Introdução à Psicologia e Pedagogia da Música


After completing this curricular unit, the student should be able to:
a) Identify different problems within Psychology of Music;
b) Identify different problems within Music Pedagogy;
c) Relate educational practices with research questions in the area of Psychology of Music;
d) Demonstrate knowledge of the analytical and contemplative skills applicable to the psychological processes
linked to music;
e) Apply metalearning
processes to his own development as a musician.

General characterization





Responsible teacher

Available soon


Weekly - 4

Total - Available soon

Teaching language





Bluestine, E. (2000). The ways children learn music. Chicago: GIA Publications.
Deliège, I. & Sloboda, J. (Eds) (1996). Musical Begginings: Origins and Development of Musical Competence. Oxford: Oxford University Press.
Fonterrada, M. (2005). De tramas e fios - um ensaio sobre educação. São Paulo: UNESP.
Ilari, B. & Mateiro, T. (2010). Pedagogias em educação musical. Curitiba: IBPEX
Levitin, D. (2007). Uma Paixão Humana - O seu Cérebro e a Música. Lisboa: Ed. Bizâncio.
Malloch, S. & Trevarthen, C. (2008). Communicative musicality - exploring the basis for human companionship. Oxford: Oxford University Press.
Rodrigues, H. & Rodrigues, P. (2003). Da musicalidade dos afectos à música com bebés. Porto: Campo das Letras.
Sacks, O. (2008). Musicofilia. Lisboa: Relógio D´Água.
Schafer, M. (1977). A afinação do Mundo. São Paulo: UNESP.
Sloboda, J. (2008). Mente musical: a psicologia cognitiva da música. Londrina: Edual.
Storr, A. (2007). La música y la mente. Barcelona: Paidós.

Teaching method

This unit requires the active involvement of the students and the teaching methodologies are based on short oral presentations followed by debates. For this kind of activity students read end see selected texts and films to relate. Some of these debates take place in an open class, in the presence of invited guests.
Group work techniques help students to study practical examples of listening, interpreting and creating music, while reading texts and films provide the basis for creating substantiated proposals.

Evaluation method

1) A written document with a critical summary of the work developed in class (70%); 2) A written multiple choice test (30%).

Subject matter

1. What is Psychology of Music? Defining the area of study. What is Music Pedagogy? Defining the area of study.
2. Psychology of Music and Music Pedagogy: the dialogue between subjects:
2.1. Listening to, interpreting and creating music: psychological perspectives and educational perspectives.
2.2. The contribution of Edwin Gordon and the development of musical learning theory.
2.3. Musical development in childhood and art for young children.
2.4. Music and special needs education; “therapeutic effects” of music and music therapy.
3. Music inside and outside of the mainstream education:
3.1. Music in the Portuguese education system.
3.2. Music in the community/communities.


Programs where the course is taught: