 To understand and use appropriately the terminology associated with instrumental pedagogy Knowledge or content

RK7 To understand the psychological processes involved in music education, with the aim of optimising learning processes. Knowledge or content

RK8 To deepen one’s understanding of the metacognitive aspects of instrumental pedagogy processes so as to be able to self-regulate one’s own development. Knowledge or content

RODS Develop cross-cutting strategies for analysis, communication and leadership inspired by the Sustainable Development Goals and democratic principles and values, in order to conduct oneself with integrity in the professional sphere. Competences

RS1 Apply the principles of music psychopedagogy to instrumental lessons as a tool to optimise communication between teacher and learner Skills or abilities

RS2 Use pedagogical tools to improve teaching performance in the field of music education independently. Skills or competences

RS3 Use new technologies applied to instrumental teaching. Skills or competences "

Course content description

· Module I. Introduction to innovation in instrumental pedagogy

· Module II. Definition of the problem or subject of study and review of the literature.

· Module III. Methods of innovation in psychology and music education.

· Module IV. Development of a proposal for educational innovation in instrumental teaching.

Training activities

AF1 Lectures using synchronous communication tools. 27 hours

AF2. Seminars and practical classes. 27 hours

AF3. Synchronous guided learning sessions. 51 hours

AF4. Self-study. 105 hours

AF5. Individual or group tutorials. 6 hours

AF6. Learning forums. 4 hours

AF7. Continuous assessment tests. 2 hours

AF8. Assessment (final exam). 2 hours

Assessment system and criteria

In the course/module’s virtual classroom, you will be able to view details of the activities you are required to complete, as well as submission dates and assessment criteria.

The final mark will be based on the following assessment system:

40% of your mark will be based on your continuous assessment. The following will be taken into account:

Active participation in the forum, contributing your views, knowledge and experiences: 10% of the final mark.

Individual and/or group activities (two individual and one group): 30 per cent of the final mark.

The final exam for the course/module will account for: 60 per cent of the final mark.

This exam will consist of one essay question worth 3 marks and between 6 and 10 multiple-choice questions of varying marks, the total of which will account for 60 per cent of the weighted final mark.

Incorrect or wrong multiple-choice answers will incur a 33 per cent penalty.

All assignments and activities must be uploaded to the relevant folder and will be checked using Turnitin to verify the level of plagiarism, which must not exceed 30 per cent.

If this percentage is exceeded, the assignment or activity will automatically be marked as a fail.

Exams are held online using Lockdown Browser and Proctoring.

Regular examination session

To pass the module in the ordinary examination period, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark (weighted average) for the module.

Supplementary examination

To pass the module in the supplementary sitting, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark for the module.

To pass the module in this sitting, you will sit an exam comprising 2 essay-type questions worth 2.5 marks each and between 3 and 5 multiple-choice questions of varying marks, the total of which accounts for 100 per cent of the mark.

Incorrect or wrongly answered multiple-choice questions will incur a 33 per cent penalty.

Objectives

• To understand the origins of orchestral conducting, its resources and potential for effective application in the classroom.

• To appreciate the importance of correct gestural technique in leading an instrumental or vocal ensemble.

• To promote analytical conducting as an indispensable tool for decision-making in musical performance.

• To effectively apply the technical and conducting resources required to achieve an optimal performance of the work or repertoire in question.

Prerequisites

None specified.

Learning outcomes

RC3 Plan instrumental lessons in a balanced manner, designing objectives, content and assessment systems appropriate to each teaching context, taking into account the available resources and the characteristics of the students. Competencies

RC4 Develop critical thinking skills that enable one to question reality on a scientific basis. Competencies

RC5 Critically analyse the various parameters (economic, social, artistic, educational) surrounding the phenomenon of music education, with a view to developing teaching strategies tailored to the diverse needs of the student body. Competencies

RC6 To produce, present and defend an original academic piece of work in instrumental pedagogy, integrating the theory and experience gained during the Master’s programme. Competencies

RK10 To be familiar with the main innovative methods specific to the psychology of music and music education, enabling graduates to update their pedagogical knowledge on a scientific basis. Knowledge or content

RK2 To be familiar with the methodologies and resources required to carry out academic work in the field of instrumental pedagogy. Knowledge or content

RK3 To understand and use appropriately the terminology associated with instrumental pedagogy Knowledge or content

RK7 To understand the psychological processes involved in music education, with the aim of optimising learning processes. Knowledge or content

RK8 To deepen one’s understanding of the metacognitive aspects of instrumental pedagogy processes so as to be able to self-regulate one’s own development. Knowledge or content

RODS Develop cross-cutting strategies for analysis, communication and leadership inspired by the Sustainable Development Goals and democratic principles and values, in order to conduct oneself with integrity in the professional sphere. Competences

RS1 Apply the principles of music psychopedagogy to instrumental lessons as a tool to optimise communication between teacher and learner Skills or competences

RS2 Use pedagogical tools to improve teaching performance in the field of music education independently. Skills or competences

RS3 Use new technologies applied to instrumental teaching. Skills or competences

Course content

• Module I. Principles of teaching orchestral conducting, including the analysis of technique and its teaching throughout the different stages of the learning process.

• Module II. Major pedagogical trends that have endured to the present day.

• Module III. Study and analysis of the most relevant literature, including both theoretical books and collections of exercises, etudes and pieces.

• Module IV. Study of support materials to facilitate beginners’ progress, as well as the integration of ICT into teaching practice.

Unit 1 – History of conducting. Techniques of orchestral conducting

Unit 2 – Conducting analysis. Rehearsal techniques.

Unit 3 – Application of conducting strategies in the classroom. Clarification of queries

Training activities

TA1 Masterclasses using synchronous communication tools. 27 hours

TA2. Seminars and practical classes. 27 hours

TA3. Synchronous guided learning sessions. 51 hours

TA4. Self-study. 105 hours

AF5. Individual or group tutorials. 6 hours

AF6. Learning forums. 4 hours

AF7. Continuous assessment tests. 2 hours

AF8. Assessment (final exam). 2 hours

Assessment system and criteria

In the course/module’s virtual classroom, you will be able to view details of the activities you are required to complete, as well as submission dates and assessment criteria.

The final mark will be based on the following assessment system:

40% of your mark will be based on your continuous assessment. The following will be taken into account:

Active participation in the forum, contributing your views, knowledge and experiences: 10% of the final mark.

Individual and/or group activities (two individual and one group): 30 per cent of the final mark.

The final exam for the course/module will account for: 60 per cent of the final mark.

This exam will consist of one essay question worth 3 marks and between 6 and 10 multiple-choice questions of varying marks, the total of which will account for 60 per cent of the weighted final mark.

