Music Learning Theory for Preschoolers
The Music Learning Theory for preschoolers curricular unit aims to:
1. Acquire knowledge related to the contents of Music Learning Theory (TAM) for preschoolers as proposed by the pedagogue and researcher Edwin Gordon;
2. Acquire specific knowledge related to the concept of Preparatory Audiation, focusing on the stage of Assimilation (Types: Introspection, Coordination);
3. Acquire skills in observing musical behaviors (according to the types and stages of Preparatory Audiation) in early childhood (preschoolers);
4. Acquire skills in observing social behavior and interaction in early childhood (preschoolers);
5. Acquire skills for structuring musical guidance sessions for pre-schoolers;
6. Acquire practical skills in musical and relational terms for teaching music in sessions with preschoolers.
Ana Isabel Lemos do Carmo Pereira
Weekly - 3
Total - 280
Bradley, K. K. (2009). Rudolf Laban. New York: Routledge.
Gordon, E. E. (2000). Teoria de Aprendizagem Musical para recém-nascidos e crianças em idade pré-escolar (P. M. Rodrigues, trad.). Lisboa: Fundação Calouste Gulbenkian.
Houlahan, M., & Tacka, P. (2015). Kodály today in the kindergarten classroom: Developing the creative brain in the 21st century. Oxford: Oxford Universi.
Rodrigues, H., Rodrigues, P. F., & Rodrigues, P. M. (Eds.). (2016). Manual para a Construção de Jardins Interiores. Lisboa: Fundação Calouste Gulbenkian.
Taggart, C., Reynolds, A., Valerio, W., Bailey, J., Lange, D. M., & Gordon, E. E. (2009). Jump right in: Kindergarten Teacher’s Guide Book. Chicago: GIA Publications.
Valerio, W., Reynolds, A., Bolton, B., Taggart, C., & Gordon, E. (2000). Music Play: The early childhood music curriculum guide for parents, teachers and caregivers. Chicago: GIA Publications.
Willems, E. (1970). As Bases Psicológicas da Educação Musical. Bienne: Edções Pro-Musica.
Theoretical, practical, Theoretical-practical lessons. It is intended to provide students with specific knowledge regarding Edwin Gordon's Musical Learning Theory for preschoolers. It is intended to provide observation experiences in a real context that contextualize this knowledge in pedagogical practices. Musical practice (in pairs) in sessions for parents and preschoolers also aims to provide an opportunity to apply the principles, techniques and teaching strategies based on the Theory of Musical Learning in a real context, thus promoting the embodiment of knowledge and pedagogical practice.
Individual written work based on observation activities(20%), Musical pratice(40%), Session plan(40%)
I. Fundamentals of Music Learning Theory for preschoolers
- Comparison with other pedagogical contributions (Zoltan Kodály, Edgar Willems). Preparatory Auditing: Concept, types and stages; Tonal and rhythmic patterns; The importance of silence.
II. Musical repertoire
- Songs with words and without words. Chants with words and without words; Tonality, tonality, rest tone, metric, texture, tempo; Selection criteria for repertoire; Selection criteria for suitable materials / instruments; Session plan.
III. Voice and Body
- Musical development model and expressive support. Body tones: percussive and rhythmic elements. Incorporation of musical repertoire. Connection with the movement based on Rudolf Laban. Improvisation.
IV. Observation and musical practice
- Observation of musical orientation sessions; systematization of musical behaviors.
Programs where the course is taught: