Would you like to specialize in musical education for adults? Then choose a program in which you will undoubtedly find everything you need to achieve it through 6 months of 100% online education” 

According to a recent study published in the journal 'Neuron', age-related mental decline is mainly due to the deterioration of the giant cholinergic interneurons of the striatum, which are involved in the renewal of learning. On this basis, children and adults have a different capacity to acquire new knowledge, being in the youngest an activity that is performed more easily. This is applicable to all areas, including music, so if the teacher wants to teach them, it is necessary to have the pedagogical tools adapted to their cognitive characteristics and the needs that may arise as a result of their age.

For this, they can count on this very complete Postgraduate diploma in Musical Learning for Adults, a dynamic and comprehensive degree through which the graduate can delve into the keys of musical language and didactics for the elderly, focusing on the academic strategies that have had the best results so far with this type of students. In addition, the program places special emphasis on auditory education through intensive knowledge of the elements that make up the sounds and the activity itself.

Therefore, through an academic experience fully designed by experts in Musicology and Teaching, you will be able to implement the most effective strategies to your praxis, contributing to an effective and efficient teaching through a 100% online university qualification. But that's not all, as you will have 600 hours of diverse content, from the syllabus to case studies and additional material presented in different formats: detailed videos, research articles, additional readings, self-knowledge exercises, dynamic summaries and frequently asked questions answere by the team of specialists. Everything will be hosted on the Virtual Campus, which can be accessed without limits and from any device with an Internet connection.

The best program in the current academic panorama to acquire the necessary pedagogical skills to teach music to adults”   

This Postgraduate diploma in Musical Learning for Adults contains the most complete and up-to-date program on the market. The most important features include:

• Practical cases presented by experts in Psychology 
• The graphic, schematic and practical contents of the book provide technical and practical information on those disciplines that are essential for professional practice 
• Practical exercises where self-assessment can be used to improve learning 
• Its special emphasis on innovative methodologies  
• 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 

You will have access to the Virtual Campus without limits or schedules, so you can connect and enjoy this academic experience from wherever you want and whenever you want”

The program’s teaching staff includes professionals from sector who contribute their work experience to this educational program, as well as renowned specialists from leading societies and prestigious universities.  

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

The design of this program focuses on Problem-Based Learning, by means of which the professional must try to solve the different professional practice situations that are presented throughout the academic course. For this purpose, the student will be assisted by an innovative interactive video system created by renowned experts. 

You will have 600 hours of diverse additional material, thanks to which you will be able to delve in a personalized way into the different aspects of the syllabus"

You will work on the basis of the most exhaustive and innovative information related to hearing education for adults"

TECH uses hundreds of hours in the design of each of its programs, in order to achieve the most comprehensive and dynamic academic experiences, through which all of its graduates can be qualified in a guaranteed way. An example of this is the Postgraduate diploma in Musical Learning for Adults, which includes the best theoretical, practical and additional content based on the most innovative and effective pedagogy and didactics of sound teaching in the current educational panorama. 

Access to a Virtual Campus designed based on the latest educational technology will help you with the course of the program, putting at your disposal everything you need to get the most out of it”  

Module 1. Musical Language

1.1. Musical Language

1.1.1. Introduction to Musical Theory
1.1.2. Musical Elements
1.1.3. The Staff and the Musical Notes
1.1.4. Additional Lines
1.1.5. Time Signature, Pulse and Tempo
1.1.6. Main Musical Keys
1.1.7. Tone and Semitone
1.1.8. Musical Alterations
1.1.9. Main Musical Scales
1.1.10. The Degrees (Tonal and Modal)

1.2. Main Musical Concepts

1.2.1. Musical Figures
1.2.2. Time Signatures: Binary, Ternary, Quaternary
1.2.3. Musical Concepts
1.2.4. The Nuances: Agonic and Dynamic
1.2.5. The Signs of Articulation and Ornaments

1.3. Intonation

1.3.1. Introduction to Diaphragmatic Breathing
1.3.2. Recognition and Emission of Intervals
1.3.3. Intonation of Musical Pieces Without Instrumental Accompaniment
1.3.4. The Intonation of Musical Pieces at First Sight
1.3.5. Intonation of a Previously Memorized Piece of Music

1.4. Intervals

1.4.1. Introduction to the Concept of Intervals
1.4.2. Major and Minor, Just, Augmented and Diminished Intervals
1.4.3. Joint and Disjoint, Ascending and Descending Intervals
1.4.4. Differences Between Melodic and Harmonic Intervals