Incorrect or wrong multiple-choice answers will incur a 33 per cent penalty.

All assignments and activities must be uploaded to the relevant folder and will be checked using Turnitin to verify the level of plagiarism, which must not exceed 30 per cent.

If this percentage is exceeded, the assignment or activity will automatically be marked as a fail.

Exams are held online using Lockdown Browser and Proctoring.

Regular examination session

To pass the module in the ordinary examination period, you must achieve a mark of 5.0 or above out of 10.0 in the final mark (weighted average) for the module.

Supplementary examination

To pass the module in the supplementary sitting, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark for the module.

To pass the module in this sitting, you will sit an exam comprising 2 essay questions worth 2.5 marks each and between 3 and 5 multiple-choice questions of varying marks, the total of which accounts for 100 per cent of the mark.

Incorrect or wrongly answered multiple-choice questions will incur a 33 per cent penalty.

Objectives

The course content is organised into two main sections. The first will cover explicit elements of planning, such as lesson planning, as well as implicit elements such as motivation. It will also analyse the actions, elements and agents involved in classroom teaching, as well as the interaction between them. Finally, it will address different types and structures of lessons, as well as strategies to ensure that pupils’ practice at home is as effective as possible.

In the second section, analytical studies will be carried out involving a review of the existing literature on the specific subject being taught in the classroom. The aim is to develop a critical perspective on books and articles concerning teaching theories and the lesson plans that each student will implement in their own classroom. To this end, sessions will be devoted to the comparative study of existing lesson plans.

Students will be provided with tools to enable them to articulate their teaching experience in writing. To this end, the methods and techniques to be applied in instrumental teaching will be analysed. It is essential that students understand the pedagogy of the instrument for the optimal development of their teaching practice. To this end, case studies and experimental studies will be proposed with the aim of evaluating the effectiveness of the methods designed or the suggestions for improvement made by the students. Furthermore, the course will focus on academic writing and its various levels of detail. Finally, tools will be provided for the design of educational projects related to music pedagogy.

Objectives:

• To identify the most relevant implicit and explicit elements of lesson planning.

• To learn to identify the elements that constitute a good relationship and communication between teacher and pupil

• To acquire different approaches and strategies for delivering various types of lessons.

• To acquire tools and strategies that enable effective home practice.

• To develop an analytical and critical perspective in order to efficiently review the existing literature on teaching theory and methods.

• Be able to carry out comparative studies of teaching programmes and understand the purpose of each of their sections.

• To learn how to set out in writing proposals for improving the methods and techniques that have been applied in the classroom.

• Acquire the ability to design case studies, experimental studies and classroom journals in order to self-evaluate teaching practice.

• Understand the different levels of detail in academic writing.

• Be able to devise educational projects related to music pedagogy.

Prerequisites

None have been set.

Learning outcomes

LC1 Demonstrate a proactive commitment to promoting gender equality through music education, in accordance with the values inherent in a culture of peace and democratic values Competencies

RC2 Adapt teaching approaches in music lessons, taking into account the context and individual characteristics of each pupil. Competencies

RC3 Plan instrumental lessons in a balanced manner, designing objectives, content and assessment methods appropriate to each teaching environment, taking into account the available resources and the characteristics of the pupils. Competencies

RC4 To develop critical thinking, enabling students to question reality on a scientific basis. Competencies

RC5 Critically analyse the various parameters (economic, social, artistic, educational) surrounding the phenomenon of music education, with a view to developing teaching strategies tailored to the diverse needs of the student body. Competencies

RC6 To produce, present and defend an original academic piece of work in instrumental pedagogy, integrating the theory and experience gained during the Master’s programme. Competencies

RK1 To have an in-depth understanding of the didactics of the instrument in order to optimise the development of the student’s instrumental technique. Knowledge or content

RK3 To understand and use appropriately the terminology associated with instrumental pedagogy Knowledge or content

RK8 To deepen one’s understanding of the metacognitive aspects of instrumental pedagogy processes so as to be able to self-regulate one’s own development. Knowledge or content

RODS Develop cross-cutting strategies for analysis, communication and leadership, inspired by the Sustainable Development Goals and democratic principles and values, in order to conduct oneself with integrity in the professional sphere. Competencies

RS2 Use pedagogical tools to improve teaching performance in the field of music pedagogy independently. Skills or abilities

RS3 Use new technologies applied to instrumental pedagogy. Skills or competences

RS4 Master the methods and techniques related to instrumental teaching, with the aim of developing a well-founded teaching style of one’s own. Skills or competences

RS5 Master instrument class techniques, both individually and in groups, enabling the teacher to maintain control of each session. Skills or competences

Description of the content

· Block I. Elements constituting the organisation and didactic planning of instrumental teaching. Levels of specificity and contexts of action.

· Block II. Actors in teaching and learning. The teacher and the pupil. Explicit and implicit relationships and communication.

· Module III. Analytical and critical study of the most relevant literature, including both theoretical works and existing teaching programmes.

· Module IV. Written teaching practice. Essential elements for its formulation and understanding.

Training activities

AF1 Lectures using synchronous communication tools. 27 hours

AF2. Seminars and practical classes. 27 hours

AF3. Synchronous guided learning sessions. 51 hours

AF4. Student study. 105 hours.

AF5. Individual or group tutorials. 6 hours

AF6. Learning forums. 4 hours

AF7. Continuous assessment tests. 2 hours

AF8. Assessment (final exam). 2 hours

Assessment system and criteria

In the course/module’s virtual classroom, you will be able to view in detail the activities you are required to complete, as well as the submission dates and assessment criteria.

The final mark will be based on the following assessment system:

40% of your mark will be based on your continuous assessment. The following will be taken into account:

Active participation in the forum, contributing your views, knowledge and experiences: 10% of the final mark.

Individual and/or group activities (2 individual and 1 group): 30% of the final mark.

The final exam for the course/module will account for: 60 per cent of the final mark.

This exam will consist of one essay question worth 3 marks and between 6 and 10 multiple-choice questions of varying marks, the total of which will account for 60 per cent of the weighted final mark.

Incorrect or wrong multiple-choice answers will incur a 33 per cent penalty.

All assignments and activities must be uploaded to the relevant folder and will be checked using Turnitin to verify the level of plagiarism, which must not exceed 30 per cent.

If this percentage is exceeded, the assignment or activity will automatically be marked as a fail.

Exams are held online using Lockdown Browser and Proctoring.

Regular examination session

To pass the module in the ordinary examination period, you must achieve a mark of 5.0 or above out of 10.0 in the final mark (weighted average) for the module.

Supplementary examination

To pass the module in the supplementary sitting, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark for the module.

