Person:
Lage Gómez, Carlos

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First Name
Carlos
Last Name
Lage Gómez
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Educación-Centro Formación Profesor
Department
Didáctica de Lenguas, Artes y Educación Física
Area
Didáctica de la Expresión Musical
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    Publication
    Enseñanza y aprendizaje centrados en la creatividad para el desarrollo del espíritu emprendedor en futuros educadores musicales
    (2021-06) Lage Gómez, Carlos; Cremades Andreu, Roberto; García Sanz, Julio; Campollo Urkiza, Arantza; Huéscar Párraga, Joaquín Felipe; Noain Calabuig, Luis María; Marjanen, Kaarina; Chatelain, Sabine
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    Publication
    Las competencias profesionales de los estudiantes de Grado en Educación Infantil y Primaria a través de la creación de materiales didácticos en contextos educativos reales
    (2023-06) Campollo Urkiza, Arantza; Cremades Andreu, Roberto; Miraflores Gómez, Emilio; Lage Gómez, Carlos; García Sanz, Julio; Marjanen, Karina; Chatelain, Sabine; Arebiotorre Landeta, Eunate
    La propuesta que se presenta se centra en el replanteamiento de los procesos de enseñanza y aprendizaje del alumnado en diversas asignaturas del área de Didáctica de la Expresión Musical. Todo ello con el objetivo de promover la creatividad y espíritu emprendedor del alumnado desde la elaboración de conciertos didácticos como estrategia didáctica centrada en el aprendizaje y enseñanza creativa junto con la participación del alumnado.
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    Publication
    El aula invertida como metodología y herramienta didáctico-musical en el aula de infantil
    (2018-04-24) García Gil, Desiree; Cremades Andreu, Roberto; Lage Gómez, Carlos; Esteban Muñoz, Elena; Pérez Colodrero, Consuelo; Bernabé Villodre, María del Mar; Campollo Urkiza, Arantza
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    Publication
    Evaluación del desempeño de futuros docentes de la mención de música: una propuesta transversal para la adquisición de nuevas competencias artísticas y pedagógicas
    (2020-07-02) Lage Gómez, Carlos; Cremades Andreu, Roberto; Campollo Urkiza, Aranzazu; García Sanz, Julio; Chatelain, Sabine; Marjanen, Kaarina
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    Publication
    Música e imágenes: un estudio de investigación acción sobre creación musical en tercero de educación secundaria obligatoria
    (Universidad Complutense de Madrid, 2016-03-31) Lage Gómez, Carlos; Sustaeta Llombart, Ignacio; Cremades Andreu, Roberto
    The incorporation of creativity into the music curriculum in Secondary Education celebrated its 25th anniversary in 2015 (LOGSE, 1990). The LOGSE represented a substantial transformation in the curriculum and the starting point of a new consideration of music in secondary schools. From this perspective, this field is a young one, with a limited cultural tradition when compared to other countries in the European Union. The study presented here arose from a desire to make transformations in the area of music in secondary schools, in addition to my own experience as a teacher, researcher and student. In this regard, the influence of my own convictions in the field of music education (Whitehead y McNiff, 2006), is evident. These convictions have taken shape through a vital process determined by biographical factors within my family, professional and academic environment. Alongside this initial knowledge and experience, a process of “Action Research” emerged and was carried out for six years, while I occupied the position of a research professor in three public educational institutions in the Autonomous Region of Madrid. This resulted in a constant evolution, from a research point of view, both from the perspective of the teaching-learning and teaching-methodology processes. Thus, a transformation of my classroom was proposed, through an axis comprised of the creation of music and the active participation of the students, and via a series of didactic projects focused on the creation of music, characterized by its constant evolution and including the use of visual aids. Students therefore set posters or paintings to music and composed soundtracks using collaborative composition and collective improvisation as didactic strategies. In this way, the use of visual aids had an didactic objective driven by various motives...