1.5. Rhythm

1.5.1. Definition
1.5.2. What is the Purpose of Rhythm in Music?
1.5.3. Elements of Musical Rhythm
1.5.4. Practical Part of Rhythm: Rhythmic Reading

1.6. Music Reading

1.6.1. Introduction
1.6.2. The Key of F
1.6.3. The Key of G
1.6.4. Practical Part: Reading Musical Notes without Measure

1.7. Rhythm and Reading

1.7.1. The Use of the Gesture to Mark the Beat
1.7.2. Reading Notes in Key of G with Rhythm
1.7.3. Reading Notes in Key of F with Rhythm
1.7.4. Reading Notes with Rhythm and Intonation, Marking the Beat

1.8. Dictation

1.8.1. What is a Musical Dictation and What is It for?
1.8.2. Melodic Dictations
1.8.3. Harmonic Dictations
1.8.4. Rhythmic Dictations
1.8.5. Recognition of Rhythmic Patterns
1.8.6. Dictation with Time Signature and Key Recognition

1.9. Chords

1.9.1. Introduction
1.9.2. Types of Triad Chords
1.9.3. Seventh Chords
1.9.4. Aural Recognition of Chord Types

1.10. Tonality

1.10.1. What is a Tonality?
1.10.2. Circle of Fifths
1.10.3. Tonal Functions
1.10.4. Differences Between Tonality and Scale

Module 2. Aural Education

2.1. Intervals Auditory Identification and Recognition

2.1.1. Melodic and Harmonic Intervals
2.1.2. Major and Minor Intervals
2.1.3. Just, Augmented and Diminished Intervals
2.1.4. Inversion of Intervals

2.2. Chords

2.2.1. Triad and Quadrate Chords
2.2.2. Identification of Major and Minor Triad Chords and their Inversions
2.2.3. Intonation of Major and Minor Triad Chords and their Inversions
2.2.4. Tristan Chord

2.3. Scales

2.3.1. Identification of Major Scales
2.3.2. Identification of Minor Scales
2.3.3. Intonation of Major Scales
2.3.4. Intonation of Minor Scales

2.4.  Seventh Chords

2.4.1. Identification of Seventh Chords, in the Fundamental State
2.4.2. Identification of Seventh Chords, in their Different Inversions
2.4.3. Intonation of Seventh Chords, in the Fundamental State
2.4.4. Intonation of Seventh Chords, in their Different Inversions

2.5. Cadences and Harmonic Progressions

2.5.1. Identification of Cadences and Harmonic Progressions in Four Voices
2.5.2. Intonation of Cadences and Harmonic Progressions in Four Voices
2.5.3. Harmonic Elements
2.5.4. Identification and Internalization of the Harmonic Bass

2.6. Dictation

2.6.1. Rhythmic Dictations in Different Time Signatures
2.6.2. Melodic Dictations in Different Keys
2.6.3. Harmonic Dictations
2.6.4. Melodic-Harmonic Dictations in Different Tonalities

2.7. Musical Forms

2.7.1. Recognition of the Sections within a Piece of Music
2.7.2. Motive Recognition
2.7.3. Recognition of a Phrase and Semi-Phrase
2.7.4. Modulation Recognition
2.7.5. Binary and Ternary Forms

2.8. Improvisation

2.8.1. What is Improvisation?
2.8.2. Inner Hearing and Auditory Memory
2.8.3. Types of Improvisation: Free and Directed
2.8.4. Continuous Bass Tracking and Rhythmic Freedom

2.9. Aural Recognition of Genres and Composers

2.9.1. Baroque Style
2.9.2. Classical
2.9.3. Romantic
2.9.4. Nationalist

2.10. Jazz.   Origin. Most Outstanding Subgenres

2.10.1. Introduction to Jazz
2.10.2. The Hot Jazz
2.10.3. The Swing
2.10.4. The Bebop
2.10.5. Smooth Jazz

Module 3. Music Didactics

3.1. Principles of Music Education in School

3.1.1. Music in the Current Education System
3.1.2. Music in Pre-School Education
3.1.3. Music in Primary Education
3.1.4. Middle/High School Music Education

3.2. The Student, Active Subject in Music Education

3.2.1. Psychological Foundations of Music Education
3.2.2. Psychological Theories of Development and their Relationship to Music Education
3.2.3. Physical and Psychological Characteristics and Development of the Student in the Childhood and Primary School Stages
3.2.4. The Development of Creativity and Improvisation in the Music Education Framework