To pass the module in this sitting, you will sit an exam comprising 2 essay questions worth 2.5 marks each and between 3 and 5 multiple-choice questions of varying marks, the total of which accounts for 100 per cent of the mark.

Incorrect or wrong multiple-choice answers will incur a 33 per cent penalty.

Objectives

This is a general module. It comprises the following three optional modules:

Teaching of the Bowed String Instruments (M1804301A), Teaching of the Piano (M1804301B) and Teaching of the Guitar (M1804301C).

The lecturers teaching these modules can be found on the degree programme’s website.

Prerequisites

None have been set.

Competencies

BASIC AND GENERAL

CG3 – To have an in-depth understanding of the teaching methodology for the instrument in order to optimise the development of the student’s instrumental technique.

CG4 - Adapt teaching approaches in music lessons, taking into account the context and individual characteristics of each student.

CG5 - Use pedagogical tools to improve teaching practice in the field of music education independently.

CG6 - Demonstrate a proactive commitment to promoting gender equality through music education, in accordance with the values inherent in a culture of peace and democratic principles.

CB7 - Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study

CB9 - Students should be able to communicate their conclusions and the underlying knowledge and reasoning to specialist and non-specialist audiences clearly and unambiguously

CB10 - Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

CROSS-CURRICULAR

CT1 – To use new technologies applied to the field of study.

CT2 - To strive for excellence in the performance of their work, as the basis of professionalism.

CT3 – Demonstrate ethical principles in decision-making, upholding human rights, rejecting all forms of discrimination and respecting diversity.

CT4 – Understand and use appropriately the terminology associated with the field of study.

CT5 - Recognise the importance of lifelong learning as a means of continuing to develop in response to the changes inherent in contemporary societies.

CT6 – Develop critical thinking, enabling students to question reality on a scientific basis.

SPECIFIC

CE1 – Master the methods and techniques related to instrumental teaching, with the aim of developing one’s own well-founded teaching style.

CE3 – To master instrumental class techniques, both individually and in groups, enabling the teacher to maintain control of each session.

CE4 – To plan instrumental lessons in a balanced manner, designing objectives, content and assessment systems appropriate to each teaching environment, taking into account the available resources and the characteristics of the students.

CE6 - Be able to critically analyse the various parameters (economic, social, artistic, educational) surrounding the field of music education, in order to adapt to the context in which teaching takes place.

CE11 – To deepen understanding of the metacognitive aspects of instrumental teaching processes so that students can self-regulate their own progress.

Learning outcomes

LA1 Develops autonomy in study as the basis for lifelong learning and professional development.

LR2 Develops their own teaching style for the instrument.

LR3 Demonstrates a thorough understanding of, and is able to teach, instrumental technique, adapting to each student’s level.

LA4 Recognises the value of integrating the main schools of thought, pedagogies and methods.

RA5 Is familiar with the main bibliographical resources relating to the pedagogy of string instruments.

RA6 Has a command of the pedagogical elements and resources required for teaching new repertoire.

RA7 Recognises and distinguishes between the needs arising from different situations caused by varying contexts.

RA8 Develops the tools to draw up a balanced and functional teaching programme.

RA9 Acquires the ability to teach sight-reading skills, practical didactic and structural analysis, study techniques and other tools

aimed at improving students’ understanding of the score and optimising their rehearsal time.

Description of the content

Module I. Principles of teaching string instruments, including the analysis of technique and its teaching throughout the different stages

of the learning process.

Module II. The main pedagogical approaches that have endured to the present day.

Module III. Study and analysis of the most relevant literature, including both theoretical books and collections of exercises, études and pieces.

Module IV. Study of support materials to facilitate beginners’ progress, as well as the integration of ICT into teaching practice.

Training activities

- Masterclasses using

synchronous communication tools

-Seminars and practical classes

-Asynchronous guided learning sessions

-Self-study

-Individual or group tutorials

-Learning forums

-Continuous assessment tests

-Final assessment

Assessment system and criteria

In the course/module’s virtual classroom, you will be able to view details of the activities you are required to complete, as well as submission dates and assessment criteria.

The final mark will be based on the following assessment system:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

Active participation in the forum, contributing your views, knowledge and experiences: 10% of the final mark.

Individual and/or group activities (two individual and one group): 30 per cent of the final mark.

The final exam for the course/module will account for: 60 per cent of the final mark.

This exam will consist of one essay question worth 3 marks and between 6 and 10 multiple-choice questions of varying marks, the total of which will account for 60 per cent of the weighted final mark.

Incorrect or wrong multiple-choice questions will incur a 33 per cent penalty.

Ordinary examination session

To pass the course/module in the ordinary examination session, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark (weighted average) for the course.

Extraordinary examination session

To pass the module in the supplementary sitting, you must achieve a mark of 5.0 or above out of 10.0 in the final mark for the module.

To pass the module in this sitting, you will sit an examination comprising 2 essay-type questions worth 2.5 marks each and between 3 and 5 multiple-choice questions of varying marks, the total of which accounts for 100 per cent of the mark.

Incorrect or wrong multiple-choice answers will incur a 33 per cent penalty.

Addendum

This is a general module. It comprises the following three optional modules:

Teaching of the Bowed String Instruments (M1804301A), Teaching of the Piano (M1804301B) and Teaching of the Guitar (M1804301C).

The lecturers teaching these modules can be found on the degree programme’s website.

Objectives

In this module, we will focus on the practical and educational application of all the knowledge acquired by students throughout their years of study and experience with their instrument, as well as in the other modules of this Master’s in Instrumental Pedagogy. The course aims to ensure the practical and judicious application of all the technical knowledge acquired, with a view to training teachers who are well-rounded in both instrumental and pedagogical terms, equipping them with the necessary teaching resources to enable them to make the most of their aptitudes and instrumental experience.

We will analyse each student’s individual playing style and how they have adapted commonly accepted theory and technical standards to suit their personal characteristics and needs. We will also examine the best strategies for passing on this knowledge to their pupils, whilst at the same time sparking their interest in experimenting with and understanding how their instrument works, until they have mastered it comfortably and can use it as a means of artistic expression.

We will also work on preparing for the practical teaching assessment in a competitive examination, in which the candidate must teach a lesson to a pupil or, where applicable, give an oral presentation on the curriculum or teaching units submitted. We will look at how to use one’s own resources to demonstrate to the examination board that one is a well-prepared and well-rounded teacher.

The module comprises six ECTS credits and six teaching units. It is aimed at students with training in any wind instrument and is taught in the second term.

Prerequisites

None have been set.

Competencies

"Specify the competences, knowledge/content or skills/abilities. Add 2 to RA5.2.

