La mediación de la música en el desarrollo de las habilidades interpersonales en la formación inicial del profesorado

  1. Cortón-Heras, María de la O
  2. Monreal-Guerrero, Inés-María
  3. Parejo, José Luis
Revista:
Artseduca

ISSN: 2254-0709

Año de publicación: 2023

Número: 35

Páginas: 67-84

Tipo: Artículo

DOI: 10.6035/ARTSEDUCA.6827 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Artseduca

Resumen

Este artículo analiza los resultados de un programa de habilidades para la vida en la formación inicial del profesorado de Música con un grupo de 30 estudiantes. A través de un conjunto de actividades se trabajaron tres habilidades interpersonales: empatía, cooperación y escucha activa, vinculadas a cua- tro formas musicales: expresión verbal/vocal, expresión instrumental, ritmo y movimiento y creación musical. Se ha optado por el enfoque cualitativo de investigación con el objetivo de comprender la mediación de la música en el desarrollo de las habilidades para la vida trabajadas. Se recogieron los datos a través de la observación, las producciones de aprendizaje y las entrevistas. El uso del software Atlas.ti permitió ordenar los datos textuales, visuales y gráficos a la vez que examinar las asociacio- nes entre las habilidades interpersonales y las formas de expresión musical. Los resultados obtenidos revelan que se puede entrenar el desarrollo de la empatía como competencia docente a través de la música porque su práctica grupal exige una interacción social y provoca la expresión de sentimientos positivos. La música promueve habilidades sociales como la cooperación, como alternativa al indivi- dualismo, porque exige la colaboración de otros en su realización. Una colaboración que implica una actitud proactiva en torno al logro de una meta común y genera bienestar emocional y físico. Por últi- mo, la escucha activa supone que el futuro docente, en un proceso dialógico, comprenda y empatice de forma profunda con el mensaje que está recibiendo. A través de la música puede comunicarse de forma eficiente y posibilitar un mayor conocimiento del alumnado que facilite su desarrollo armónico y emocional.

