Interest in the study of emotions in education has grown in recent years. Some of our modern challenges, such as constantly adapting to new scenarios or the need for team work have justified the introduction of emotional competence into educational systems, while diverse studies confirm the relationship between music and emotional intelligence, so that the former could be used as a tool to develop the latter. The aim of this work was to examine the evidence for positive effects of music on the emotions of 3- to 12-year-old children, to which end a systematic review was carried out. Two reviewers independently evaluated 424 studies that were identified in MEDLINE, Psycinfo, and CINAHL databases, in order to determine whether they met the stated inclusion criteria. A total of 26 articles were selected for review. The results suggest several beneficial effects of music on children’s development, such as greater emotional intelligence, academic performance, and prosocial skills. It can therefore be concluded that music should be used in school settings, not only as an important subject in itself, but also as an educational tool within other subjects.
The garden is a major educational resource that can be used for all areas of knowledge from an interdisciplinary perspective as it reflects the complexity and interactions of the natural environment. This research was carried out in the academic years 2017-2018 and 2018-2019 with 418 participants of from the second, third, and fourth year of the Degree in Primary Education at the University of Valencia. The use of the garden and the landscape is analyzed as a non-formal context for training primary school teachers through sensory experiences that contribute to the development of scientific and artistic competencies. The study focused on the relationship between natural sounds and emotions to promote the environmental awareness and active listening that are necessary to improve auditory perception and reflect on health problems caused by noise pollution. During the project, we discovered the synergies between experimental sciences and artistic-musical expression and their importance for developing university students' competencies in the professional, personal, and collective spheres. The activities consisted of (1) a walking tour from the Faculty of Education to the garden at 1 km from the center, to reflect on the origin and characteristics of sound, emotions and their relationship with music; (2) sensory experiences in the garden through visual and auditory interaction with the landscape; and (3) an immersion in quasireal scenarios created by virtual reality. The analysis was carried out by means of an ad hoc questionnaire with Likert-type items focused on aspects of the usefulness of gardens and the activities involved in the general and specific skills of the degree and open questions for reflections on emotional health, environmental sustainability, and artistic-musical creation as a representation of the environment. The results show the importance of the garden as a resource for training of primary teachers in a holistic and global approach that contributes to the development of teaching skills and the acquisition of knowledge based on sensory experiences with the landscape.
La manualidad ha experimentado un notable crecimiento durante las últimas cuatro décadas debido a una nueva concepción de los libros de texto en tanto que objetos que permiten estudiar la cultura escolar. La proliferación de los trabajos ha sido exponencial y se han generado tradiciones de investigación en cada una de las didácticas específicas. En este sentido, este trabajo realiza una lectura bibliográfica de las publicaciones que abordan el análisis de manuales escolares en al campo de la educación musical. En total, se ha accedido a una muestra de 74 artículos.Los resultados muestran que los temas más frecuentes son el estudio de manuales históricos, el efecto que los textos de texto en los estudiantes, la diversidad que, la ideología que transmiten y la presencia de la figura de la mujer en los pueblos.
Resumen. Este estudio constituye una primera aproximación analítica a una investigación más amplia cuyo objetivo es investigar el desarrollo del pensamiento sociocrítico en estudiantes de 5º y 6º de Educación Primaria a través de la utilización de un repertorio musical vinculado a contextos social y educativamente relevantes. Para ello, se ha analizado el repertorio musical utilizado y el grado de acuerdo e implementación del enfoque sociocrítico en los centros públicos de la ciudad de Valencia, aplicando un cuestionario a una muestra de n=80 maestros (N=92). Los resultados muestran un predominio en las aulas de la música clásico-romántica, escolar y folklórico-tradicional. Además, se demuestra que esta selección está condicionada por las representaciones de los maestros sobre la música. Por otra parte, la mayoría de estos coinciden con los principios del enfoque sociocrítico, pero pocos lo aplican. Palabras clave: educación musical; pedagogía crítica; repertorio musical; Educación Primaria. [en] The musical repertoire as an element that enables a socio-critical approach in Elementary Education. Study of the taught curriculum in the city of Valencia Abstract. This study is a first look at a broader field that aims to research the development of a sociocritical thinking by the students in years 5 and 6 of elementary education through the use of a musical repertoire linked to social and educationally relevant contexts. For this purpose, an analysis has been made, in state schools of the city of Valencia, of the most used repertoire and the degree of agreement and implementation of the sociocritical approach by teachers. We sent a questionnaire to n=80 teachers (N=92). The results show a predominance of the classic-romantic, school and folk-traditional music in the classrooms. In addition, it is shown that this selection is conditioned by the teachers' representations of music. Moreover, most of the teachers agree with the socio-critical approach, but few of them apply it.
Durante los últimos años, ha cobrado relevancia el análisis crítico de los contenidos musicales que se imparten en los centros de educación formal, señalando la necesidad de que estos sean representativos de la diversidad cultural y ofrezcan herramientas a los estudiantes para comprender su propia contemporaneidad. Con el objetivo de profundizar en su estudio, se ha realizado una revisión sistemática del currículum escrito en la educación musical primaria mediante el análisis de 49 artículos científicos de ámbito internacional. Los temas más recurrentes giran en torno a la estructura del currículum, la diversidad que refleja y la ideología que pretende transmitir. Los resultados señalan una progresiva estandarización, una función de legitimación del orden político, y el retroceso de la hegemonía de la música académica occidental.
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