Music Didatics in Music Education II (Music Learning Theory)


1. Acquire knowledge of the areas that make up Edwin Gordon’s music learning theory.
2. Apply music learning theory to different educational contexts.
3. Acquire critical appraisal skills for situations involving teaching-learning drawing on the theory background.
4. Acquire meta-learning tools as part of the pedagogical approach.
5. Develop practical musical skills.

General characterization





Responsible teacher

Helena Maria Ferreira Rodrigues da Silva


Weekly - 3

Total - 280

Teaching language



Not applicable


Bluestine, E. (2000). The ways children learn music. Chicago: GIA.
Gordon, E. (2008). Teoria de Aprendizagem Musical para recém-nascidos e crianças em idade pré-escolar. Lisboa: Fundação Calouste Gulbenkian.
Gordon, E. (2000). Teoria de Aprendizagem Musical: Competências, conteúdos e padrões. Lisboa: Fundação Calouste Gulbenkian.
Gordon, E. (2000). Rhythm: Contrasting the implications of audiation and notation. Chicago: GIA.
Rodrigues, H., & Rodrigues, P. (2003). BebéBabá: Da musicalidade dos afectos à música com bebés. Porto: Campo das Letras.
Rodrigues, H., & Rodrigues, P. (no prelo). Arte de ser professor. O projecto musical e formativo Grande
Bichofonia. Lisboa: Colibri.
Runfola, M., & Taggart, C. (2005). The development and practical application of music learning theory. Chicago: GIA.
Valerio, W. et al (1998). Music Play. Chicago: GIA.

Teaching method

Available soon

Evaluation method

Final presentation of a document/musical activity following the principles of music learning theory - 30%(30%), Producing documents/activities detailed along the classes - 70%(70%)

Subject matter

A) The basic elements of music learning theory. Contributions made to Music Psychology and to Music
B) Preparatory audiation and informal musical guidance. Observation and experience of practical situations at this level of musical development.
Case studies using the BebéBabá project and Opus Tutti project.
C) Audiation types and stages. Sequential learning activities and classroom activities. Movable syllable
systems: tonal solfège and rhtymic solfège. Learning processes: discrimination and inference. Creativity and improvisation.
The Jump Right In curriculum and the teaching of musical instruments.
Case study based on the Grande Bichofonia project.
D) Measurement and evaluation problems in the study of musical development.


Programs where the course is taught: