Person:
Lage Gómez, Carlos

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First Name
Carlos
Last Name
Lage Gómez
URI
https://hdl.handle.net/20.500.14352/77014
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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Author: Cremades Andreu, Roberto × Subject: 159.928:78 ×

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Now showing 1 - 5 of 5
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    Group Identity in a Secondary School Classroom Constructed through Musical Creation
    (Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2021) Lage Gómez, Carlos; Cremades Andreu, Roberto
    Music plays an important role in the construction of identity in adolescence. However, few studies have explored the relationship between the formation of group identities in adolescence and musical creation as an experiential group activity in secondary school. Therefore, the aim of the present study was to shed light on the formation of group identities in the classroom and determine the factors involved in this process. An educational project focusing on participatory musical creation was carried out in three Spanish secondary schools, involving 267 students. Data were collected by means of participant and non-participant observation, a classroom diary, a questionnaire and video recordings, analysed within the framework of activity theory. The results revealed the influence of a number of interconnected determinants on the formation of group identity in the classroom: (1) student involvement in all stages of the project; (2) the construction of meaningful musical experiences through the students’ role as musicians; (3) the classroom climate; (4) the emergence of positive emotions; (5) high motivation to learn; and (6) student identification with their own music. These results indicate the useful role of music creation in the formation of group identity.
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    Pintando sonidos a través de la improvisación colectiva en Educación Secundaria
    (Revista Electrónica Complutense de Investigación en Educación Musical, RECIEM, 2018) Lage Gómez, Carlos; Cremades Andreu, Roberto
    El presente artículo explora los procesos de aprendizaje en la improvisación colectiva a través de un estudio de Investigación Acción centrado en la musicalización de una serie de cuadros de una pintora profesional (de reconocido prestigio). El estudio se desarrolló en un Instituto de Enseñanza Secundaria de una localidad madrileña a lo largo de 14 sesiones con un grupo de 3º de ESO (28 estudiantes), durante el tercer trimestre del curso 2010-2011, como un ciclo de un estudio de investigación. Las preguntas de investigación se agruparon en torno al análisis de los procesos de aprendizaje, aspectos emergentes, además de estimar la pertinencia de este procedimiento como una estrategia efectiva para utilizar en el aula de música en secundaria. Para la recogida de los datos se emplearon la observación participante y no participante, grabaciones audiovisuales, entrevistas y encuestas. En la discusión se plantea la naturaleza holística del aprendizaje determinada por la identidad del grupo, motivación, las emociones positivas, el ambiente y bienestar, enmarcada en el desarrollo de un proyecto didáctico transversal.
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    Creatividad Participativa en la Composición de Bandas Sonoras en Educación Secundaria
    (Revista electrónica de LEEME, 2022) Lage Gómez, Carlos; José Luis Centeno-Osorio; Cremades Andreu, Roberto
    La creación de bandas sonoras supone una aproximación transversal y participativa a la acción creativa en el ámbito de la Educación Secundaria. Con el objetivo de profundizar en la comprensión de los aspectos que caracterizan la composición de bandas sonoras en Secundaria, se ha implementado un proyecto en el que han participado dos grupos de tercero de la ESO (14-15 años) de un centro de la Comunidad de Madrid (España). Desde una perspectiva artográfica, y mediante la perspectiva docente, investigadora y artística, se recogió la información a través de la observación participante y no participante, grabaciones de vídeos, entrevistas, diarios de clase y cuestionarios. Los resultados muestran un modelo de creatividad participativa centrado en una aproximación holística a través de: (1) la implicación activa del alumnado en el diseño, proceso y resultados del proyecto didáctico, (2) la elevada motivación (individual-social), (3) las emociones positivas, (4) el ambiente a través del cual se han construido experiencias musicales significativas y (5) la identidad colectiva generada a través de la creación musical
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    Theorising ‘Participatory Creativity’ in Music Education: Unpacking the Whole Process at a Spanish secondary school
    (Music Education Research, 2019) Lage Gómez, Carlos; Cremades Andreu, Roberto
    The seminal conceptualisation of the varying forms of authorship associated with different creativities developed as social practices has deep implications for research into music education in secondary schools. One such type is ‘participatory creativity’, which is explored through a cross-cutting secondary school study. Aimed at the creation of a soundtrack based on cooperative compositional methods, we aspired to gain an in-depth understanding of the participatory processes involved in creative learning. Data was gathered through observation, interviews, a classroom diary, classroom assessments, questionnaires and video and audio recordings. In the findings, students’ participation was identified in three forms: (1) decision-making; (2) shared goal, which encouraged a group sense of identity, high motivation (individual and social), positive emotions (multidimensional and dual) and the construction of meaningful musical experiences from their musician’s role; and (3) enculturation in the creative process. Participatory creativity could be construed as a paradigmatic approach in secondary education.
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    Soundtrack Composition and Participatory Creativity in Secondary Education
    (Electronic Journal of Music in Education, 2022) Lage Gómez, Carlos; Centeno Osorio, José Luis; Cremades Andreu, Roberto
    The creation of soundtracks assumes a transversal and participatory approach to creative action in the field of Secondary Education. With the aim of gaining a deeper understanding of the aspects that characterize the composition of soundtracks in Secondary Education, a project has been carried out in which two groups of third year Secondary Education students (14-15 years old) attending a center in the Community of Madrid (Spain) have participated. From an artographic perspective, and from a teaching, research, and artistic perspective, information was collected through participant and non-participant observation, video recordings, interviews, class diaries, and questionnaires. The results suggest a model of participatory creativity focused on a holistic approach through: (1) the active involvement of the students in the design, process, and results of the didactic project; (2) high motivation (individual-social); (3) positive emotions; (4) the environment through which meaningful musical experiences have been constructed; and (5) the collective identity generated through musical creation.