Those listed in the RUCT are:

RA1 Develops autonomy in study as the basis for lifelong learning and professional development. Competencies

RA2 Develops a personal teaching style for the instrument. Competencies

RA3 Has an in-depth understanding of, and is able to teach, the technique of the instrument, adapting to each student’s level. Competencies

RA4 Recognises the value of integrating the main schools of thought, pedagogies and methods. Knowledge or content

RA5.2 Is familiar with the main bibliographical resources relating to the pedagogy of wind instruments. Knowledge or content

RA6 Has a command of the pedagogical elements and resources required for teaching new repertoire. Skills or competences

RA7 Recognises and distinguishes between the needs arising from different situations caused by different contexts. Knowledge or content

RA8 Develops the tools to draw up a balanced and functional teaching programme. Skills or competences

RA9 Acquires the ability to teach sight-reading skills, practical didactic and structural analysis, study techniques and other tools aimed at improving students’ understanding of the score and optimising their rehearsal time. Competences

"

Learning outcomes

RA1—Develops autonomy in study as the basis for lifelong learning and professional development.

RA2—Develops a personal teaching style for the instrument.

LR3—Understands the technique of the instrument at an advanced level.

RA4 – Masters the teaching methods and resources required for teaching new repertoire.

LA5 – Recognises and distinguishes between the requirements of different situations arising from different contexts.

RA6 – Develops the tools to create a balanced and functional teaching programme.

RA7-Develops various artistic skills based on the fundamental technique, in accordance with the relevant musical style.

RA8 – Knows and is able to compare the main characteristics that define the most representative musical styles through the scores

of their great masters and justifies these through interpretative analysis.

RA9—Acquires and develops the ability to teach sight-reading skills, practical formal and structural analysis, study techniques and

other tools aimed at a better understanding of the score and greater optimisation of students’ rehearsal time.

Description of the content

Block I – Study and understanding of the teaching and learning practices relating to the various elements present in any lesson for wind instruments

(technique, embouchure, body posture, etc.).

Module II – Development of personalised teaching resources for use in the classroom.

Module III: Study and practice in the development of a classroom teaching programme.

Module IV – Study of the tests that form part of a competitive examination for a teaching post (music schools, conservatoires, etc.)

Training activities

AF1 Masterclasses using synchronous communication tools. 18 hours

AF2. Seminars and practical classes. 18 hours

AF3. Synchronous guided learning sessions. 34 hours

AF4. Independent study. 70 hours

AF5. Individual or group tutorials. 4 hours

AF6. Learning forums. 2 hours

AF7. Continuous assessment tests: 2 hours

AF8. Assessment (final exam). 2 hours

Assessment system and criteria

In the course/module’s virtual classroom, you will be able to view in detail the activities you are required to complete, as well as the submission dates and assessment criteria.

The final mark will be based on the following assessment system:

40% of your mark will be based on your continuous assessment. The following will be taken into account:

Active participation in the forum, contributing your views, knowledge and experiences: 10% of the final mark.

Individual and/or group activities (two individual and one group): 30 per cent of the final mark.

The final exam for the course/module will account for: 60 per cent of the final mark.

This exam will consist of one essay question worth 3 marks and between 6 and 10 multiple-choice questions of varying marks, the total of which will account for 60 per cent of the weighted final mark.

Incorrect or wrong multiple-choice questions will incur a 33 per cent penalty.

Ordinary examination session

To pass the course/module in the ordinary examination session, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark (weighted average) for the course.

Extraordinary examination session

To pass the module in the supplementary sitting, you must achieve a mark of 5.0 or above out of 10.0 in the final mark for the module.

To pass the module in this sitting, you will sit an examination comprising 2 essay-type questions worth 2.5 marks each and between 3 and 5 multiple-choice questions of varying marks, the total of which accounts for 100 per cent of the mark.

Incorrect or wrongly answered multiple-choice questions will incur a 33 per cent penalty.

Objectives

This is a general module. It comprises the following three optional modules:

Teaching Methods for the String Instrument Repertoire (M1804321A), Teaching Methods for the Piano Repertoire (M1804321B) and Teaching Methods for the Guitar Repertoire (M1804321C).

The lecturers teaching these modules can be found on the degree programme’s website.

Prerequisites

None have been set.

Competencies

BASIC AND GENERAL

CG3 – To have an in-depth understanding of the teaching methodology for the instrument in order to optimise the development of the student’s instrumental technique.

CG4 - Adapt teaching approaches in music lessons, taking into account the context and individual characteristics of each student.

CG5 - Use pedagogical tools to improve teaching practice in the field of music education independently.

CG6 - Demonstrate a proactive commitment to promoting gender equality through music education, in accordance with the values inherent in a culture of peace and democratic principles.

CB7 - Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study

CB9 - Students should be able to communicate their conclusions and the underlying knowledge and reasoning to specialist and non-specialist audiences clearly and unambiguously

CB10 - Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

CROSS-CURRICULAR

CT1 – To use new technologies applied to the field of study.

CT2 - To strive for excellence in the performance of their work, as the basis of professionalism.

CT3 – Demonstrate ethical principles in decision-making, upholding human rights, rejecting all forms of discrimination and respecting diversity.

CT4 – Understand and use appropriately the terminology associated with the field of study.

CT5 - Recognise the importance of lifelong learning as a means of continuing to develop in response to the changes inherent in contemporary societies.

CT6 – Develop critical thinking, enabling students to question reality on a scientific basis.

SPECIFIC

CE1 – Master the methods and techniques related to instrumental teaching, with the aim of developing one’s own well-founded teaching style.

CE4 – Plan instrumental lessons in a balanced manner, designing objectives, content and assessment systems appropriate to each teaching context, taking into account the available resources and the characteristics of the students.

CE8 – Acquire an advanced understanding of the specific characteristics of technical and interpretative approaches linked to the expressive development of each instrument.

CE11 – To deepen understanding of the metacognitive aspects of instrumental teaching processes so that students can self-regulate their own progress.

Learning outcomes

· LA1 Develops autonomy in study as the basis for lifelong learning and professional development.

· LA2 Develops their own teaching style for the instrument.

· LA3 Demonstrates a thorough understanding of, and is able to teach, instrumental technique, adapting to each student’s level.

· LA4 Recognises the value of integrating the main schools of thought, pedagogies and methods.

· LA5 Is familiar with the main bibliographical resources relating to the pedagogy of string instruments.

· RA6 Has a command of the pedagogical elements and resources required for teaching new repertoire.

· RA7 Recognises and distinguishes between the needs arising from different situations caused by varying contexts.

· RA8 Develops the tools to draw up a balanced and functional teaching programme.

· RA9 Acquires the ability to teach sight-reading skills, practical didactic and structural analysis, study techniques and other tools

aimed at improving students’ understanding of the score and optimising their rehearsal time.

