Here you have the opportunity you were waiting for to broaden your knowledge and qualify as a Pre-School teacher, put your knowledge into practice in the classroom and collaborate in the musical learning of your students”

This Postgraduate diploma in Music Education in Pre-School Education aims to provide teachers with theoretical and practical knowledge on aspects related to music studies. A specialization that acquires great importance when it comes to students in the early stages of school, not only for the educational and cultural aspects, but also for the benefits it can have for the physical and psychological development of children. 

In fact, in the early stages of education, it is common for children to begin their learning with musical activities, with which they learn to speak, read or write, so that music education, in this period, transcends from music classes to the rest of the lessons. In this context, it is essential that teachers acquire specific skills for the development of their classes. 

This program is distinguished by the fact that it can be taken in a 100% online format, adapting to the needs and obligations of students, in an asynchronous and completely self-manageable manner. Students will be able to choose which days, at what time and how much time to dedicate to the study of the contents of the program, always in tune with the abilities and aptitudes dedicated to it. 

The order and distribution of the subjects and their units is specially designed to allow each student to choose their own schedule and self-manage their time. For this purpose, you will have at your disposal theoretical materials presented through enriched texts, multimedia presentations, exercises and guided practical activities, motivational videos, master classes and case studies, where you will be able to evoke knowledge in an orderly manner and work on decision making that demonstrates your high-level education within this field of teaching. 

A higher-level program aimed at those students who wish to surround themselves with the best and compete to excel in their profession, not only as a personal matter, but also with the main objective of wanting to make a difference in the education of their students.  

TECH Global University provides you with the main educational tools to enable you to develop your work in the field of teaching"

This Postgraduate diploma in Music Education in Pre-School Education contains the most complete and up-to-date educational program on the market. The most important features include: 

• The development of practical cases presented in simulated scenarios by experts in the field of study, where the student will evoke in an orderly manner the knowledge learned and demonstrate the acquisition of the competencies
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• The latest news on the educational task of the pre-school education teacher
• Practical exercises where the students undergo the self-assessment process to improve learning, as well as activities at different skill levels
• Special emphasis on innovative methodologies and teaching research
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

In this comprehensive program, you will find everything you need to acquire a higher professional level and compete with the best"

It includes in its teaching staff, professionals belonging to the field of teacher training, who bring to this education the experience of their work, as well as leading specialists from prestigious societies and universities.

Its multimedia content, developed with the latest educational technology, will allow professionals to learn in a contextual and situated learning environment, i.e., a simulated environment that will provide immersive education programmed to prepare in real situations.

The design of this program focuses on Problem-Based Learning, by means of which teachers must try to solve the different professional practice situations that are presented to them throughout the academic year. For this purpose, they will be assisted by an innovative interactive video system developed by renowned experts in the field of education and career guidance with extensive teaching experience. 

The program invites us to learn and grow, to develop as teachers, to learn about educational tools and strategies in relation to the most common needs in our classrooms"

You will have access to the contents from any fixed or portable device with internet connection, even from your cell phone"

The structure of the contents has been designed by top level professionals within the educational field, with a wide trajectory and recognized prestige in the profession, endorsed by their experience, and with a wide command of the new technologies applied to teaching.

The best content to create the best teachers”

Module 1. Musical Knowledge and its Teaching

1.1. The Message of Music

1.1.1. How We Perceive Music
1.1.2. Elements that Make Up Music: Sound
1.1.3. Elements of Musical Language
1.1.4. Musical Texture
1.1.5. Agents Involved in the Musical Process
1.1.6. Musical Sources or Supports
1.1.7. Music and Cinema

1.2. Musical Language for Teachers: Rhythm, Melody, Harmony and Form

1.2.1. Rhythm and its Writing
1.2.2. Melody and its Writing
1.2.3. Harmony and its Writing
1.2.4. Musical Forms

1.3. The Voice and other Musical Instruments

1.3.1. The Body as an Instrument
1.3.2. The Voice as an Instrument
1.3.3. Singing as an Educational-Musical Process
1.3.4. Choral Singing
1.3.5. Traditional and Modern Classification of Musical Instruments
1.3.6. Popular and Self-Built Instruments
1.3.7. Initiation to School Instruments
1.3.8. Most Common Instrumental Groupings

1.4. Music in the Ancient Civilizations and in the Middle Ages

1.4.1. Music in the Ancient Civilizations of Greece and Rome
1.4.2. The Middle Ages: A Historical, Artistic and Cultural Overview
1.4.3. Music in the Middle Ages
1.4.4. Music in the Middle Ages in Spain

