Academic Year of Degree:
2025/26
298 - Degree in Primary School Education
26666 - Music and Expressive Movement
Teaching Plan Information
Academic year:
2025/26
Subject:
26666 - Music and Expressive Movement
Faculty / School:
107 - Facultad de Educación
Degree:
298 - Degree in Primary School Education
Ambit:
Educational sciences
Tipo de enseñanza:
In person
ECTS:
6.0
Year:
4
Semester:
First semester
Subject type:
Optional
Module:
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1. General information
They will develop musical expression through body disinhibition, expressive movement and dance. They will know the didactic and methodological resources necessary for the musical development of schoolchildren through expressivebody movement and dance.
It requires a high level of involvement and participation from a practical, critical and reflective perspective. We recommend attendance and active participation in the working sessions.
Goals:
1. To develop musical memory and experience the rhythmic, melodic, dynamic, agologic and formal elements of music, through the body.
2. To learn a basic repertoire of dances and acquire criteria to create choreographies appropriate for Primary School.
3. To work on the didactic and methodological aspects of music and expressive movement.
2. Learning results
1. Knows, values and explains the possibilities that movement and dance offer us in the music classroom.
2. Develops musical expression through expressive movement and dance.
3. Interpret choreographies and dances correctly, both from a technical and expressive point of view, and acquire a basic repertoire.
4. Knows the didactic and methodological aspects of expressive movement and dance.
5. Knows how to incorporate expressive movement and the dancein the teaching program of a primary school music subject.
Expressive movement and dance is a necessary pillar of a teacher's musical training. It is a very practical subjectwhose contents facilitate creativity and musical expression through body movement and dance.
These contents allow the recognition of the expressive elements of music, and its expression through the body.
In addition, the practice of these contents allows for the musical, emotional and motor development of the students. Allows knowledge and practice of the methodology and didactics necessary for the musical, emotional and motor development of the school . It allows the student to have a global vision of the necessary process to teach, program and develop the basic competencies through expressive movement and dance.
3. Syllabus
I: Corporal expression. The body as a means of musical expression. Recognition of body structure and segments, coordination and dissociation.
II: Musical elements in dance. Recognition of individual and collective body work. Representation of formalstructure , different timbres, melodic lines or rhythmic structures, through body movement.
III: Movement in space. Execution and motor improvisation on a musical base.
IV: Dance in History. Active listening and interpretation through the body of short musical pieces of different styles, periods and cultures
V: Didactic application. Interpretation of folkloric dances appropriate to Primary School. Practice and resources for working with the psychomotor skills in the different cycles of primary school.
4. Academic activities
The methodology will be eminently active, experiential, dialogic, creative, meaningful, critical and reflective.
The course will be developed from the thematic cores, giving them an integrating character. Work will be carried out both in group and individually and autonomously.
1. Expository sessions and putting into practice the contents that are being addressed.
2. Group and individual reflection that can be used for the transposition of activities to the Primary level.
3. Seminars of discussion oriented fundamentally to enrich each other with the contributions of each one and raising debates on the subject.
4. Individual or group work on the contents of the subject.
6. Exhibition of work in the classroom, debate and critical reflection.
5. Assessment system
1.- For students with regular class attendance, the evaluation will be continuous and formative. It will consist of:
70% Active participation in class assignments and activities.
30%: Elaboration of an individual or collective work to be exhibited at
class.
Those students who have attended 85% of the sessions and have handed in all the required work within the established deadline are entitled to continuous evaluation.
2.- For students who do not follow the regular class attendance model. It will consist of:
70% Theoretical-practical written test on the contents of the subject
30% Development of an individual project within the framework designed by
the teacher.
3.- The overall test for the second and subsequent exams will be the same as the one for students who do not use the regular attendance model.
In each case, the student must achieve in each of the sections a minimum of 5 points out of 10 in order to pass the subject.
Evaluation criteria in all cases:
a. Control of the expression of musical elements through the body
b. Creation and execution of choreographies and dances and their adaptation to different cycles of primary school c. Mastery of the theoretical-practical and didactic contents of the subject.
In the assessment of the subject, the appropriate use of language will be assessed, both written and oral (correct spelling in the written text and careful oratory in the oral presentation, appropriateness in writing, expository clarity, lexical and terminological precision, appropriate use of punctuation, etc.) and that the presentation is appropriate for university level in terms of clarity, cleanliness, organisation and legibility. Lack of rigour in these aspects may lead to penalties in the grade, and may even lead to failure of the subject.
Finally, it must be taken into account that the Regulations of the Norms of Coexistence of the University of Zaragoza will be applicable to the irregularities committed in the evaluation tests by means of academic fraud, as well as the application of article 30 of the Regulations of the Norms of Evaluation of Learning in relation to irregular practices other than academic fraud.
6. Sustainable Development Goals
3 - Good Health and Well-being
4 - Quality Education
5 - Gender Equality