Music Education Didactics III - Curricula and Programs - 2nd semester


At the end of this course unit the student should be able to:
- Plan, teach and evaluate music education classes;
- Research, collect and critically analyze the information needed to formulate and solve problems resulting from educational practice.
- Reflect on the teacher´s role, practices and attitudes towards music education.

General characterization





Responsible teacher

Isabel Maria Lopes Figueiredo, João Nogueira


Weekly - 3 letivas + 1 tutorial

Total - Available soon

Teaching language





Conway, C., & Hodgman, T. (2006). Handbook for the beginning music teacher. Chicago: GIA Publications
Gordon, E. E. (2011). Learning sequences in music: A contemporary music learning theory (2012 Edition). Chicago: GIA.
Green, L. (2014). Hear, listen, play! New York: Oxford University Press.
Hallam, S., & Creech, A. (2010). Music education in the 21st century in the United Kingdom: Achievements, analysis and aspirations. London: Institute of Education.
Paynter, J., & Mills, J. (2008). Thinking and making : Selections from the writings of John Paynter on music in education. Oxford:Oxford University Press.
Schafer, M. R. (1992). O ouvido pensante. São Paulo: UNESP.
Swanwick, K. (2015). A developing discourse in music education: The selected works of Keith Swanwick.London: Routledge.
Young, P. G. (2010). Enhancing the professional practice of music teachers: 101 tips that principals want music teachers to know and do. Lanham, MD: Rowman & Littlefield.

Teaching method

Analysis and discussion of texts, videos or other documents.
Simulation exercises designed to address different scenarios of music teaching & learning. Direct and online feedback about filmed simulations.

Evaluation method

The assessment will be based on the following elements:
1) Planning of 10 teaching activities for musical education (25%);
2) Individual simulations of 2 of the previously planned teaching activities for musical education (60%);
3) Attendance, participation and self-assessment (15%).

Subject matter

Characterization, analysis and critical discussion of official documents regulating the discipline of Music Education in the 2nd cycle of basic education; The \"Manhattanville Music Curriculum Program\" and \"Jump Right In\" curricula; The program and manuals of music education in the 2nd cycle of basic education. Planning in music education: goals and objectives. Notions of choral and ensemble direction. Verbal and nonverbal aspects of the behavior of the music education teacher. Dimensions of music education: listening, sound comprehension, musical performance, notational reading and writing, theoretical knowledge, improvisation, composition, creativity and sound experimentalism; Evaluation in music education: activities, records, scales and observation grids. The reflective cycle of the teacher.