Creatividad Participativa en la Composición de Bandas Sonoras en Educación Secundaria
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2022
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Universidat de València
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Lage-Gómez, C., Centeno, J. L., Cremades-Andreu, R. (2022). Creatividad Participativa en la Composición de Bandas Sonoras en Educación Secundaria. Revista electrónica de LEEME, 49, 50-66. https://doi.org/10.7203/LEEME.49.24080
Abstract
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
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.
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.