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Music Pedagogy

Taller de Músics offers a Bachelor Degree in Music consisting of 240 ECTS credit, in the speciality of Musical Pedagogy. The bachelor’s degree in music has the same validity as a degree issued by a university for all purposes.

The music teacher must be a musician and must enjoy practising music, in addition to having a good pedagogical training that enables him/her to develop the task in any type of teaching scenario. Therefore, we train students as musicians capable of developing musical practice in the ESEM Music Workshop, in its speciality of Music Pedagogy. We also work in-depth on aspects such as didactics, pedagogy and the organisation of centres.

  • ACADEMIC PERIOD | September to June
  • ACCESS TESTS | Inscription in May and September
  • ENROLMENT | July and September
  • MODALITY | Presential
  • DURATION | 4 years
  • TITLE | Bachelor's degree

Degree in Music Pedagogy


The Taller de Músics is, among other things, the music school with the most experience in the field of jazz, modern music and, in general, in the field of improvised and creative music. The entity has a long pedagogical path that has been the learning framework for most musicians of this field in the country since 1979, making it an icon of music education.

Likewise, the Taller de Músics’ commitment to innovation in music education in Catalonia makes it collaborate with those professionals and entities of reference who also successfully developed alternatives to the old methodologies. The fruit of these collaborations is enjoyed by the students of the speciality, as they obtain a reliable image of the most relevant music educators’ work, such as Edgar Willems, Émile Jaques-Dalcroze, Carl Orff or Zoltán Kodály. Thus, the entities Escola de Música Joan Llongueres (Dalcroze), Aula de So de Sant Cugat (Kodály) or Musicant (Willems), who hold specific sessions as part of the students’ training.

The speciality of Music Pedagogy was born linked to the music schools of the Taller de Músics and its associated schools, as well as to the Social Projects Area. In this sense, the Taller de Músics group offers a broad and suitable framework for the development of practices associated with all the subjects of didactics, pedagogy and organisation of centres with the speciality. Likewise, the environment naturally becomes the starting point for the professional and work development of the graduates of this speciality.


Access to higher artistic education requires the fulfilment of certain academic preconditions of which passing a specific access test that should, taking the the subsequent management of the admission procedure into consideration, be completed sufficient time ahead prior to the start of the academic year. The specific access test allows to asses the students’ attainment levels of the abilities and competences necessary to be admitted to higher education.

Speciality of Music Pedagogy

The profile of students who enter the studies in the speciality of Musical Pedagogy is that of students who know styles, historical periods and representative formations of the field of jazz and modern music. They must be able to recognise habitual forms both audibly and through a score, and to position themselves by expressing themselves with rhythmic and harmonic adaptation. In addition, they must show a tendency to construct their own or personalised sound, be able to link breathing with the musical phrase, and must know how to adapt the interpretation and the improvisation in differentiated styles, showing technical skills with the instrument that allow them to approach superior studies without specific difficulties.

The student must also know how to use musical notation to write and read with fluency, as well as to elaborate a didactic assumption with a determined aim and with the objective of reaching some concrete results. They must also know how to construct their own study strategies in order to overcome challenges of an academic or practical nature, and able to express opinions and artistic assessments in a respectful and coherent manner, whilst showing skills for working individually and in a team.

Finally, he or she must be able to organise the sequence of phases in the development of a project and must be able to organise and prepare an oral defence on issues related to music education or to the management of cultural policies around music.