1.5. Humanism in Music and the Theory of the Affects

1.5.1. Humanism and the Renaissance
1.5.2. Baroque Period and the Theory of the Affects

1.6. Objective Music vs. Subjective Music

1.6.1. Objective Music: Classicism
1.6.2. Subjective Music: Romantic Era

1.7. Musical Impressionism and 20th Century

1.7.1. Musical Impressionism
1.7.2. The 20th Century: The Avant-Garde

1.8. Interculturality and Music

1.8.1. Music as a Cultural Expression of the Peoples
1.8.2. Folklore Music
1.8.3. Ethnic Music

1.9. School Music Education

1.9.1. Justification of School Music Education
1.9.2. History and Musical Pedagogical Currents Today

Module 2. Music Education and Comprehensive Learning

2.1. Music Education for the Integral Development of the Person

2.1.1. Introduction and Objectives
2.1.2. The Formative Value of Music
2.1.3. Music as the Backbone of Learning
2.1.4. Music for Multicultural and Intercultural Education
2.1.5. Drawing Conclusions
2.1.6. Bibliographical References

2.2. Integral Listening

2.2.1. Introduction and Objectives
2.2.2. The Pedagogical-Musical Methodologies from a Listening Perspective
2.2.3. Listening as a Transversal Element
2.2.4. Music Listening and its Interdisciplinary Nature
2.2.5. Drawing Conclusions
2.2.6. Bibliographical References

2.3. Musical Interpretation and its Interdisciplinarity

2.3.1. Introduction and Objectives
2.3.2. The Pedagogical-Musical Methodologies from a Musical Interpretation Perspective
2.3.3. Vocal Education and its Interdisciplinary Nature
2.3.4. Instrumental Education and its Interdisciplinary Nature
2.3.5. Drawing Conclusions
2.3.6. Bibliographical References

2.4. Movement and Dance as Interdisciplinary Elements

2.4.1. Introduction and Objectives
2.4.2. Pedagogical-Musical Methodologies based on Movement and Dance
2.4.3. Dance in Education
2.4.4. Dance and its Interdisciplinary Nature
2.4.5. Drawing Conclusions
2.4.6. Bibliographical References

2.5. Musical Creativity and its Interdisciplinarity

2.5.1. Introduction and Objectives
2.5.2. The Pedagogical-Musical Methodologies from a Creativity Perspective
2.5.3. Musical Creation for Creativity Development
2.5.4. Musical Improvisation and its Interdisciplinarity
2.5.5. Drawing Conclusions
2.5.6. Bibliographical References

2.6. Music Education and its Relationship to Competency Development

2.6.1. Introduction and Objectives
2.6.2. Personal and Teaching Skills in Music Education
2.6.3. Musical Skills in Education
2.6.4. Key Skills and their Integration in Music Education
2.6.5. Drawing Conclusions
2.6.6. Bibliographical References

2.7. Music Education and its Relationship to Human Values

2.7.1. Introduction and Objectives
2.7.2. Using Music for Equality and Inclusion
2.7.3. Using Music for Communication and Coexistence
2.7.4. Using Music for Peace, Non-Violence and Conflict Resolution
2.7.5. Drawing Conclusions
2.7.6. Bibliographical References

2.8. Music Education and its Relationship with Social Inclusion

2.8.1. Introduction and Objectives
2.8.2. Using Music for Social Inclusion
2.8.3. Socio-Educational Music Projects: Historical Examples
2.8.4. Socio-Educational Music Projects: International Overview
2.8.5. Drawing Conclusions
2.8.6. Bibliographical References

2.9. Music Education and its Relationship with Therapy

2.9.1. Introduction and Objectives
2.9.2. Why is Music Therapeutic?
2.9.3. Music Therapy Application Frameworks
2.9.4. Music Education and Children with Specific Educational Support Needs
2.9.5. Drawing Conclusions
2.9.6. Bibliographical References

2.10. Music Teachers

2.10.1. Music Teacher Characteristics
2.10.2. Musical Activities in the Pre-School Education Classroom

Module 3. Instrumental and Vocal Education

3.1.  Musical Instrument Approach

3.1.1. Sound Qualities
3.1.2. Musical Instruments: Introduction to Organology
3.1.3. Instrumental Ensembles

3.2. Singing Knowledge and Vocal Education Techniques

3.2.1. Basic Singing Principles
3.2.2. Types of Singing Voice
3.2.3. Choirs

3.3. Instrumental Practice in Primary Education

3.3.1. Educational Objectives and Methodological Aspects of Instrumental Education
3.3.2. Natural or Body Instruments
3.3.3. Small Percussion Instruments
3.3.4. Instruments with Keys
3.3.5. Recorder
3.3.6. Other Instruments

