BLOG 3 .WHICH TRAINING COURSES WOULD YOU LIKE TO HAVE ACCESS TO AS A TEACHER? WHY? WHICH IS , IN YOUR OPINION, THE BEST WAY TO SHARE GOOD PRACTICE AMONGST TEACHING PROFESSIONALS?WHY?

BLOG3 : WHICH TRAINING COURSES WOULD YOU LIKE TO HAVE ACCESS TO AS A TEACHER? WHY? WHICH IS , IN YOUR OPINION, THE BEST WAY TO SHARE GOOD PRACTICE AMONGST TEACHING PROFESSIONALS?WHY?

 

The question is how could I be more effective as a Music Teacher for my students and how could I implement my task.

Nowadays , we must be prepared to do our best with the  students  because the society is changing and the needs of our students too. Therefore we have to attend their needs. Knowing their expectations and working through it. It becomes a necessity to enhance our communicative skills.

The best practice can only be developed through a consideration of relevant theory and research. As teachers in Higher Education we are all involved in a crosscurricular way being in touch  with other professionals .

Reflective practice is an essential component .It is a synonymous of best practice. Moreover intrinsic motivation and professional awareness. Engaging in a review of our activities and working in order to recycle, create, plan and innovate our methodology . The teaching-learning process needs to be more explicit and structured.

Research discipline helps us to implement our work as well as sharing values , intentions and knowledge. These values are transmitted and adapted through levels of political and society structures.

I would like to focus on CEFIRE ESPECÍFIC EN ENSENYAMENTS ARTÍSTICS and COORDINACIÓ DE PROGRAMES EUROPEUS as for example Erasmus+ for Teachers (promoting professional mobility, cross curricular actions , ICT projects and cooperative work among different countries through key actions (dissemination and exploitation).

Fortunately the CONSELLERIA supports all this formative courses. So, I would choose three main training courses :

1.CAP A L’ÈXIT ESCOLAR A TRAVÉS DE LA MÚSICA.PROESO.GRUP INSTRUMENTAL DE PROFESSORS DE MÚSICA DE LA COMUNITAT VALENCIANA AMB ALUMNAT. It involves teachers and students.We usually share materials , knowledge and practice.

2.COMENIUS. It is about a cultural exchange among teachers and students  from different countries. I worked in IES Juan de Garay and they applied this International Program . Moreover they gave value incorporating Music and Poetry to the activities.Sharing knowledge and experiences.

3.I would suggest the next one : ICT resources through CLIL methodology in Musical Education.

In my opinion, the best way to share good practice amongst teaching professionals  is the cooperative and collaborative work between teachers , educative authorities and personal management. In fact , all the Educative Communicative should be involved in this issue .Moreover, it becomes a great objective to become an active member of a Musical Project (PROESO  or COM SONA L'ESO )as a Group of Experts. It means creating communities of practice and working with projects.

 

 

BLOG 2 : IF YOU WERE NOT LIMITED BY THE DEMANDS OF THE NATIONAL/REGIONAL CURRICULUM, WHAT WOULD YOU SAY IS THE MOST IMPORTANT THING YOU WOULD TEACH YOUR STUDENTS ABOUT YOUR SUBJECT IN A CLIL CONTEXT?HOW DO YOU ASSESS THEIR LEARNIG?

Teaching how to read a score using the Elements of the Music : Intensity, Duration, Pitch and Timbre . Moreover in a higher level the other musical elements as musical form , texture and melody.It would be the most important thing in my subject in order to prepare my students to be musicians in the future or at least giving them the opportunity.

So , taking into account the four Cs Framework : content, cognition , communication(language of learning , language for learning and language through learning) and culture , I would plan my subject as follows :

SUBJECT : MUSIC.

LEVEL: 3^rd COURSE OF SECONDARY SCHOOL.

CLIL PERSPECTIVE.

0.Warm-up :

• Studying the musical background of my students.
• Reviewing the key vocabulary and  language structures from 2nd course of Secondary School. 

1.Contents:

• Knowing  the main language structures related to music subject for this level .
• Knowing the key vocabulary necessary for this level.
• The Qualities/Elements of the music:pitch, intensity, duration and timbre.
• The Elements of the music Melody,Musical Form, Musical Texture and Harmony   in order to analyze compositions of different stages.
• Knowing the main features of the different stages of the music: origins, Middle Age,Renaissance, Baroque, Classicism, Romanticism , New Ages and XX Century.
• Teaching  through using technologies  and using its for creating their own compositions.

2.Cognition:

           Learning by doing and discovering by themselves.

Fostering  student's awareness of the elements of the music , composition and stages of the history of the music.

Processing and applying the information.

           Researching and investigating.

3.Communication:

Language of Learning: the obligatory content , key words , language expressions, making sure that they achieve the main basic competences (digital , linguistic , mathematic , social and cultural, learning to learn)

Language for Learning: cognition language skills and strategies.

Language through Learning: culture  and new languages emerged.

4.Culture:

Making clear the magnitude of  the social function of the music in our Culture.

Making clear the diversity , tolerance and respect to their mates performances.

Working with projects . Cooperative work is essential in the classroom and outside the school interacting with other students from other schools. For instance, PROESO or COM SONA L’ESO.

Organizing a FINAL TASK  between all the students of the same school like a LIPDUB or a FLASHMOB.It involves teachers and students.

Participating in local events.

Promoting the interaction.

Learning in context.

Promoting active learning.

 

ASSESSMENT

Taking into account the assessment as a process of teaching-learning I usually evaluate In Secondary School through three parts : diagnostic , formative and summative.(Coyle)

DIAGNOSTIC: What they know before starting the course?

SUMMATIVE:

Contents 40%(testing vocabulary key , language structures and concepts)thorugh summative tests.

Procedures 40%(reading musical notes10%, reading rhythms10% , playing different scores20%)

FORMATIVE:

Attitude 20%(collaboration in projects PROESO , cooperative attitude with his/her mates, tolerance and respect the other performances).

On the other hand for these situations in which I have to teach in English I would add at the end 75% for Content and 25% for Language2

 

PROESO performing in ADDA ALACANT.

 

(SUMMATIVE TEST AND RUBRIC IN MY PORTFOLIO UNIT 4 )

PROESO PROJECT: MUSIC TEACHERS OF THE CV WITH STUDENTS PERFORMING TOGHETHER.

www.Proeso.org)