Pintando sonidos a través de la improvisación colectiva en Educación Secundaria
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2018
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Ediciones Complutense
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Lage-Gómez, C. & Cremades-Andreu, R. (2018). Pintando sonidos a través de la improvisación colectiva en Educación Secundaria. Revista Electrónica Complutense de Investigación en Educación Musical, RECIEM, 15, 61-82. http://dx.doi.org/10.5209/RECIEM.55090
Abstract
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.
This article explores the learning processes in group improvisation through a collaborative action research study centred on the ̈musicalization ̈ of a series of paintings by a professional painter. The study took place with a group of third year students attending a Secondary School in Madrid over the course of 14 lessons during the third term of the year 2011. The research questions are based on the learning process analysis, the emergent aspects, and the analysis of the relevancy of group improvisation in Secondary Education. For the data analysis we used participant and non-participant observation, video recordings, interviews and questionnaires. The conclusion reveals the holistic nature of the learning processes determined by group identity, motivation, positive emotions, class environment and wellbeing in a transversal didactic project.
This article explores the learning processes in group improvisation through a collaborative action research study centred on the ̈musicalization ̈ of a series of paintings by a professional painter. The study took place with a group of third year students attending a Secondary School in Madrid over the course of 14 lessons during the third term of the year 2011. The research questions are based on the learning process analysis, the emergent aspects, and the analysis of the relevancy of group improvisation in Secondary Education. For the data analysis we used participant and non-participant observation, video recordings, interviews and questionnaires. The conclusion reveals the holistic nature of the learning processes determined by group identity, motivation, positive emotions, class environment and wellbeing in a transversal didactic project.
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