Description of the course content

· Module I. Historical introduction to the pedagogy of the string repertoire, including the study of the evolution of various instrumental genres (e.g. concerto,

sonata, works for solo instrument, etc.) across different periods and compositional styles

· Module II. Introduction to the evolution of performance techniques from the perspective of historical performance practice.

· Module III. Study and analysis of relevant literature, including both theoretical texts and repertoire.

· Module IV. Study of the practical application of the content covered and developed during the course.

Training activities

- Masterclasses with

synchronous communication tools

-Seminars and practical classes

- Asynchronous guided learning sessions

-Self-study

-Individual or group tutorials

-Learning forums

-Continuous assessment tests

-Final assessment

Assessment system and criteria

In the course/module’s virtual classroom, you will be able to view details of the activities you are required to complete, as well as submission deadlines and assessment criteria.

The final mark will be based on the following assessment system:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

Active participation in the forum, contributing your views, knowledge and experiences: 10% of the final mark.

Individual and/or group activities (two individual and one group): 30 per cent of the final mark.

The final exam for the course/module will account for: 60 per cent of the final mark.

This exam will consist of one essay question worth 3 marks and between 6 and 10 multiple-choice questions of varying marks, the total of which will account for 60 per cent of the weighted final mark.

Incorrect or wrong multiple-choice answers will incur a 33 per cent penalty.

All assignments and activities must be uploaded to the relevant folder and will be checked using Turnitin to verify the level of plagiarism, which must not exceed 30 per cent.

If this percentage is exceeded, the assignment or activity will automatically be marked as a fail.

Exams are held online using Lockdown Browser and Proctoring.

Regular examination session

To pass the module in the ordinary examination period, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark (weighted average) for the module.

Supplementary examination

To pass the module in the supplementary sitting, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark for the module.

To pass the module in this sitting, you will sit an exam comprising 2 essay-type questions worth 2.5 marks each and between 3 and 5 multiple-choice questions of varying marks, the total of which accounts for 100 per cent of the mark.

Incorrect or wrongly answered multiple-choice questions will incur a 33 per cent penalty.

Objectives

Wind Instrument Repertoire Pedagogy is one of the two 6 ECTS modules in the wind instrument stream scheduled for the second semester.

The course content aims to provide a comprehensive overview of the pedagogical principles that instrument teachers need to understand in order to design engaging and productive lessons in today’s educational context. To this end, emphasis will be placed on the technical and personal skills that 21st-century teachers need to master, the psycho-developmental characteristics of pupils, the most significant teaching resources and pedagogical methods, as well as the integration of all these elements through the development of a curriculum that serves as a guide for the teacher. The module will conclude with a unit dedicated to understanding the job market for instrumental teaching and how to enter or progress within it.

All this content is aimed both at experienced teachers who wish to reflect on their teaching practices and at instrumentalists who wish to pursue a career in teaching.

Prerequisites

None have been set.

Competencies

BASIC AND GENERAL

CG3 – To have an in-depth understanding of the pedagogy of the instrument in order to optimise the development of the student’s instrumental technique.

CG4 - Adapt teaching approaches in music lessons, taking into account the context and individual characteristics of each student.

CG5 - Use pedagogical tools to improve teaching practice in the field of music education independently.

CG6 - Demonstrate a proactive commitment to promoting gender equality through music education, in accordance with the values inherent in a culture of peace and democratic principles.

CB7 - Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study

CB9 - Students should be able to communicate their conclusions and the underlying knowledge and reasoning to specialist and non-specialist audiences in a clear and unambiguous manner

CB10 - Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

CROSS-CURRICULAR

CT1 – To use new technologies applied to the field of study.

CT2 - To strive for excellence in the performance of their work, as the basis of professionalism.

CT3 – Demonstrate ethical principles in decision-making, upholding human rights, rejecting all forms of discrimination and respecting diversity.

CT4 – Understand and use appropriately the terminology associated with the field of study.

CT5 - Recognise the importance of lifelong learning as a means of continuing to develop in response to the changes inherent in contemporary societies.

CT6 – Develop critical thinking, enabling students to question reality on a scientific basis.

SPECIFIC

CE1 – Master the methods and techniques related to instrumental teaching, with the aim of developing one’s own well-founded teaching style.

CE3 – To master instrumental class techniques, both individually and in groups, enabling the teacher to maintain control of each session.

CE6 – Be able to critically analyse the various parameters (economic, social, artistic, educational) surrounding the phenomenon of music education, in order to adapt to the context in which teaching takes place.

CE11 – To deepen understanding of the metacognitive aspects of instrumental teaching processes so that students can self-regulate their own progress.

Learning outcomes

· LA1 Understands the value of the repertoire as a teaching resource.

· LA2 Is able to identify the most notable technical or stylistic aspects of a piece or exercise in order to use them for a well-established teaching purpose

well-defined purpose.

· LA3 Plans lesson time and content in a balanced and comprehensive manner.

· LA4 Is able to adapt to the specific needs of each pupil

· RA5 Is aware of the technical problems that may arise during the learning process and is able to propose a variety of solutions.

· RA6 Is able to utilise existing teaching resources and develop their own material for educational purposes.

RA7 Is able to demonstrate their abilities to a selection panel, presenting themselves as a well-rounded teacher and highlighting their strengths

Description of the content

· • Study and knowledge of the instrumental repertoire – including technical, didactic and concert pieces – and its use as a teaching resource.

• Use of existing works, études and exercises, and the development of one’s own resources to ensure appropriate monitoring of pupils’ progress at all levels and to address any problems that may arise during their learning.

• Study of the structure of an instrumental lesson in order to cover, in a balanced way, all aspects that influence playing, both technical and musical.

• Preparation for the specific teaching assessment in a teacher recruitment process, covering the organisation of content, effective use of time, and communication with the student and/or the selection panel.

Training activities

- Masterclasses using

synchronous communication tools

-Seminars and practical classes

-Asynchronous guided learning sessions

-Self-study

-Individual or group tutorials

-Learning forums

-Continuous assessment tests

-Final assessment

Assessment system and criteria

In the course/module’s virtual classroom, you will be able to view details of the activities you are required to complete, as well as submission dates and assessment criteria.

The final mark will be based on the following assessment system:

40 per cent of your mark will be based on your continuous assessment. The following will be taken into account:

Active participation in the forum, contributing your views, knowledge and experiences: 10% of the final mark.

Individual and/or group activities (two individual and one group): 30 per cent of the final mark.

The final exam for the course/module will account for: 60 per cent of the final mark.

This exam will consist of one essay question worth 3 marks and between 6 and 10 multiple-choice questions of varying marks, the total of which will account for 60 per cent of the weighted final mark.

