Publication: Modelos de enseñanza del lenguaje musical
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2018-10-03
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Universidad Complutense de Madrid
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Abstract
En este trabajo presentamos un estudio de investigación que tiene como objetivo indagar a través de ocho estudios de caso y una investigación acción, sobre los diferentes modelos y estilos de enseñanza del Lenguaje Musical de los profesionales de esa especialidad que trabajan y han trabajado en el Centro Integrado de Música “Padre Antonio Soler”. La investigación se complementa con la recopilación de las opiniones de profesores de Música de los Conservatorios y Centros Integrados de la Comunidad de Madrid, a través de un cuestionario ad hoc, con la contribución de las opiniones de expertos en esta asignatura y otras opiniones de alumnos y padres recogidas a través de diferentes técnicas de investigación. Siendo el objetivo fundamental de este trabajo la indagación sobre los modelos de enseñanza del Lenguaje Musical, es decir, la manera cómo los profesores imparten esta asignatura dentro de su clase, hemos tratado de mostrar esa realidad educativa, lo que ocurre en unas determinadas aulas y en un centro educativo específico, donde convive la enseñanza general obligatoria y la enseñanza musical reglada. En el proceso de enseñanza-aprendizaje observado han participado los profesores y los alumnos, y aunque estos últimos no han sido el objeto de nuestra investigación, sí que han constituido una parte importante del proceso, ya que la enseñanza de la música está enfocada en los alumnos y su objetivo es desarrollar en ellos las conductas musicales. Estas conductas son de tres tipos: cognoscitivas, psicomotoras y afectivas, por lo que también hemos comprobado si los modelos de enseñanza utilizados por los profesores influían o incidían en alguna de estas conductas; y si los diferentes grupos de alumnos que forman la enseñanza integrada y la no integrada, influían a su vez en los estilos de enseñanza de los profesores. Otros objetivos específicos que han surgido en la investigación han sido descubrir las causas de la desconexión existente entre la asignatura de Lenguaje Musical y otras asignaturas, fundamentalmente la de Instrumento y la influencia de las habilidades emocionales en todo el proceso de enseñanza...
In this thesis dissertation I present a research study, enquiring about different methods and approaches to Music Education, specifically in the area of solfege teaching. The research was conducted through eight main study cases and an action research study held at the “Centro Integrado de Música Padre Antonio Soler”, and a survey study with music teachers, from a great variety of backgrounds, working in several music conservatories in the city of Madrid. The research is complemented by the contribution of expert opinions in this subject and other opinions of students and parents collected through different research techniques. Being the fundamental objective of this work, the investigation of the teaching models of Musical Language, that is, the way teachers teach this subject within their class, we have tried to show that educational reality, what happens in certain classrooms and In a specific educational center, where general compulsory education and regulated musical education coexist. Teachers and students have participated in the teaching-learning process, and although the latter have not been the subject of our research, they have been an important part of the process, since the teaching of music is focused on the Students and their goal is to develop musical behavior in them. These behaviors are of three types: cognitive, psychomotor and affective, so we have also verified if the teaching models used by teachers influenced or influenced some of these behaviors; And whether the different groups of pupils that make up integrated and non-integrated teaching influenced in turn the teaching styles of teachers. Other specific objectives that have emerged in the research have been to discover the causes of the disconnection between the subject of Music Language and other subjects, fundamentally that of Instrument and the influence of emotional abilities throughout the teaching process...
In this thesis dissertation I present a research study, enquiring about different methods and approaches to Music Education, specifically in the area of solfege teaching. The research was conducted through eight main study cases and an action research study held at the “Centro Integrado de Música Padre Antonio Soler”, and a survey study with music teachers, from a great variety of backgrounds, working in several music conservatories in the city of Madrid. The research is complemented by the contribution of expert opinions in this subject and other opinions of students and parents collected through different research techniques. Being the fundamental objective of this work, the investigation of the teaching models of Musical Language, that is, the way teachers teach this subject within their class, we have tried to show that educational reality, what happens in certain classrooms and In a specific educational center, where general compulsory education and regulated musical education coexist. Teachers and students have participated in the teaching-learning process, and although the latter have not been the subject of our research, they have been an important part of the process, since the teaching of music is focused on the Students and their goal is to develop musical behavior in them. These behaviors are of three types: cognitive, psychomotor and affective, so we have also verified if the teaching models used by teachers influenced or influenced some of these behaviors; And whether the different groups of pupils that make up integrated and non-integrated teaching influenced in turn the teaching styles of teachers. Other specific objectives that have emerged in the research have been to discover the causes of the disconnection between the subject of Music Language and other subjects, fundamentally that of Instrument and the influence of emotional abilities throughout the teaching process...
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Tesis de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Psicología Evolutiva y de la Educación, leída el 14/06/2017