Referencias bibliográficas

  • Abdullin, E. B., & Nikolaeva, E. V. (2013). Theory of music education: a textbook for students of higher pedagogical institutions. MPGU.
  • Anagün, Ş. S. (2018). Teachers’ Perceptions about the Relationship between 21st Century Skills and Managing Constructivist Learning Environments. International Journal of Instruction, 4(11), 825-840. https://doi.org/10.12973/iji.2018.11452a.
  • Anderson, B., Morton, F., & Revill, G. (2005). Practices of music and sound. Social & Cultural Geography, 6(5), 639-644. https://doi.org/10.1080/14649360500298282
  • Andolina, M. W., & Conklin, H. G. (2021). Cultivating empathic listening in democratic education. Theory & Research in Social Education. https://doi.org/10.1080/00933104.2021.1893240
  • Andreiko, O., Savchenko, R., Vasilenko, L., Khizhna, O., & Savchenko, Y. (2019). Creative Cooperation of Subjects of the Educational Process in the Context of Musical Activity. Journal of History Culture and Art Research, 8(1), 93-99. http://dx.doi.org/10.7596/taksad.v8i1.1969
  • Antwi, S. K., & Hamza, K. (2015). Qualitative and quantitative research paradigms in business research: A philosophical reflection. European journal of business and management, 7(3), 217-225.
  • Azkarate-Iturbe, O., Vitoria Gallastegui, J. R., Aritzeta Galan, A. y Galletebeitia Gabiola, I. (2020). Persona Cooperativa en un contexto de transformación educativa y social. REVESCO. Revista de Estudios Cooperativos, 136, 1-16. https://dx.doi.org/10.5209/reve.71859
  • Bautista, C. y Nelly, P. (2011). Proceso de la investigación cualitativa: epistemología, metodología y aplicaciones. El Manual Moderno.
  • Bennett, J., Heron, J., Gunnell, D., Purdy, S., & Linton, M. J. (2022). The impact of the COVID-19 pandemic on student mental health and wellbeing in UK university students: a multiyear cross-sectional analysis. Journal of Mental Health, 31(4), 597-604. https://doi.org/10.1080/09638237.2022.2091766
  • Bisquerra, R. (2003). Educación emocional y competencias básicas para la vida. Revista de Investigación Educativa, 21(1), 7–43. https://revistas.um.es/rie/article/view/99071
  • Blasco Magraner, J. S. y Botella Nicolás, A. M. (2020). Aprendizaje por proyectos en la clase de bachillerato: la opereta La Corte del Faraón. [Learning by projects in the high school class: the operetta The Court of Faraoh]. Revista de Comunicación de la SEECI, 51, 1-15. doi: http://doi.org/10.15198/seeci.2020.51.1-15
  • Bouton, B. (2016). Empathy Research and Teacher Preparation: Benefits and Obstacles. SRATE. Journal Summer, 25(2), 13-26. https://files.eric.ed.gov/fulltext/EJ1113829.pdf
  • Campayo-Muñoz, E. A., & Cabedo-Más, A. (2017). The role of emotional skills in music education. British Journal Music Education, 34(3) 243-258. https://doi.org/10.1017/S0265051717000067
  • Campayo, E. A., y Cabedo Mas, A. (2016). Música y competencias emocionales: posibles implicaciones para la mejora de la Educación Musical. Revista Electrónica Complutense de Investigación en Educación Musical, 13, 124-139. http://dx.doi.org/10.5209/RECIEM.51864
  • Canpolat, M., Kuzu, S., Yıldırım, B., & Canpolat, S. (2015). Active listening strategies of academically successful university students. Eurasian Journal of Educational Research, 60, 163–180. doi: 10.14689/ejer.2015.60.10
  • Cho, H. K. (2018). The Effects of Music Therapy-Singing Group on Quality of Life and Affect of Persons With Dementia: A Randomized Controlled Trial. Frontiers in Medicine, 5(279), 1-13. doi: 10.3389/fmed.2018.00279
  • Confederación Estatal de Asociaciones de Estudiantes (CANAE) (2021). Estudiantes en Pandemia. Informe 2020/2021 sobre educación y participación desde la perspectiva estudiantil. CANAE.
  • Coperrider, D., & Whitney, D. (2005). Appreciative inquiry: a positive revolution in change.Berrett-Koehler
  • Croom, A. M. (2012) Music, neuroscience, and the psychology of well-being: A précis. Frontiers in Psychology, 2(393). doi:10.3389/fpsyg.2011.00393
  • Cross, I. (2005). Music and meaning, ambiguity and evolution. In D. Miell, R. MacDonald, & D. Hargreaves (Eds.), Musical Communication (pp. 27–43). Oxford University Press.
  • Crowe, M., Inder, M., & Porter, R. (2015). Conducting qualitative research in mental health: Thematic and content analyses. Aust N Z J Psychiatry, 49(7), 616-23. https:doi.org/10.1177/0004867415582053.
  • Di Natale, J. J., & Russell, G. S. (2015). Cooperative learning for better perfomance. Music Educators Journal, 82, 26-28. https://doi.org/10.2307/3398865
  • Dullea, R. (2019). Pedagogies of authentic learning in Canadian Opera Company’s opera summer camp programme for adolescents. Youth Theatre Journal, 1-17. doi:10.1080/08929092.2018.1555103
