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Language Revista electrónica de LEEME. 2014. Número 34
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- Las Escuelas de Música Valencianas. Un estudio múltiple de casos sobre la formación musical aficionada versus profesional(2014) Yeves Moya, Míriam; Morant Navasquillo, RemigiThe present study poses the necessity of questioning the coherence of educational goals arising from Spanish laws, by which music schools from the Community of Valencia are regulated. By means of a qualitative comparative perspective., it tries to find out if the organizational and methodological approaches of three Musical Education centers (a Music School, a Learner's School and an Integrated Center) are linked to an amateur orientation (in coherence with the Decree) or if they prioritize the access of its students to the Professional Conservatory. With this aim, a research of qualitative design has been carried out, in which, based on the triangulation of information sources, the obtained results, evidenced by its organizational and methodological approach, indicate professionalization, placing as the main cause the characteristics of the context where these centers are immersed.
- Efectos de los modos de presentación de información en la exactitud de la producción rítmica de estudiantes de Educación Secundaria Obligatoria(2014) Orts, Miguel A.; Pérez Gil, Manuel; Tejada, JesúsPresentation of information in combined perceptual modalities could facilitate both the learning of complex concepts and procedures. There is an important amount of studies on this subject related to several school curriculum areas. Although, this is not the case in music education, despite the visual helps might have the potential to facilitate aural discrimination and memory by means of associative processes, as well as the enhancement of motor skills. This study have tried to discover if there is an effect of unimodal presentation mode (three exclusive modes) versus bimodal presentation mode (two crossed modes) in the reproduction of musical rhythm patterns. To do this, two experiments were carried out with Middle School children in Valencia, Spain. In the first experiment (N50; 21 boys; 29 girls; 14-16 years old) a contrast pretest-posttest design was adopted. Subjects were grouped in five conditions, each having information in one different mode: only static images (I) flashing the rhythm according to the proposed rhythm patterns; only sounds (A); only on-screen texts (T) that represented the rhythm pattern when reading; sounds and static images together (AV) and sounds and texts together (AT). In the second experiment a repeated measures design was adopted (N=10; 3 boys and 7 girls; 16-18 years old). Each subject had to do the tests in all experimental conditions aforementioned. Some intervening variables were measured: previous rhythm skills, previous musical experiences, school achievement of last year, preferences on modes of information presentation and gender. Test tasks were to hear in turn 10 proposed rhythm patterns, memorized them, and imitate them by means of a computer key. The computer ran an ad hoc computer program that provided stimuli, data gathering and assessment of responses. Results of both experiments show statistical differences in favor of groups AV, AT (bimodal) and A (unimodal). It is suggested the advantage of presenting rhythm information with sound together with other means in the teaching and learning music processes.
- Music Play. Un útil recurso para la Estimulación Musical Temprana(2014) Galera-Núñez, MarLa teoría de Gordon sobre el aprendizaje musical (MLT) es conocida internacionalmente; también los test que desarrolló para medir la audiation, la cual es definida como la capacidad para escuchar y comprender la música sin necesidad de que el sonido esté físicamente presente. Dicha audiation es el elemento fundamental dentro de esta teoría. En este artículo descriptivo se pretende hacer un resumen de la MLT en relación a la pre-audiation y analizar algunos materiales que tanto Gordon como otros autores, han elaborado en coherencia con dichas ideas.
- La música también cuenta: combinando matemáticas y música en el aula(2014) Casals Ibáñez, A.; Carrillo Aguilera, Carmen; González Martín, C.Es bien conocida la estrecha e histórica relación entre música y matemática. De hecho, numerosos músicos y científicos han puesto de manifiesto las conexiones existentes entre ambas disciplinas. En contraposición, existen muy pocas aportaciones, experiencias y materiales didácticos que vinculen ambas disciplinas en el medio escolar, especialmente en el contexto español. En el presente artículo se ilustra esta situación exponiendo, por un lado, el estado de la cuestión a nivel internacional y, por otro, la escasa producción académica en castellano. Partiendo de esta realidad, se presenta un proyecto europeo, el European Music Portfolio: Sounding Ways into Mathematics, que precisamente busca cubrir este déficit utilizando una perspectiva pedagógica que supere la estrechez disciplinar aún predominante. En base a las experiencias escolares existentes, dicho proyecto se propone perfilar buenas prácticas, crear materiales y actividades, y diseñar cursos de formación del profesorado a nivel europeo. Finalmente, el artículo termina discutiendo en torno al interés y al potencial que contiene el proyecto dado el contexto sociopolítico y el escenario educativo españoles actuales.
