The connection of the verbal and bodily mind as an educational challenge from musical learning
| dc.conference.date | 17-25 Jul 2020 | |
| dc.conference.place | Virtual | |
| dc.conference.title | ISME Music in Schools and Teachers Education Commission (MISTEC). Proceedings of the 23rd International Seminar of the ISME | |
| dc.contributor.author | Casas Mas, Amalia | |
| dc.contributor.editor | Ruthmann, S. Alex | |
| dc.contributor.editor | Bowe, Marie-Louise | |
| dc.date.accessioned | 2025-10-20T08:15:50Z | |
| dc.date.available | 2025-10-20T08:15:50Z | |
| dc.date.issued | 2020 | |
| dc.description | Referencias bibliográficas: • Agostinho, S., Tindall-Ford, S., Ginns, P., Howard, S. J., Leahy, W., & Paas, F. (2015). Giving learning a helping hand: Finger tracing of temperature graphs on an iPad. Educational Psychology Review , 27 (3), 427–43. • Casas-Mas, A. (2013). Musical Learning Cultures: Learning Conceptions, Processes and Practices in Classical, Flamenco and Jazz. Doctoral dissertation. Department of Basic Psychology, Universidad Autónoma de Madrid, Spain. https://repositorio.uam.es/bitstream/handle/10486/14310/66884_casas_mas_amalia.pdf?s equence=1 • Casas-Mas, A., López-Íñiguez, G., Pozo, J. I., & Montero, I. (2018Function of private singing in instrumental music learning: A multiple case study of self- regulation and embodiment. Musicae Scientiae , 23 (4), 442–64. • Casas-Mas, A., Pozo, J. I., & Scheuer, N. (2015). Musical learning conceptions as sociocultural productions: Lexicometrical analysis of discourse in classical, flamenco and jazz cultures. Journal of Cross-Cultural Psychology , 46 (9) 1191-225. • Corbalán; M. (Fall, 2010). Relations between cognitive psychology and music memory: An empirical approach. SONUS , 31 (1). • Folkestad, G. (1998). Musical learning as a cultural practice: As exemplified in computer-based creative music making. In B. Sundin, G. McPherson, & G. Folkestad (Eds.), Children composing (pp. 97-134). Malmö, Sweden: Lund University, Malmö Academy of Music. • Folkestad, G. (2006). Formal and informal learning situations or practices vs formal and informal ways of learning. British Journal of Music Education , 23 (2), 135-45. • Ginsborg, J. & Sloboda, J. (2007): Singers’ recall for the words and melody of a new, unaccompanied song. Psychology of Music , 35 (3), 421-40. • Green, L. (2002). How popular musicians learn: A way ahead for music education . London, UK: Ashgate Press. • Green, L. (2008). Music, informal learning and the achool: A new classroom pedagogy . Aldershot, UK, and Burlington VT: Ashgate. • Gregg, M. J., & Clark, T. (2007). Theoretical and practical applications of mental imagery. In A. Williamon & D. Coimbra (Eds.), Proceedings of the 1st International Symposium on Performance Science (ISPS) in Porto, Portugal (pp. 295–300). Utrecht, the Netherlands: European Association of Conservatories (AEC). • Gritten, A., & King, E. (Eds.). (2006). Music and gesture . Farnham, UK: Ashgate. • Keebler, J. R., Wiltshire, T. J., Smith, D. C., Fiore, S. M., & Bedwell, J. S. (2014). Shifting the paradigm of music instruction: Implications of embodiment stemming from an augmented reality guitar learning system. Frontiers in Psychology , 5 , 471. doi:10.3389/fpsyg.2014.00471 • Laukka, P. (2004) Instrumental music teachers' views on expressivity: a report from music conservatoires. Music Education Research , 6 (1), 45-56, • López-Íñiguez, G., & Pozo, J. I. (2016). Analysis of constructive practice in instrumental music education: Case study with an expert cello teacher. Teaching and Teacher Education , 60 , 97-107. • López-Manjón, A., & Postigo, Y. (2009). Representations of the human circulatory system. Journal of Biological Education , 43 (4), 159–63. • Macken, L., & Ginns, P. (2014). Pointing and tracing gestures may enhance anatomy and physiology learning. Medical Teacher , 36 (7), 596-601. • Nijs, L., & Bremmer, M. (2019). Embodiment in Early Childhood Music Education. In S. Young, B. Ilari (Eds.), Music in Early Childhood: Multi-disciplinary Perspectives and Interdisciplinary Exchanges, International Perspectives on Early Childhood Education and Development (pp. 87-102). Springer. • Pérez-Echeverría, M. P., E. Martí, & J. I. Pozo. 2010. “Los sistemas externos de representación omo herramientas de la mente” [External representation systems as tools of the mind].” Cultura y Educación , 22 (2), 133–147. doi: 10.1174/113564010791304519. • Ping, R., & Goldin-Meadow, S. (2010). Gesturing saves cognitive resources when talking about nonpresent objects. Cognitive Science , 34 (4), 602–19. 