Incorrect or wrong multiple-choice answers will incur a 33 per cent penalty.

All assignments and activities must be uploaded to the relevant folder and will be checked using Turnitin to verify the level of plagiarism, which must not exceed 30 per cent.

If this percentage is exceeded, the assignment or activity will automatically be marked as a fail.

Exams are held online using Lockdown Browser and Proctoring.

Regular examination session

To pass the module in the ordinary examination session, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark (weighted average) for the module.

Supplementary examination

To pass the module in the supplementary sitting, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark for the module.

To pass the module in this sitting, you will sit an exam comprising 2 essay questions worth 2.5 marks each and between 3 and 5 multiple-choice questions of varying marks, the total of which accounts for 100 per cent of the mark.

Incorrect or wrongly answered multiple-choice questions will incur a 33 per cent penalty.

Objectives

In the module ‘Percussion Pedagogy’, students are expected to acquire a set of fundamental skills essential to their development as percussion teachers. These include, in particular, the ability to master and apply a range of instrumental teaching methodologies and techniques, enabling them to develop their own teaching style adapted to different educational settings. Furthermore, they must be able to manage both individual and group lessons, maintaining a balanced and effective dynamic (CE1, CE3). A key aspect will be the proper planning of lessons, setting clear objectives and designing assessment systems that are tailored to the needs of the students and the available resources (CE4).

Students will need to learn to reflect critically on the environment in which they carry out their work, analysing social, economic and educational factors, in order to adapt their teaching flexibly (CE6). Furthermore, the development of conscious self-regulation regarding their pedagogical progress is encouraged, which will contribute to continuous improvement in their performance (CE11).

All of this must be accompanied by the ability to adapt teaching approaches according to the characteristics of the pupils (CG4), using advanced tools to refine their teaching practice independently (CG5) and promoting values of equality and a culture of peace through music education (CG6).

The nature of the course requires students not merely to meet the minimum requirements, but to make the most of this opportunity to deepen their training as teachers. Particular value will be placed on a willingness to actively apply the skills acquired, both in classroom dynamics and in personal and professional development. The lecturer will provide constant support and guidance throughout the process, encouraging independent and reflective learning; however, it is essential that students demonstrate their own initiative and commitment to their educational development.

Learning outcomes

LA1 Develops autonomy in study as the basis for lifelong learning and professional development. Skills

LA2 Develops a personal teaching style for the instrument. Skills

LA3 Demonstrates an in-depth understanding of, and is able to teach, instrumental technique, adapting to each student’s level. Competences

LA4 Recognises the value of integrating the main schools of thought, pedagogies and methods. Knowledge or content

RA5.3 Is familiar with the main bibliographical resources relating to the pedagogy of percussion instruments. Knowledge or content

RA6 Has a command of the pedagogical elements and resources required for teaching new repertoire. Skills or abilities

RA7 Recognises and distinguishes between the needs arising from different situations caused by different contexts. Knowledge or content

RA8 Develops the tools to draw up a balanced and functional teaching programme. Skills or competences

RA9 Acquires the ability to teach sight-reading skills, practical didactic and structural analysis, study techniques and other tools aimed at improving students’ understanding of the score and optimising their rehearsal time. Competences

Description of the content

• Module I – Study and understanding of the teaching and learning practices relating to the various elements present in any percussion instrument class (technical resources, instrumental resources, correct postural training, and instrumental interaction and collaboration).

• Module II: Development of one’s own teaching resources for use in the classroom.

• Module III: Study and practice in the development of a classroom teaching programme.

• Module IV: Study of the tests that form part of a competitive examination for a teaching post (music schools, conservatoires, etc.)

Training activities

AF1 Masterclasses using synchronous communication tools. 18 hours

AF2. Seminars and practical classes. 18 hours

AF3. Synchronous guided learning sessions. 34 hours

AF4. Self-study. 70 hours

AF5. Individual or group tutorials. 4 hours

AF6. Learning forums. 2 hours

AF7. Continuous assessment tests: 2 hours

AF8. Assessment (final exam). 2 hours

Assessment system and criteria

In the course/module’s virtual classroom, you will be able to view in detail the activities you are required to complete, as well as the submission dates and assessment criteria.

The final mark will be based on the following assessment system:

40% of your mark will be based on your continuous assessment. The following will be taken into account:

Active participation in the forum, contributing your views, knowledge and experiences: 10% of the final mark.

Individual and/or group activities (two individual and one group): 30 per cent of the final mark.

The final exam for the course/module will account for: 60 per cent of the final mark.

This exam will consist of one essay question worth 3 marks and between 6 and 10 multiple-choice questions of varying marks, the total of which will account for 60 per cent of the weighted final mark.

Incorrect or wrong multiple-choice answers will incur a 33 per cent penalty.

All assignments and activities must be uploaded to the relevant folder and will be checked using Turnitin to verify the level of plagiarism, which must not exceed 30 per cent.

If this percentage is exceeded, the assignment or activity will automatically be marked as a fail.

Exams are held online using Lockdown Browser and Proctoring.

Regular examination session

To pass the module in the ordinary examination period, you must achieve a mark of 5.0 or above out of 10.0 in the final mark (weighted average) for the module.

Supplementary examination

To pass the module in the supplementary sitting, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark for the module.

To pass the module in this sitting, you will sit an exam comprising 2 essay questions worth 2.5 marks each and between 3 and 5 multiple-choice questions of varying marks, the total of which accounts for 100 per cent of the mark.

Incorrect or wrongly answered multiple-choice questions will incur a 33 per cent penalty.

Objectives

In the module ‘Pedagogy of the Percussion Repertoire’, students are expected to acquire a set of fundamental skills essential to their development as percussion teachers. These include, in particular, the ability to master and apply a range of instrumental teaching methodologies and techniques, enabling them to develop their own teaching style adapted to different educational settings. Furthermore, they must be able to manage both individual and group lessons, maintaining a balanced and effective dynamic (CE1, CE3). A key aspect will be the proper planning of lessons, setting clear objectives and designing assessment systems that are tailored to the needs of the students and the available resources (CE4).

Students will need to learn to reflect critically on the environment in which they carry out their work, analysing social, economic and educational factors, in order to adapt their teaching flexibly (CE6). Furthermore, the development of conscious self-regulation regarding their pedagogical progress is encouraged, which will contribute to continuous improvement in their performance (CE11).

All of this must be accompanied by the ability to adapt teaching approaches to the characteristics of the pupils (CG4), using advanced tools to refine their teaching practice independently (CG5) and promoting values of equality and a culture of peace through music education (CG6).

