Person: Lage Gómez, Carlos
Loading...
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
Identifiers
6 results
Search Results
Now showing 1 - 6 of 6
Item Group improvisation as dialogue: opening creative spaces in secondary music education(Thinking Skills and Creativity, 2019) Lage Gómez, Carlos; Cremades Andreu, RobertoDialogue is inherently a form of improvisation, focussed on its relational nature and on the syntactic properties of its relationships. In the field of music education, group improvisation is considered as an emerging, reflexive and creative practice. However, research into secondary education has been limited. In this article, we present the results of a Collaborative Action Research study in Spanish Secondary education. The aim of this study was to gain a better understanding of group improvisation as a dialogic practice in secondary education, and the factors that determine the music creative space for learning. Data collection included observation, interviews, classroom diary, classroom assessments, questionnaires, video and audio recordings. We drew on the perspective of artography, in which artist, researcher and teacher co-exist, to codify, analyse and triangulate data. Findings show how the music creative space in group improvisation is determined by the following connected aspects: (a) active student involvement and wellbeing; (b) the students’ identification with the music; (c) the emergence of group flow and positive emotions manifested from both a multi-dimensional and a dual perspective; (d) a high level of motivation emerging in different forms; and (e) significant musical experiences from students’ role as musicians.- Project number: 120
Item El aula invertida como metodología y herramienta didáctico-musical en el aula de infantil(2018) García Gil, Desiree; Cremades Andreu, Roberto; Lage Gómez, Carlos; Esteban Muñoz, Elena; Pérez Colodrero, Consuelo; Bernabé Villodre, María del Mar; Campollo Urkiza, Arantza Item 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, RobertoEl 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.Item Theorising ‘Participatory Creativity’ in Music Education: Unpacking the Whole Process at a Spanish secondary school(Music Education Research, 2019) Lage Gómez, Carlos; Cremades Andreu, RobertoThe 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.Item Educación para la paz y violencia escolar a través de un proyecto musical en secundaria(Publicaciones. Facultad de Educación y Humanidades del Campus de Melilla, 2018) Cremades Andreu, Roberto; Lage Gómez, CarlosUna de las principales dificultades a las que se enfrentan las instituciones educativas en la actualidad está centrada en fomentar la convivencia pacífica en sus aulas. Este trabajo aborda dicha problemática desde el desarrollo de un proyecto de creación de una Banda Sonora sobre el acoso utilizando la composición cooperativa y la improvisación colectiva, con el propósito de examinar qué aspectos intervienen en este proceso en relación con la educación para la paz y la violencia escolar. Para ello, se contó con la participación de un grupo de estudiantes de 1º de ESO (n= 14, 9 chicas y 5 chicos) y otro de 3º (n=26, 17 chicas y 9 chicos) de un centro de la Comunidad de Madrid. Las conclusiones ponen de manifiesto cómo las experiencias musicales del alumnado en un espacio de aprendizaje creativo potencian la motivación tanto individual como colectiva, las emociones positivas, el ambiente de clase, el bienestar y la identidad del grupo, lo que ha favorecido la convivencia entre los participantes en este estudio.Item Música e imágenes: un estudio de investigación acción sobre creación musical en tercero de educación secundaria obligatoria(2016) Lage Gómez, Carlos; Sustaeta Llombart, Ignacio; Cremades Andreu, RobertoThe 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...