1 • Pozo, J. I. (2017). Learning beyond the body: From embodied representations to explicitation mediated by external representations. Infancia y Aprendizaje , 40 (2), 219–76. • Pozo, J. I., López Íñiguez, G., Pérez Echeverría, M. P., & Casas-Mas, A. (2020). SAPEA: un sistema para el análisis de las prácticas de enseñanza y aprendizaje de la música. In J. I. Pozo, M. P. Pérez-Echeverría, J. A. Torrado, & G. López-Íñiguez (Eds.), Aprender y enseñar música. Un enfoque centrado en el alumnado (pp. 165-202). Madrid, España: Morata. • Rowlands, M. (2010). The new science of the mind . Cambridge, MA: The MIT Press. • Sperber, D. (1996). Explaining culture. A naturalistic approach . Oxford: Blackwell. • Tait, M. J. (1992). Teaching Strategies and Styles. In R. Colwell (Ed), Handbook of Research on Music Teaching and Learning: A Project of the Music Educators National Conference (pp. 525-35). New York: Schirmer Books. • Woody, R. H. (2000). Learning Expressivity in Music Performance: An Exploratory Study. Research Studies in Music Education , 14 (1), 14–23. | |
| dc.description.abstract | This project draws on the already two decades of studies about formal and informal music education in different contexts to further understanding of the basis of musical learning. Cognitive psychology has traditionally focused on the analysis of scores, as external representations, and on the internal aspect of representations; where some researchers have highlighted audio, visual and propioceptive issues. Nowadays, we are aware that the body plays a crucial role in learning and in the elaboration of any kind of knowledge. The objective is to explore how a group of musicians from different cultures of learning music describe teaching, learning and evaluating, and to copare these explanations with their musical practice and associated gestures. | |
| dc.description.department | Depto. de Didáctica de las Lenguas, Artes y Educación Física | |
| dc.description.faculty | Fac. de Educación | |
| dc.description.refereed | TRUE | |
| dc.description.sponsorship | Universidad Complutense de Madrid | |
| dc.description.status | pub | |
| dc.identifier.citation | Casas-Mas, A. (2020). The connection of the verbal and bodily mind. In Proceedings of the 23rd International Seminar of the ISME Music in Schools and Teacher Education Commission (MISTEC) (pp. 175-188). Nedlands, WA: International Society for Music Education. | |
| dc.identifier.isbn | 978-1-922303-02-8 (eBook) | |
| dc.identifier.relatedurl | https://www.isme.org/sites/default/files/documents/proceedings/Ruthmann%20%26%20Bowe%20%282020%29%20Proceedings%20of%20the%2023rd%20MISTEC.pdf | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14352/125088 | |
| dc.language.iso | eng | |
| dc.page.final | 188 | |
| dc.page.initial | 175 | |
| dc.rights | Attribution-NonCommercial-ShareAlike 4.0 International | en |
| dc.rights.accessRights | open access | |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/4.0/ | |
| dc.subject.cdu | 165.0 | |
| dc.subject.cdu | 159.953.5 | |
| dc.subject.cdu | 37 | |
| dc.subject.cdu | 008 | |
| dc.subject.cdu | 785 | |
| dc.subject.cdu | 398 | |
| dc.subject.cdu | 78:37 | |
| dc.subject.cdu | 37:78 | |
| dc.subject.keyword | Embodied cognition | |
| dc.subject.keyword | Instrumental learning | |
| dc.subject.keyword | Informal education | |
| dc.subject.keyword | Cultures of learning | |
| dc.subject.keyword | Learning conceptions | |
| dc.subject.keyword | Practice | |
| dc.subject.keyword | Cognición incorporada | |
| dc.subject.keyword | Aprendizaje instrumental | |
| dc.subject.keyword | Educación informal | |
| dc.subject.keyword | Culturas del aprendizaje | |
| dc.subject.keyword | Conceptos de aprendizaje | |
| dc.subject.keyword | Práctica | |
| dc.subject.ucm | Música instrumental | |
| dc.subject.ucm | Aprendizaje | |
| dc.subject.ucm | Enseñanza de la Música | |
| dc.subject.ucm | Métodos de enseñanza | |
| dc.subject.unesco | 6104.01 Procesos Cognitivos | |
| dc.subject.unesco | 6104 Psicopedagogía | |
| dc.subject.unesco | 6301.03 Folklore | |
| dc.subject.unesco | 6203.06 Música, Musicología | |
| dc.subject.unesco | 5801 Teoría y Métodos Educativos | |
| dc.title | The connection of the verbal and bodily mind as an educational challenge from musical learning | |
| dc.type | conference paper | |
| dc.type.hasVersion | VoR | |
| dspace.entity.type | Publication | |
| relation.isAuthorOfPublication | 5c0642b8-20b1-49b9-a733-a2c96ac39526 | |
| relation.isAuthorOfPublication.latestForDiscovery | 5c0642b8-20b1-49b9-a733-a2c96ac39526 |
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