The nature of the course requires students not merely to meet the minimum requirements, but to make the most of this opportunity to deepen their training as teachers. Particular value will be placed on a willingness to actively apply the skills acquired, both in classroom dynamics and in personal and professional development. The lecturer will provide constant support and guidance throughout the process, encouraging independent and reflective learning; however, it is essential that students demonstrate their own initiative and commitment to their educational development.

Learning outcomes

LA1 Develops autonomy in study as the basis for lifelong learning and professional development. Skills

LA2 Develops a personal teaching style for the instrument. Competencies

LA3 Demonstrates an in-depth understanding of, and is able to teach, instrumental technique, adapting to each student’s level. Skills

LA4 Recognises the value of integrating the main schools of thought, pedagogies and methods. Knowledge or content

RA5.3 Is familiar with the main bibliographical resources relating to the pedagogy of percussion instruments. Knowledge or content

RA6 Has a command of the pedagogical elements and resources required for teaching new repertoire. Skills or competences

RA7 Recognises and distinguishes between the needs arising from different situations caused by different contexts. Knowledge or content

RA8 Develops the tools to draw up a balanced and functional teaching programme. Skills or competences

RA9 Acquires the ability to teach sight-reading skills, practical didactic and structural analysis, study techniques and other tools aimed at improving students’ understanding of the score and optimising their rehearsal time. Competences

Description of the content

• Study and knowledge of the instrumental repertoire – including technical, didactic and concert pieces – and its use as a teaching resource.

• Use of existing works, études and exercises, and the development of one’s own teaching resources to ensure appropriate monitoring of pupils’ progress at all levels and to address any issues that may arise during their learning.

• Study of the structure of an instrumental lesson in order to cover, in a balanced way, all aspects that influence playing, both technical and musical.

• Preparation for the specific teaching assessment in a teacher recruitment process, covering the organisation of content, effective use of time, and communication with the student and/or the selection panel.

Training activities

AF1 Masterclasses using synchronous communication tools. 18 hours

AF2. Seminars and practical classes. 18 hours

AF3. Synchronous guided learning sessions. 34 hours

AF4. Self-study. 70 hours

AF5. Individual or group tutorials. 4 hours

AF6. Learning forums. 2 hours

AF7. Continuous assessment tests: 2 hours

AF8. Assessment (final exam). 2 hours

Assessment system and criteria

In the course/module’s virtual classroom, you will be able to view in detail the activities you are required to complete, as well as the submission dates and assessment criteria.

The final mark will be based on the following assessment system:

40% of your mark will be based on your continuous assessment. The following will be taken into account:

Active participation in the forum, contributing your views, knowledge and experiences: 10% of the final mark.

Individual and/or group activities (two individual and one group): 30 per cent of the final mark.

The final exam for the course/module will account for: 60 per cent of the final mark.

This exam will consist of one essay question worth 3 marks and between 6 and 10 multiple-choice questions of varying marks, the total of which will account for 60 per cent of the weighted final mark.

Incorrect multiple-choice answers will incur a 33 per cent penalty.

All assignments and activities must be uploaded to the relevant folder and will be checked using Turnitin to verify the level of plagiarism, which must not exceed 30 per cent.

If this percentage is exceeded, the assignment or activity will automatically be marked as a fail.

Exams are held online using Lockdown Browser and Proctoring.

Regular examination session

To pass the module in the ordinary examination period, you must achieve a mark of 5.0 or above out of 10.0 in the final mark (weighted average) for the module.

Supplementary examination

To pass the module in the supplementary examination period, you must achieve a mark of 5.0 out of 10.0 or higher in the final mark for the module.

To pass the module in this sitting, you will sit an exam comprising 2 essay questions worth 2.5 marks each and between 3 and 5 multiple-choice questions of varying marks, the total of which accounts for 100 per cent of the mark.

Incorrect or wrongly answered multiple-choice questions will incur a 33 per cent penalty.

Objectives

In the ‘Singing Pedagogy’ module, students are expected to acquire a set of fundamental skills essential to their development as singing teachers. These include, in particular, the ability to master and apply a range of vocal teaching methodologies and techniques, enabling them to develop their own teaching style adapted to different educational settings. Furthermore, they must be able to manage both individual and group lessons, maintaining a balanced and effective dynamic (CE1, CE3). A key aspect will be the proper planning of lessons, setting clear objectives and designing assessment systems that are tailored to the needs of the students and the available resources (CE4).

Students will need to learn to reflect critically on the environment in which they carry out their work, analysing social, economic and educational factors in order to adapt their teaching flexibly (CE6). Furthermore, the development of conscious self-regulation regarding their pedagogical progress is encouraged, which will contribute to continuous improvement in their performance (CE11).

All of this must be accompanied by the ability to adapt teaching approaches to the characteristics of the pupils (CG4), using advanced tools to refine their teaching practice independently (CG5) and promoting values of equality and a culture of peace through music education (CG6).

The nature of the course requires students not merely to meet the minimum requirements, but to make the most of this opportunity to deepen their training as teachers. Particular value will be placed on a willingness to actively apply the skills acquired, both in classroom dynamics and in personal and professional development. The lecturer will provide constant support and guidance throughout the process, encouraging independent and reflective learning; however, it is essential that students demonstrate their own initiative and commitment to their educational development.

Learning outcomes

LA1 Develops autonomy in study as the basis for lifelong learning and professional development. Skills

LA2 Develops a personal teaching style for the instrument. Competencies

LA3 Demonstrates an in-depth understanding of, and is able to teach, instrumental technique, adapting to each student’s level. Competences

LA4 Recognises the value of integrating the main schools of thought, pedagogies and methods. Knowledge or content

RA5.4 Is familiar with the main bibliographical resources relating to the pedagogy of solo and choral singing. Knowledge or content

RA6 Has a command of the pedagogical elements and resources required for teaching new repertoire. Skills or competences

RA7 Recognises and distinguishes between the needs arising from different situations caused by varying contexts. Knowledge or content

RA8 Develops the tools to draw up a balanced and functional teaching programme. Skills or competences

RA9 Acquires the ability to teach sight-reading skills, practical didactic and structural analysis, study techniques and other tools aimed at improving students’ understanding of the score and optimising their rehearsal time. Competencies

Description of the content

• Module I – Study and understanding of the teaching and learning practices relating to the various elements present in any individual or choral singing lesson (vocal technique, linguistic fundamentals and phonetics, breathing, body posture, vocal groupings, etc.).

• Module II: Development of one’s own teaching resources for use in the classroom.

• Module III: Study and practice in the development of a classroom teaching programme.

• Module IV: Study of the tests that form part of a competitive examination for a teaching post (music schools, conservatoires, etc.)

