Metodologías Aprendizaje-Servicio y aprendizaje basado en proyectos en Educación Musical Superior: una revisión de la literatura
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2024
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Sociedad Española de Pedagogía
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Cuervo-Calvo, L. y Cabedo-Mas, A. (2024). Service-Learning and Project-Based Learning Methodologies in Higher Music Education: a review of the literature. Bordón, Revista de Pedagogía, 76(3), 35-60. https://doi.org/10.13042/Bordon.2024.99887
Abstract
INTRODUCTION. Recent research highlights the potential of multidimensional and holistic learning in educational transforation, the provision of social services from the university and development of professional identity. This article aims to analyse the relationship between the Service-Learning and Project-Based Learning methodologies in higher music education and the acquisition of transversal competences. METHOD. A review of 29 articles on both methodologies in higher music education, published between 2012 and 2022, was conducted. The articles were selected from WoS, Scopus, and ERIC databases. Four categories were explored: (1) Social interaction, (2) personal growth, (3) academic learning, and (4) challenges related to the implementation and contextualization of the methodologies. RESULTS. Results show that, in the context of higher music education, both methodologies have a potentially positive impact on the development of transversal competencies in students. The review shows benefits in social aspects such as the development of civic responsibility and communication skills among peers and teachers; academic aspects such as adaptation to complex learning environments, mutually beneficial goals and shared authority; and personal development aspects such as flexibility, solidarity and respect. The review also shows that reflective practice contributes to developing students’ openness to constructive criticism, which is perceived as a positive contribution to learning. CONCLUSIONS. The methodologies studied can foster students’ personal growth, the mitigation of their biases in the classroom and the reflective and conscious appreciation of their own learning. To be taken into account are the challenges related to the complexity of adjusting the projects to the academic curriculum and community needs, as well as the large amount of time and effort required for the process. Finally, further research using different search terms and criteria is encouraged to achieve a broader understanding of how music initiatives can be designed and implemented through these methodologies, the projection they can have, and how research is conducted in this field.
INTRODUCCIÓN. La investigación reciente señala el potencial del aprendizaje multidimensional y holístico en el proceso de transformación educativa, en la prestación de servicios sociales desde la universidad y en el desarrollo de la identidad profesional. Este artículo tiene como objetivo analizar la relación entre las metodologías de Aprendizaje-Servicio y Aprendizaje Basado en Proyectos en la educación musical superior y la adquisición de competencias transversales. MÉTODO. Se realizó una revisión de 29 artículos sobre ambas metodologías en la educación musical superior, publicados entre 2012 y 2022. Los artículos fueron seleccionados de las bases de datos WoS, Scopus y ERIC. Se exploraron cuatro categorías: (1) interacción social, (2) crecimiento personal, (3) aprendizaje académico y (4) desafíos relacionados con la implementación y contextualización de las metodologías. RESULTADOS. Los resultados muestran que, en el contexto de la educación musical superior, ambas metodologías tienen un impacto potencialmente positivo en el desarrollo de competencias transversales en los estudiantes. La revisión muestra beneficios en aspectos sociales como el desarrollo de la responsabilidad cívica y las habilidades de comunicación entre pares y profesores; aspectos académicos como la adaptación a entornos de aprendizaje complejos, objetivos mutuamente beneficiosos y autoridad compartida; y aspectos de desarrollo personal como la flexibilidad, la solidaridad y el respeto. A su vez, muestra que la práctica reflexiva contribuye a desarrollar la apertura de los estudiantes a la crítica constructiva, lo cual se percibe como una contribución positiva al aprendizaje. CONCLUSIONES. Las metodologías estudiadas pueden fomentar el crecimiento personal de los estudiantes, la mitigación de sus sesgos en el aula y la apreciación reflexiva y consciente de su propio aprendizaje. Se deben tener en cuenta los desafíos relacionados con la complejidad de ajustar los proyectos al currículo académico y a las necesidades de la comunidad, así como la gran cantidad de tiempo y esfuerzo requeridos para el proceso. Finalmente, se alienta a realizar más investigaciones utilizando diferentes términos de búsqueda y criterios para lograr una comprensión más amplia de cómo se pueden diseñar e implementar iniciativas musicales a través de estas metodologías, la proyección que pueden tener y cómo se realiza la investigación en este campo.
INTRODUCCIÓN. La investigación reciente señala el potencial del aprendizaje multidimensional y holístico en el proceso de transformación educativa, en la prestación de servicios sociales desde la universidad y en el desarrollo de la identidad profesional. Este artículo tiene como objetivo analizar la relación entre las metodologías de Aprendizaje-Servicio y Aprendizaje Basado en Proyectos en la educación musical superior y la adquisición de competencias transversales. MÉTODO. Se realizó una revisión de 29 artículos sobre ambas metodologías en la educación musical superior, publicados entre 2012 y 2022. Los artículos fueron seleccionados de las bases de datos WoS, Scopus y ERIC. Se exploraron cuatro categorías: (1) interacción social, (2) crecimiento personal, (3) aprendizaje académico y (4) desafíos relacionados con la implementación y contextualización de las metodologías. RESULTADOS. Los resultados muestran que, en el contexto de la educación musical superior, ambas metodologías tienen un impacto potencialmente positivo en el desarrollo de competencias transversales en los estudiantes. La revisión muestra beneficios en aspectos sociales como el desarrollo de la responsabilidad cívica y las habilidades de comunicación entre pares y profesores; aspectos académicos como la adaptación a entornos de aprendizaje complejos, objetivos mutuamente beneficiosos y autoridad compartida; y aspectos de desarrollo personal como la flexibilidad, la solidaridad y el respeto. A su vez, muestra que la práctica reflexiva contribuye a desarrollar la apertura de los estudiantes a la crítica constructiva, lo cual se percibe como una contribución positiva al aprendizaje. CONCLUSIONES. Las metodologías estudiadas pueden fomentar el crecimiento personal de los estudiantes, la mitigación de sus sesgos en el aula y la apreciación reflexiva y consciente de su propio aprendizaje. Se deben tener en cuenta los desafíos relacionados con la complejidad de ajustar los proyectos al currículo académico y a las necesidades de la comunidad, así como la gran cantidad de tiempo y esfuerzo requeridos para el proceso. Finalmente, se alienta a realizar más investigaciones utilizando diferentes términos de búsqueda y criterios para lograr una comprensión más amplia de cómo se pueden diseñar e implementar iniciativas musicales a través de estas metodologías, la proyección que pueden tener y cómo se realiza la investigación en este campo.
Description
This research is part of the R+D+i Project PID2020-116198GB-I00, funded by the Spanish Ministry of Science and Innovation (MCIN/ AEI /10.13039/501100011033).
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