Music Didactics in Music Education I (Music Teaching Practices)
To understand different models and theoretical perspectives in music education;
- To apply different educational proposals in specific teaching & learning settings, based on the studied models of music education;
- To assess specific situations of teaching & learning in Music Education, proposing models, tools and
- Develop research skills / information collection and identification / formulation of unique problems of music
teaching and learning, creating specific projects targeted for Basic Education.
Helena Maria Ferreira Rodrigues da Silva
Weekly - 3
Total - 280
Campbell, P. & Scott-Kassner, C. (1995). Music in childhood: From Preschool through the Elementary grades. New York: Schirmer Books.
Conway, C. & Hodgman, T. (2006). Handbook for the beginning music teacher. Chicago: GIA Publications
Gordon, E. E. (2000). Teoria de aprendizagem musical para recém-nascidos e crianças em idade pré-escolar (P. M. Rodrigues, Trans.). Lisboa: Fundação Calouste Gulbenkian.
McPherson, G. (Ed.), (2007). The child as musician. Oxford: Oxford University Press.
Mateiro, T. & Ilari, B. (Org.) (2012). Pedagogias em Educação Musical. Curitiba, Brasil: Editora intersaberes.
Paynter, J. & Aston, P. (1970). Sound and Silence - Classroom Projects in Creative Music. Cambridge:
Cambridge University Press.
Swanwick, K. (1979). A basis for Music Education. London: Routledge.
Analysis and discussion of texts, videos or other documents.
Practical demonstration of teaching techniques and specific learning activities through educational
simulacrum and situations.
Observation, discussion and evaluation of statements relating to different teaching practices.
1) Two individual presentations properly planned activities of teaching and learning specific techniques and applying pedagogical tools studied, directed to basic education, each with a weight of 30% (30% + 30%);(60%), 2) Presentation of a document written on chosen topic of study and proposal, supported by literature and documentary information resulting from different autonomous research (30%);(30%), 3) Attendance, completion of tasks during classes and self-evaluation (10%).(10%)
Models and paradigms of music education - from 'active' methods of teaching to learning theories.
The contributions of E.J. Dalcroze, E. Willems, C. Orff, Z. Kodály, E. Gordon to the development of educational thought and practice of music.
Non-formal approaches in the classroom: from the experimentalism of M. Shaffer, J. Paynter to trends of the XXI century.
Characterization and analysis based on:
1. Development of learning: understanding and assimilation of musical vocabulary - singing and instrumental practice, improvisation and composition, reading and writing.
2. Planning and execution of projects focused on music education in Basic Education.
Programs where the course is taught: