Education

This course discusses movement and dance as strategies for teaching and learning music in the classroom. Topics include: parameters of movement and tempo; parallels and transfers between musical and bodily language; rhythm, movement, and dance as accompaniment to singing, preparation of instrumental skills, and experimentation with and internalization of different musical content; basic techniques and elements of formal dance; basic techniques for dance improvisation and choreographic composition; transcription of dances and proposals; teaching and learning rhythm, movement, and dance as a methodological strategy for acquiring other musical skills; critical evaluation of rhythm, movement, and dance based on classroom performances and productions through observation and analysis of proposals in visual-digital format; design of sessions and teaching units within the general curriculum of the music subject in arts education; knowledge and application of dances of diverse style and origin for primary education.

This course introduces embodiment theory and practice in arts education. Taking a praxial approach, where theory informs practice and reflection to create new understandings, the course encourages engagement with and reflection on the principles of embodied pedagogy and their implications for teaching and learning through the arts. Embodiment conceptualizes learning as a process not limited to the thinking brain, but one that is situated in the body and activated through presence, experience and reflection-in-action. An embodied approach to pedagogy can help learners access knowledge beyond words, which is particularly beneficial for students who find verbal language challenging, exploring engagement through movement, imagination, emotions and creativity. The course considers embodiment from an inclusive perspective, covering areas such as embodiment and multilingualism, embodiment in forced migration educational settings, and embodiment in the context of learning and intellectual disabilities.

This course discusses musical games and songs for application in early childhood education. Topics include: song and play as educational intervention tools; the role of play in child development; song and musical play as unifying elements across different areas of early childhood education curriculum; auditory discrimination and perception, rhythm, vocal, instrumental, and movement skills; songs and their typology; children's musical folklore-- lullabies, party songs, games of change, skipping rope, ring games, etc.; educational songs; techniques and resources for teaching and learning songs.

This course provides the foundational training regarding the main student-related variables that have a clear impact on learning. It presents the explanatory theories of the process of acquiring academic skills and competencies, the outcome of this learning process, and the interaction between different interpersonal and contextual variables. The course lays the groundwork for students to understand the characteristics of their own students and how to optimize their learning.

This course discusses popular and traditional games appropriate for early childhood education including their foundations, objectives, variations, and adaptations. 

This course provides a theoretical and practical foundation in mathematical concepts related to natural numbers and their operations, with attention to how these topics are taught in primary education. It examines theories from mathematics education to analyze how children learn concepts such a numeration systems, addition, subtraction, multiplication, and division, and how these ideas appear in the primary school curriculum. The course also develops skills for future teachers to design and evaluate effective instruction sequences, classroom situations, and teaching materials that support meaningful learning in mathematics.

This early childhood education course discusses auditory, rhythmic, and vocal education. It explores the basic elements of musical language, development of musical listening, optimal vocal and musical development, and use of musical instruments suitable for the early childhood education classroom.

This course offers a study of human development and the key psychological principles that scientifically explain the developmental process with a focus on children aged 6 to 12. It discusses important theories, current approaches, and scientific principles that explain human development. Student gain analytical skills to assess a child's developmental level including cognitive, language, physical, social, and emotional growth within their social contexts.

The course introduces students to the main theoretical perspectives in a deliberate chronological order of their ‘appearance’ within the discipline. It begins with the structural functionalism of, for example, Emile Durkheim and Talcott Parsons, followed by the rediscovery in the early 1970s of Marxism, Weber and Critical Theory and the emergence of feminist critiques. Lastly, it introduces the various ideas associated with postmodernism and poststructuralism and education. The course builds on this introduction to explore a range of contemporary social issues, such as gender, socio-ethnic linguistics, ethnicity, inclusion and social disadvantage, as they relate to schooling and education.

In this course, students deepen their didactic skills in order to design, implement, and evaluate educational projects in the various professional contexts of art education. This course explores the different roles artists play in society, science, technology, crafts, and social networks, as well as artists' participation in education today. Other topics include: foundations of art education--main trends and schools, artists as theorists and teachers; art education in Europe and the US-- pedagogical movements and educational reforms in Spain.