  • Eggenberger, A. L. B. (2019). Active Listening Skills as Predictors of Success in Community College Students. Community College Journal of Research and Practice, 1-10. doi: 10.1080/10668926.2019.1706667
  • Einarsdottir, S. L., & Gudmundsdottir, H. R. (2016). The role of choral singing in the lives of amateur choral singers in Iceland. Music Education Research, 18(1), 39–56, http://dx.doi.org/10.1080/14613808.2015.1049258
  • Elliott, D. J., Silverman, M., & Bowman, W. (Eds). (2016). Artistic Citizenship: Artistry, Social Responsibility, and Ethical Praxis. Oxford Scholarship.
  • Ellis P., & Abbott J. (2018). Active listening, part two: Showing empathy. Journal of Kidney Care 3(3), 193–195. https://doi.org/10.12968/jokc.2018.3.3.193
  • Flick, U. (2018). An Introduction to Qualitative Research. Sage.
  • Friston, K. J., Noor S., Quiroga-Martinez, D. R., Parr, T., Price, C. J., & Holmes, E. (2020). Active listening. Hearing Research, https://doi.org/10.1016/j.heares.2020.107998
  • Ghazali, G., & D. Bennett (2017). Employability for Music Graduates: Malaysian Educational Reform and the Focus on Generic Skills. International Journal of Music Education, 35(4), 588–600. doi:10.1177/0255761416689844.
  • Giraldez-Hayes, A., & Prince, S. (2017). Habilidades para la vida. SM.
  • Goleman, D. (2006). Emotional Intelligence. Bantam.
  • Goroshit, M., & Hen, M. (2016). Teachers’ empathy: can it be predicted by self-efficacy?. Teachers and Teaching, 22(7), 805-518.http://dx.doi.org/10.1080/13540602.2016.1185818
  • Groarke, J. M., & Hogan, M. J. (2018). Development and psychometric evaluation of the adaptive functions of music listening scale. Frontiers in Psychology, 9, 516. https://doi.org/10.3389/fpsyg.2018.00516
  • Groarke, J. M., Groarke, A., Hogan, M. J., Costello, L., & Lynch, D. (2019). Does listening to music regulate negative affect in a stressful situation? Examining the effects of self-selected and researcher-selected music using both silent and active controls. Applied Psychology: Health and Well-Being. https://doi.org/10.1111/aphw.12185
  • Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. Handbook of qualitative research (pp. 105-117). Sage.
  • Hallam, S. (2005). How to advocate for music: Personal Stories of Music Education Advocacy. International Journal of Music Education 23(2), 144–148. doi:10.1177/0255761405052410.
  • Hodges, D. A. (2010). Can neuroscience help us do a better job of teaching music? General Music Today, 23(2), 3–12.doi:10.1177/1048371309349569
  • Iryhina, S., Sbruieva, A., Chystiakova, I., & Chernyakova, Z. (2020). Implementatio of Emotional Intelligence Theory in Future Musical Art Teachers Training. Journal of History Culture and Art Research, 9(2), 50-60. http://dx.doi.org/10.7596/taksad.v9i2.2575
  • Johnson, D. W., Johnson, R. T., & Holubec, E. (1998). Cooperation in the classroom. Allyn and Bacon.
  • Juslin, P. N., & Sloboda, J. A. (2001). Music and Emotion: Theory and Research. Oxford University Press.
  • Kazu, H., & Demiralp, D. (2015). The Determination of Levels of Active Listening Competencies of Pre-service Teachers. The Anthropologist, 22(2), 337-344. https://doi.org/10.1080/09720073.2015.11891885
  • Kivijärvi, S., & Poutiainen, A. (2019). Supplying social capital through music education: A study on interaction in special educational needs students’ concerts. Research Studies in Music Education, 42(3), 347-367. https://doi.org/10.1177/1321103X19843005
  • Kratus, J. (2017). Music Listening Is Creative. Music Educators Journal, 103(3), 46–51. https://doi.org/10.1177/0027432116686843
  • Laird, l. (2015). Empathy in the Classroom Can Music Bring Us More in Tune with One Another. Music Educators Journal, 101(4), 56-61. https://doi.org/10.1177/0027432115572230
  • Lamont, A. (2012). Emotion, engagement and meaning in strong experiences of music performance. Psychology of Music, 40(5), 574–594. doi:10.1177/0305735612448510
  • Larsson, C., & Georgii-Hemming, E. (2018). Improvisation in general music education – a literature review. British Journal of Music Education, 1–19. doi:10.1017/s026505171800013x
  • Le Vigouroux, S., Goncalves, A., & Charbonnier, E. (2021). The psychological vulnerability of French university students to the COVID-19 confinement. Health Education & Behavior, 48(2), 123-131. https://doi.org/10.1177/10901981209871
  • Lowe, G. M. (2018). Competition Versus Cooperation: Implications for Music Teachers following Students Feedback from Participation in a Large-scale Cooperative Music Festival. Australian Journal of Teacher Education, 43(5). http://ro.ecu.edu.au/ajte/vol43/iss5/6
  • Maine, F., Cook, V., & Lähdesmäki, T. (2019). Reconceptualizing cultural literacy as a dialogic practice. London Review of Education, 17(3), 383–392. https://doi.org/10.18546/ LRE.17.3.12