Training activities

AF1 Masterclasses using synchronous communication tools. 18 hours

AF2. Seminars and practical classes. 18 hours

AF3. Synchronous guided learning sessions. 34 hours

AF4. Self-study. 70 hours

AF5. Individual or group tutorials. 4 hours

AF6. Learning forums. 2 hours

AF7. Continuous assessment tests: 2 hours

AF8. Assessment (final exam). 2 hours

Assessment system and criteria

In the course/module’s virtual classroom, you will be able to view in detail the activities you are required to complete, as well as the submission dates and assessment criteria.

The final mark will be based on the following assessment system:

40% of your mark will be based on your continuous assessment. The following will be taken into account:

Active participation in the forum, contributing your views, knowledge and experiences: 10% of the final mark.

Individual and/or group activities (two individual and one group): 30 per cent of the final mark.

The final exam for the course/module will account for: 60 per cent of the final mark.

This exam will consist of one essay question worth 3 marks and between 6 and 10 multiple-choice questions of varying marks, the total of which will account for 60 per cent of the weighted final mark.

Incorrect or wrong multiple-choice answers will incur a 33 per cent penalty.

All assignments and activities must be uploaded to the relevant folder and will be checked using Turnitin to verify the level of plagiarism, which must not exceed 30 per cent.

If this percentage is exceeded, the assignment or activity will automatically be marked as a fail.

Exams are held online using Lockdown Browser and Proctoring.

Regular examination session

To pass the module in the ordinary examination period, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark (weighted average) for the module.

Supplementary examination

To pass the module in the supplementary sitting, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark for the module.

To pass the module in this sitting, you will sit an exam comprising 2 essay questions worth 2.5 marks each and between 3 and 5 multiple-choice questions of varying marks, the total of which accounts for 100 per cent of the mark.

Incorrect or wrongly answered multiple-choice questions will incur a 33 per cent penalty.

Objectives

In the module ‘Pedagogy of the Vocal Repertoire’, students are expected to acquire a set of fundamental skills essential to their development as singing teachers. These include, in particular, the ability to master and apply a range of instrumental teaching methodologies and techniques, enabling them to develop their own teaching style adapted to different educational settings. Furthermore, they must be able to manage both individual and group lessons, maintaining a balanced and effective dynamic (CE1, CE3). A key aspect will be the proper planning of lessons, setting clear objectives and designing assessment systems that are tailored to the needs of the students and the available resources (CE4).

Students will need to learn to reflect critically on the environment in which they carry out their work, analysing social, economic and educational factors, in order to adapt their teaching flexibly (CE6). Furthermore, the development of conscious self-regulation regarding their pedagogical progress is encouraged, which will contribute to continuous improvement in their performance (CE11).

All of this must be accompanied by the ability to adapt teaching approaches according to the characteristics of the pupils (CG4), using advanced tools to refine their teaching practice independently (CG5) and promoting values of equality and a culture of peace through music education (CG6).

The nature of the course requires students not merely to meet the minimum requirements, but to make the most of this opportunity to deepen their training as teachers. Particular value will be placed on a willingness to actively apply the skills acquired, both in classroom dynamics and in personal and professional development. The lecturer will provide constant support and guidance throughout the process, encouraging independent and reflective learning; however, it is essential that students demonstrate their own initiative and commitment to their educational development.

Learning outcomes

LA1 Develops autonomy in study as the basis for lifelong learning and professional development. Skills

LA2 Develops a personal teaching style for the instrument. Competencies

LA3 Demonstrates an in-depth understanding of, and is able to teach, instrumental technique, adapting to each student’s level. Skills

LA4 Recognises the value of integrating the main schools of thought, pedagogies and methods. Knowledge or content

RA5.4 Is familiar with the main bibliographical resources relating to the pedagogy of solo and choral singing. Knowledge or content

RA6 Has a command of the pedagogical elements and resources required for teaching new repertoire. Skills or competences

RA7 Recognises and distinguishes between the needs arising from different situations caused by varying contexts. Knowledge or content

RA8 Develops the tools to draw up a balanced and functional teaching programme. Skills or competences

RA9 Acquires the ability to teach sight-reading skills, practical didactic and structural analysis, study techniques and other tools aimed at improving students’ understanding of the score and optimising their rehearsal time. Competencies

Description of the content

• Study and knowledge of the vocal and choral repertoire – including technical, teaching and concert repertoire – and its use as a pedagogical resource.

• Use of existing works, studies and exercises, and the development of one’s own resources to ensure proper monitoring of pupils’ progress at all levels and to address any issues that may arise during their learning.

• Study of the structure of an individual singing lesson and a choir rehearsal, in order to cover, in a balanced manner, all aspects that influence performance, both technical and musical.

• Preparation for the specific teaching assessment in a teacher recruitment process, covering the organisation of content, effective use of time and communication with the student and/or the selection panel.

Training activities

AF1 Masterclasses using synchronous communication tools. 18 hours

AF2. Seminars and practical classes. 18h

AF3. Synchronous guided learning sessions. 34 hours

AF4. Self-study. 70 hours

AF5. Individual or group tutorials. 4 hours

AF6. Learning forums. 2 hours

AF7. Continuous assessment tests: 2 hours

AF8. Assessment (final exam). 2 hours

Assessment system and criteria

In the course/module’s virtual classroom, you will be able to view in detail the activities you are required to complete, as well as the submission dates and assessment criteria.

The final mark will be based on the following assessment system:

40% of your mark will be based on your continuous assessment. The following will be taken into account:

Active participation in the forum, contributing your views, knowledge and experiences: 10 per cent of the final mark.

Individual and/or group activities (two individual and one group): 30 per cent of the final mark.

The final exam for the course/module will account for: 60 per cent of the final mark.

This exam will consist of one essay question worth 3 marks and between 6 and 10 multiple-choice questions of varying marks, the total of which will account for 60 per cent of the weighted final mark.

Incorrect or wrong multiple-choice answers will incur a 33 per cent penalty.

All assignments and activities must be uploaded to the relevant folder and will be checked using Turnitin to verify the level of plagiarism, which must not exceed 30 per cent.

If this percentage is exceeded, the assignment or activity will automatically be marked as a fail.

Exams are held online using Lockdown Browser and Proctoring.

Regular examination session

To pass the module in the ordinary examination period, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark (weighted average) for the module.

Supplementary examination

To pass the module in the supplementary sitting, you must achieve a mark of 5.0 or higher out of 10.0 in the final mark for the module.

To pass the module in this sitting, you will sit an exam comprising 2 essay-type questions worth 2.5 marks each and between 3 and 5 multiple-choice questions of varying marks, the total of which accounts for 100 per cent of the mark.

Incorrect or wrongly answered multiple-choice questions will incur a 33 per cent penalty.