Introduction to Music Psychology and Pedagogy
Objectives
a. To list research problems within the domain of psychology of music;
b. to list research problems in the context of musical pedagogy;
c. to recognize and identify different models and research techniques in the areas of psychology and musical pedagogy;
d. to relate educational practices with research questions in the field of psychology of music;
e. to reflect on meta-learning processes applied to their own performance as a musician;
f. to select relevant literature in the areas of psychology and musical pedagogy for the development of a written exercise on the subject.
General characterization
Code
711021085
Credits
6.0
Responsible teacher
Ana Isabel Lemos do Carmo Pereira
Hours
Weekly - 4
Total - 168
Teaching language
Portuguese
Prerequisites
N/A
Bibliography
Blair, D. V., & McCord, K. A. (2016). Exceptional pedagogy for children with exceptionalities. Oxford University Press.
Deutsch, D. (Ed.). (2013). The psychology of music (3rd ed.). Academic Press.
Hallam, S. (2006). Music psychology in education. Institute of Education, University of London.
McPherson, G. E. (Ed.). (2016). The child as a musician: A handbook of musical development (2nd ed.). Oxford University Press.
Parncutt, R., & McPherson, G. (Eds.) (2002). The science and psychology of music performance: Creative strategies for teaching and learning. Oxford University Press.
Rodrigues, H., & Rodrigues, P. (2003). BebéBabá: Da musicalidade dos afetos à música com bebés. Campo das Letras.
Sloboda, J. A. (2008). Exploring the musical mind: Cognition, Emotion, Ability, Function. Oxford University Press.
Veblen, K. K. (2007). The many ways of community music. International Journal of Community Music, 1(1), 5–21.https://doi.org/10.1386/ijcm.1.1.5_1
Teaching method
The aim is to provide students with knowledge on various topics in these areas. The theoretical component is based on oral presentationby the teacher, followed by discussion with students. Students are also actively involved in the discussion of selected scientific articlesprovided by the teacher, and are expected to interpret and briefly present all parts of this type of scientific output.
To share research and professional experiences, some sessions will be given by students from the Doctoral Programme in Musicology inthe field of Music Teaching and Psychology from NOVA FCSH, as well as specialists in Music Therapy and/or Music in the Community,whenever possible, from outside the faculty.
Evaluation method
Continuous assessment
Oral presentation (individual) - 40.0%
Written work (individual) - 50.0%
Final reflection about the CU, including self-assessment (individual) - 10.0%
Subject matter
1. What is psychology of music: defining fields of work. What is musical pedagogy: defining fields of work.
2. Psychology and pedagogy of music: dialogue between disciplines.
2.1. Listening and musical perception;
2.2. Interpretation/performance;
2.3. Musical development in childhood;
2.4. Therapeutic effects of music and music therapy;
2.5. Non-formal education: music in the community(ies).