  • Mălureanu F., & Enachi-Vasluianu, L. (2016). The Importance Of Elements Of Active Listening In Didactic Communication: A Student’S Perspective. CBU International Conference Proceedings. ISE Research Institute, 4(0), 332-335. https://doi.org/10.12955/cbup.v4.77
  • McAllister, G., & Irvine, J. J. (2000). The role of empathy in teaching culturally diverse students: A qualitative study of teachers’ beliefs. Journal of Teacher Education, 53, 433–443. https://doi.org/10.1177/002248702237397
  • McManus, B., & Giraldez-Hayes, A. (2021). Exploring the experience of using music and creative mark-making as a reflective tool during coaching supervision: An Interpretative Phenomenological Analysis. Philosophy of Coaching, 6(2), 22-46. http://dx.doi.org/10.22316/poc/06.2.03
  • Melis, A. P., & Tomasello, M. (2019). Chimpanzees (Pan Troglodytes) develop a successful communicative strategy to collaborate. Proceedings of the Royal Society B: Biological Sciences, 286, 1-10. doi: 10.1098/rspb.2019.0408
  • Meyers, S., Rowell, K., Wells, M., & Smith, B. C. (2019). Teacher Empathy: A Model of Empathy for Teaching for Student Success. College Teaching, 67(3), 160-168. https:// doi.org/10.1080/87567555.2019.1579699
  • Nekhoroshikh, N. A. (2021). Collaboration as a foundation for modern education (as exemplified by primary general education). Revista de Investigación Apuntes Universitarios, 11(2), 352 –367. https://doi.org/10.17162/au.v11i2.652
  • Ng, H. H. (2019). Collective free music improvisation as a sociocommunicative endeavor: A literature review. Update: Applications of Research in Music Education, 37(2), 15-23. https://doi.org/10.1177/8755123318784109
  • Ocaña, A. y Reyes M. L. (2018). Ecología del aprendizaje musical: interacciones culturales e institucionales. En J. B. Martínez Rodríguez y E. Fernández Rodríguez (Comps.), Ecologías del Aprendizaje: Educación Expandida en Contextos Múltiples (pp. 171-188). Morata.
  • Palmer, J. (2018) Empathy. Brock Education Journal, 27(2), 34-37. DOI: https://doi.org/10.26522/brocked.v27i2.574
  • Payne, E. (2018). The craft of musical performance: Skilledpractice in collaboration. Cultural geographies, 2(1), 107-122. https://doi.org/10.1177%2F1474474016684126
  • Rabinowitch, T.-C., Cross, I., & Burnard, P. (2012). Long-term musical group interaction has a positive influence on empathy in children. Psychology of Music, 41(4), 484–498. https://doi.org/10.1177/0305735612440609
  • Rapanta, C., Vrikki, M., & Evagorou, M. (2020). Preparing culturally literate citizens through dialogue and argumentation: Rethinking citizenship education. The Curriculum Journal, 32, 475–494. https://doi.org/10.1002/curj.95
  • Rogers, C. R. (1959). A Theory of Therapy, Personality, and Interpersonal Relationships: As Developed in the Client-Centered Framework. In S. Koch (Ed.), Psychology: A Study of a Science. Formulations of the Person and the Social Context (Vol. 3) (pp. 184-256). McGraw Hill.
  • Rogers, C., & Farson, R. (2021). Active listening. Mockingbird Press LLC.
  • Segal, E. A. (2011). Social Empathy: A Model Built on Empathy, Contextual Understanding, and Social Responsibility That Promotes Social Justice. Journal of Social Service Research 37(3), 266–77. doi:10.1080/01488376.2011.564040.
  • Sennett, R. (2012). Juntos. Rituales, placeres y política de cooperación. Editorial Anagrama.
  • Spak, D., & Card, E. (2019). Music, Movement, and Mind: Use of Drumming to Improve Strength, Balance, Proprioception, Stamina, Coordination, and Emotional Status in a 12-Year-Old With Agenesis of the Corpus Callosum: A Case Study. Journal of Holistic Nursing, 38(2), 186-192. https://doi.org/10.1177/0898010119871380
  • Spataro, S. E., & Bloch, J. (2017). “Can you repeat that?” Teaching active listening in management education. Journal of Management Education, 42(2), 168-198. https:doi.org/10.1177/1052562917748696
  • Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: The origins of cultural cognition. Behavioral Brain Sciences, 28, 675–691. https://doi.org/10.1017/S0140525X05000129.
  • Turino, T. (2008). Music as Social Life: The Politics of Participation. University Press.
  • Universidad de Valladolid (2013). Código de Buenas Prácticas en Investigación. https://uvadoc.uva.es/handle/10324/46283
  • Varner, E. (2020). General Music Learning Is Also Social and Emotional Learning. General Music Today, 33(2), 74–78. https://doi.org/ 10.1177/1048371319891421
  • Wesseldijk, L. W., Ullén, F., & Mosing, M. A. (2020). Does listening to music increase your ability to discriminate musical sounds?. Personality and Individual Differences, 161, 1-4. https://doi.org/10.1016/j.paid.2020.110001
  • Weston, D. (2020). The value of ‘Soft Skills’ in popular music education in nurturing musical livelihoods. Music Education Research, 22(5), 527-540. https://doi.org/10.1080/14613808.2020.1841132
Fuente de los datos: Dialnet