3.4. Musical Instrument Workshops

3.4.1. Educational Objectives
3.4.2. Building Instruments

3.5. Singing in the Classroom and Choral Groups

3.5.1. Educational Objectives of Singing
3.5.2. Teaching Singing in Primary Education
3.5.3. Choral Groups

3.6. Instrumental and Vocal Ensemble (I)

3.6.1. Melody Creation
3.6.2. Melody Harmonization

3.7. Instrumental and Vocal Ensemble (II)

3.7.1. Orchestration
3.7.2. Orchestra Conductors

3.8. Instrumental and Vocal Improvisation

3.8.1. Introduction to Musical Improvisation
3.8.2. Educating in Improvisation Practice
3.8.3. Musical Graphics

3.9. Sound Art in the Classroom

3.9.1. Brief History of Sound as an Art
3.9.2. Musical Methodologies around Sound Sensitization

3.10. Experiencing Sound Art in the Classroom

3.10.1. Current Examples related to Education Through Sound
3.10.2. Practical Examples

Module 4. Rhythmic and Movement Practice

4.1. Rhythm and Movement

4.1.1. How to Study this Unit?
4.1.2. Rhythm and Movement in Music Education
4.1.3. Treatment of Rhythm and Movement in Pre-School Education
4.1.4. Treatment of Rhythm and Movement in Primary Education
4.1.5. Importance of Rhythmic Education for the Global Development of the Personality
4.1.6. The Possibilities of Music as a Resource for Corporal Expression

4.2. The Musical Rhythm as an Element of the Rhythmic Formation

4.2.1. How to Study this Unit?
4.2.2. Notion of Musical Rhythm
4.2.3. Elements of Rhythm: Pulse, Accentuation and Time Divisions
4.2.4. Free, Rhythmic and Metrical Rhythm
4.2.5. Practical Proposals
4.2.6. The Polyrhythm and its Teaching Application

4.3. Rhythm and its Relation to Language

4.3.1. How to Study this Unit?
4.3.2. Prosody and Music
4.3.3. The Use of Language for Teaching Rhythm
4.3.4. Practical Proposals

4.4. Rhythmic

4.4.1. How to Study this Unit?
4.4.2. Rhythmics: Origins, Purposes and Evolution
4.4.3. Basic Principles of Rhythmic Teaching
4.4.4. Fundamental Elements of Dalcrozian Rhythmics
4.4.5. Practical Proposals

4.5. Rhythmic Elements: Space

4.5.1. How to Study this Unit?
4.5.2. The Body in Space
4.5.3. Directions
4.5.4. Levels
4.5.5. Trajectories and Focus
4.5.6. Formations
4.5.7. Practical Proposals

4.6. Rhythmic Elements: Time

4.6.1. How to Study this Unit?
4.6.2. Principles of Rhythm: Movement and Order
4.6.3. Agologic, Dynamic and Plastic
4.6.4. Practical Proposals

4.7. Rhythmic Elements: Body

4.7.1. How to Study this Unit?
4.7.2. Body Scheme
4.7.3. Tonic Regulation
4.7.4. Postural Adjustment
4.7.5. Balance and Body Alignment
4.7.6. Laterality
4.7.7. Relaxation
4.7.8. Breathing
4.7.9. Motor Coordination
4.7.10. Practical Proposals
4.7.11. Songs and Motor Games

4.8. Rhythm Work at School

4.8.1. How to Study this Unit?
4.8.2. Teaching Applications of the Rhythm
4.8.3. Methodology of Rhythm Activities
4.8.4. Assessment of Rhythm Activities

4.9. Dance as an Expression of Movement

4.9.1. How to Study this Unit?
4.9.2. Definition of Dance
4.9.3. Elements of Dance
4.9.4. Dance Forms
4.9.5. Repertoire of Dances

4.10. The Work of Dance in the School

4.10.1. How to Study this Unit?
4.10.2. Elaboration of Dances in the School Environment
4.10.3. Methodology of Dance Activities
4.10.4. Teaching Applications of Dance
4.10.5. Assessment of Dance Activities

This program is the key to advancing your professional career, don't let this opportunity pass you by"