3.3. Melody

3.3.1. Definition of Melody
3.3.2. Elements of Melody
3.3.3. The Musical Notes
3.3.4. Songs Appropriate for the Infant Stage

3.4. Body and Rhythm

3.4.1. The Pulse, Rhythm and Beat
3.4.2. Musical Figures
3.4.3. Rhythm and Body Movement
3.4.4. Rhythm and Dance Activities

3.5. Didactics of the Voice and Song

3.5.1. Methodology and Resources to Work the Voice in Elementary School
3.5.2. Didactics of the Song
3.5.3. Vocal Tessitura in Elementary School and Vocal Care and Maintenance
3.5.4. Song Performance and Group Vocal Activities

3.6. Musical Instruments in the Classroom

3.6.1. Families and Types of Instruments in the Music Classroom
3.6.2. Recognition of Musical Notes and Main Different Rhythms
3.6.3. Interpretation of Instrumental Activities
3.6.4. Composition of an Orchestra

3.7. History of Music Education

3.7.1. Music Education in Greece
3.7.1.1. Homer, Pythagoras, Plato and Aristotle
3.7.2. Music Education in the Middle Ages

3.7.2.1. St. Augustine, Boethius, Enchiriadis Music and Scholia Enchiriadis

3.7.3. Music Education in The Renaissance

3.7.3.1. Cathedral Chapels
3.7.3.2. Music Education Outside the Church

3.7.4. Music Education in the Baroque

3.7.4.1. The Conservatori and Ospedali della Pietà.  The Education of the Opera Singer.   The Castrati

3.7.5. Music Education in the 18th Century

3.7.5.1. Rousseau and Enlightenment, Music Education for Amateurs, Cathedral Chapels, Proliferation of Treatises on Instruments

3.7.6. Music Education in the 19th Century

3.7.6.1. The Conservatories
3.7.6.2. Birth of the Musicology

3.8. Pedagogical Methods in Music Education.  20th century

3.8.1. E. Jacques Dalcroze
3.8.2. Zoltán Kodály
3.8.3. Carl Orff
3.8.4. Shinichi Suzuki

3.9. Music Education for the New Millennium

3.9.1. Wuytack Method
3.9.2. Schafer Method
3.9.3. Paynter
3.9.4. Self Method

3.10. Programming

3.10.1. Grouping and Organization of the Contents in Didactic Units
3.10.2. Formulation of Objectives
3.10.3. Specifications of the Contents
3.10.4. Application of Didactic Resources Appropriate for Each Cycle

Module 4. Musical Pedagogy

4.1. Introduction

4.1.1. Introduction
4.1.2. Music in Ancient Greece
4.1.3. The Greek Ethos
4.1.4. Epic Poetry: Homer

4.1.4.1. The Iliad
4.1.4.2. The Odyssey

4.1.5. From Myth to Logos
4.1.6. Pythagoreanism
4.1.7. Music and Healing

4.2. Main Musical Methodologies

4.2.1. Dalcroze Method

4.2.1.1. Description of the Method
4.2.1.2. Main Features

4.2.2. Kodaly Method

4.2.2.1. Description of the Method
4.2.2.2. Main Features

4.2.3. Willems Method

4.2.3.1. Description of the Method
4.2.3.2. Main Features

4.2.4. Orff Method

4.2.4.1. Description of the Method
4.2.4.2. Main Features

4.2.5. Suzuki Method

4.2.5.1. Description of the Method
4.2.5.2. Main Features

4.3. Music and Corporal Expression

4.3.1. The Musical Experience through Movement
4.3.2. Rhythmic-Corporal Expression
4.3.3. Dance as a Teaching Resource
4.3.4. Relaxation Techniques and their Relation with Musical Learning

4.4. Playing with Music as a Learning Activity

4.4.1. What is Playing?
4.4.2. Game Features
4.4.3. Benefits of Playing
4.4.4. Playing with Music

4.4.4.1. Resources for Playing with Music

4.5. Main Differences between Music Education for Children and Music Education for Adults

4.5.1. Music Education in Children
4.5.2. Music Education for Adults
4.5.3. Comparative Study

4.6. Educational Resources for Music Education for Children: Musicograms and Musical Stories

4.6.1. Musicograms
4.6.2. Musical Stories

4.6.2.1. The Elaborati

4.7.    Educational Resources for Music Education for Adults

4.7.1. Introduction
4.7.2. Main Educational Resources for Adults

You will master the most effective educational techniques to ensure memorization of notes and chords in a simple way through mnemonic rules for adults”