Pedagogical Team

Jordi Gaspar

Pedagogical Director

Santiago Galán


Joan Albert Amargós

Artistic Advisor

Jordi Albert

Coordinator of the Bachelor Degree in Music Pedagogy

Clara Luna

Voices Coordinator

Joan Monné

Instrumental Ensembles Coordinator

Octavio Hernández

Strings and Patches Coordinator at Bachelor of Music


Ana Rosa Landa
Piano, Secondary Instrument Piano
Andreu Moreno
Drums, Specific Repertoire, Secondary Instrument Drums
Àngel Ferrer
Electric Guitar, Secondary Instrument Electric Guitar
Antonio Navarro
Voice, Instrumental Ensemble, Secondary Instrument Voice, Instrumental Ensemble
Apel·les Carod
Violin Violin
Carola Ortiz
Voice, Vocal Improvisation, Secondary Instrument
Clara Luna
Voice, Vocal Choir
Einat Tal
Body Education
Javier Cisneros
Instrument and Voice Pedagogy, Didactics of Basic Musical Learning, Information and Communication Techniques / Computer Music (II)
Jefferson Otto
Drums, Secondary Instrument
Joan Monné
Piano, Instrumental Ensemble
Jordi Albert
General Didactics, Pedagogy of Musical Language, General Pedagogy of Music, Musical Projects Management/Professional Training
Jordi Bonell
Electric Guitar, Instrumental Ensemble
Jordi Matas
Electric Guitar, Instrumental Ensemble, Specific Repertoire
Jordi Riera
Arranging (I), Harmony Jazz Techniques
Juan Jurado
Romantic Music Analysis, Post Romantic Music Analysis, Music in the 20th and 21st Centuries (I), Music in the 20th and 21st Centuries (II), Main Composition, Applied Composition
Kiko Caballero
Acoustics and Organology, Techniques for Recording and Postproduction
Laia Vallès
Harmony Piano, Projects
Lluc Casares
Luis Alfonso Guerra “Luisito”
Percussion, Secondary Instrument Percussion, Flamenco Percussion
Marc Ayza
Drums, Instrumental Ensemble, Secondary Instrument
Martin Leiton
Electric Bass, Double Bass, Formal Analysis, Instrumental Ensemble
Miguel Ángel Cordero
Electric Bass, Double Bass, Instrumental Ensemble
Núria González Cols
Voice, Instrumental Ensemble, Vocal Improvisation
Octavio Hernández
Electric Guitar, Secondary Instrument
Olga López Espejo
Voice (I), Voice (II)
Pau Lligadas
Electric Bass, Double Bass, Instrumental Ensemble, Secondary Instrument
Pau Solsona
Piano, Instrumental Ensemble Piano
Pau Vidal
Transverse Flute Transverse Flute, Instrumental Ensemble
Paul Stouthamer
Ear Training Cello
Pep Coca
Traditional Methodology
Pere Lluís Biosca
Instrumental and Vocal Conducting (I), Instrumental and Vocal Conducting (II)
Ramon Ángel Rey
Drums, Instrumental Ensemble, Drums Improvisation
Ramón Díaz
Drums, Instrumental Ensemble
Raynald Colom
Instrumental Ensemble
Santiago Galán
General History of Music, Music and Computing, Baroque Music Analysis, History of 20th Century Popular Music, Music Notation and Scoring for Composers
Toni Vaquer
Piano, Instrumental Ensemble, Composition Basics
Úrsula Pilar San Cristóbal
Language and Communication, Musical Thought, Research in Music Education (I)
Vicenç Solsona
Electric Guitar, Instrumental Ensemble, Transposition and Comping Electric Guitar
Vicent Pérez
Trombone, Instrumental Ensemble, Secondary Instrument Trombone, Instrumental Ensemble
Víctor de Diego
Instrumental Ensemble
Yeray Hernández
Electric Guitar Electric Guitar, Instrumental Ensemble


The syllabus of the Bachelor of Music consists of 4 academic courses of 60 ECTS credits each, distributed across subjects of different categories:

  • Basic training subjects: These are subjects of culture, thought, history, language and techniques of music.
  • Compulsory specialisation subjects: They are subjects of instrument or voice, complementary instrumental training, ensemble music, improvisation, composition, pedagogy,  production and management.
  • Optional subjects: They complement the training with a range of different subjects.
  • Final project.

The assignment of credits for each subject includes the hours corresponding to the teaching classes, hours of study, work, practices, projects and the preparation of exams and assessment tests.

Download Study Plan Music Pedagogy

Professional skills

The graduate in Music Education must be a highly qualified professional in one or more relevant areas of musical practice (interpretations) with deep theoretical and practical knowledge of teaching and learning in its methodological, psychological and artistic aspects and must have significant practical experience.

They will carry out their professional activity in centres of any general or special educational level, both in regulated and non-regulated training so that they perfectly know the different didactic forms used in teaching musical studies, along with all the elements that make up the organisation and management of a music educational centre. Furthermore, they must have knowledge of the technological possibilities as a tool for creation and specific support for their task and, above all, know how they can work with ICT.

They must also be trained in the exercise of musical analysis with a wide aesthetic spectrum, and have critical thought on the creative fact, meanwhile having the capacity to transmit orally and/or in writing in a rigorous way. Finally, they must have a solid humanistic and methodological formation to be able to carry out tasks of musical investigation and experimentation.


Click on the links below to get further information about how to apply to Bachelor of Music, academic calendar, tutorial action plan, scholarships and funding, credit recognition, mobility programmes, Internal Quality Assurance System (SGIC), student card…

General Information about Bachelor of Music

Other links of interest:

Applying for the Bachelor of Music: requirements, calendar, sample tests…



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