2025
Educational Psychology and Music Teaching
Name: Educational Psychology and Music Teaching
Code: PSI14567M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Psychology
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
1 Know and understand the complexity and interdependence of development, education and learning processes, within the framework of the main psychological currents
2 Know and critically analyze theories, models and concepts of Psychology most related to the teaching and learning of music/instrument, namely concepts such as cognition, emotion, self-efficacy, motivation and anxiety.
3 Apply theories, models and concepts of Educational Psychology and Music Psychology to concrete situations of music/instrument teaching and learning.
4 Describe and critically analyze psychological phenomena underlying educational processes, in their personal, socio-cognitive, relational and contextual dimensions
5 To deepen knowledge that enables an intervention in the dynamics of educational relationships, scientifically based
6 Develop self-knowledge and emotion management skills, which enable personal development and deal with anxiety, emotional and cognitive problems related to musical performance.
2 Know and critically analyze theories, models and concepts of Psychology most related to the teaching and learning of music/instrument, namely concepts such as cognition, emotion, self-efficacy, motivation and anxiety.
3 Apply theories, models and concepts of Educational Psychology and Music Psychology to concrete situations of music/instrument teaching and learning.
4 Describe and critically analyze psychological phenomena underlying educational processes, in their personal, socio-cognitive, relational and contextual dimensions
5 To deepen knowledge that enables an intervention in the dynamics of educational relationships, scientifically based
6 Develop self-knowledge and emotion management skills, which enable personal development and deal with anxiety, emotional and cognitive problems related to musical performance.
Contents
1 Introduction
Psychology, Educ Psychology and Music Psych: relations and interconnections
Educational Psychology and teacher training.
2 Psychological Development
Theoretical perspectives on psychological development
Psychological development in context
3 Learning in educational contexts
Theoretical perspectives on learning
Self-efficacy, metacognition and self-regulation in music learning
Motivation, teaching and learning of music
4 Psychological and Relational Factors involved in Educational Processes
Personal, socio-cognitive and relational dimensions
Social and emotional skills
5 Dynamics of Educational Relationships
Representations and expectations
Behavior and conflict management
Emotion management in music teaching and learning
Socio-emotional learning and promotion of positive educational environments
6 Themes and problems in teaching
Music performance anxiety and resources to deal with the problems arising from it
Emotion and motivation in performers' lives
Psychology, Educ Psychology and Music Psych: relations and interconnections
Educational Psychology and teacher training.
2 Psychological Development
Theoretical perspectives on psychological development
Psychological development in context
3 Learning in educational contexts
Theoretical perspectives on learning
Self-efficacy, metacognition and self-regulation in music learning
Motivation, teaching and learning of music
4 Psychological and Relational Factors involved in Educational Processes
Personal, socio-cognitive and relational dimensions
Social and emotional skills
5 Dynamics of Educational Relationships
Representations and expectations
Behavior and conflict management
Emotion management in music teaching and learning
Socio-emotional learning and promotion of positive educational environments
6 Themes and problems in teaching
Music performance anxiety and resources to deal with the problems arising from it
Emotion and motivation in performers' lives
Teaching Methods
The syllabus promotes articulation between theoretical foundations, research and practical situations.
Classes are developed through: a) classes presenting program content, aiming to develop students' critical and reflective thinking, through the analysis and discussion of theoretical models and their application to practical situations; b) theoretical-practical classes with analysis, discussion and reflection of practical situations, relating Educational Psychology to the teaching and learning of music/instrument; c) training sessions to deal with anxiety and emotional and physiological problems arising from musical performance.
The aim is to encourage cooperative work, autonomous research work, project development, the use of digital resources, etc.
Particular emphasis is given to promoting self-knowledge, as a way of enhancing the music/instrument teaching and learning processes.
Moodle is used to make materials available and encourage teacher-student communication.
Classes are developed through: a) classes presenting program content, aiming to develop students' critical and reflective thinking, through the analysis and discussion of theoretical models and their application to practical situations; b) theoretical-practical classes with analysis, discussion and reflection of practical situations, relating Educational Psychology to the teaching and learning of music/instrument; c) training sessions to deal with anxiety and emotional and physiological problems arising from musical performance.
The aim is to encourage cooperative work, autonomous research work, project development, the use of digital resources, etc.
Particular emphasis is given to promoting self-knowledge, as a way of enhancing the music/instrument teaching and learning processes.
Moodle is used to make materials available and encourage teacher-student communication.
Assessment
The assessment is designed to enable the objectives of the curricular unit to be met, seeking different assessment methods.
Continuous assessment: a) individual work of critical analysis of texts related to Educational Psychology and Teaching of Music / Instrument, with the possibility of oral discussion (45%); b) participation in anxiety management training sessions (10%); c) Individual written test covering all the material taught (45%).
Final assessment: a) individual work of critical analysis of texts related to Educational Psychology and Teaching of Music / Instrument, with oral discussion (35%); b) written test, covering all the material taught (65%);
The questions on the written tests are designed to assess students? analytical and reflective skills.
Classes are mandatory (minimum attendance of 75%).
Continuous assessment: a) individual work of critical analysis of texts related to Educational Psychology and Teaching of Music / Instrument, with the possibility of oral discussion (45%); b) participation in anxiety management training sessions (10%); c) Individual written test covering all the material taught (45%).
Final assessment: a) individual work of critical analysis of texts related to Educational Psychology and Teaching of Music / Instrument, with oral discussion (35%); b) written test, covering all the material taught (65%);
The questions on the written tests are designed to assess students? analytical and reflective skills.
Classes are mandatory (minimum attendance of 75%).
Teaching Staff
Certificações
