Publicación: The voice: promoting music learning with real-time feedback
Cargando...
Fecha
2019-06-15
Autores
Editor/a
Director/a
Tutor/a
Coordinador/a
Prologuista
Revisor/a
Ilustrador/a
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editor
Ediciones Universidad de Salamanca
Resumen
Tocar un instrumento musical mejora los resultados del aprendizaje de los niños en varios niveles más que cualquier otra actividad extracurricular. La mayor neuroplasticidad que la práctica instrumental promueve se refleja en una mayor capacidad de reorganización cerebral, fundamental en todos los tipos de aprendizaje. Estos beneficios se extienden también al aprendizaje del canto que, además, mejora la salud física y mental, lo que supone repercusiones sociales y para la salud pública. Así mismo, tocar un instrumento musical y cantar son consideradas actividades extracurriculares, particularmente en los sistemas educativos en el sur de Europa. No obstante, no todos los alumnos pueden beneficiarse de ellas, ya que su realización depende de los recursos físicos y financieros de las escuelas. Basado en un análisis de la bibliografía existente, este trabajo propone un modelo de enseñanza-aprendizaje de la música a través de la introducción de clases de canto, individuales y en grupo. De hecho, la voz es un instrumento musical disponible para todos, independientemente de la edad y condición socioeconómica. Se propone la inclusión de información de retorno como recurso de enseñanza-aprendizaje, usando las tecnologías como recurso de aprendizaje y siguiendo un modelo centrado en la relación profesor-alumno. Por un lado, porque la información de retorno es más eficaz en el aprendizaje de actividades de coordinación neuromotora y, por otro, porque un modelo centrado en la relación profesor-alumno se basa en la congruencia, el retorno positivo y la empatía, para la promoción de una consciencia guiada sobre el proceso de aprendizaje y, consecuentemente, conseguir un aumento de los niveles superiores de metacognición y autorregulación. El canto en las escuelas podrá también contribuir a la implementación de una enseñanza más integrada, promoviendo la coordinación de contenidos de diferentes asignaturas, con impacto en la integración y cohesión social de todos los intervinientes.
To play a musical instrument enhances the learning outcomes of children at several levels, more than any other extracurricular activities. The greater neuroplasticity associated with playing an instrument is reflected in a superior ability of cerebral cortex reorganization, a feature of great importance for all types of learning. These benefits are also extended to the learning of singing. Moreover, singing has benefits in individual physical and mental health, with impacts in the society and public health. Despite these proven benefits, learning to play an instrument and to sing are considered extracurricular activities, particularly in south European educational systems. Thus, not all students can benefit from them, as their availability in a school depends on financial and physical resources. Based on a literature review, this work proposes a teaching-learning model of music based on learning how to sing, in individual and group lessons. In fact, the voice is an accessible musical instrument to all, independently of age and socio-economic status. The inclusion of knowledge results as a form of feedback using technology in the singing lesson is projected. On the one hand, knowledge results is a more effective feedback when learning activities that require the development of neuro-motor abilities. On the other hand, because a model centred in the teacher-student relationship is based in congruence, in positive feedback and in empathy and consequently, to higher levels of metacognition and self-appraisal. The inclusion of singing lessons in schools can also contribute to an integrated learning system, promoting the coordination of interdisciplinary knowledge, and with an impact in social cohesion and integration of all who intervene in education.
To play a musical instrument enhances the learning outcomes of children at several levels, more than any other extracurricular activities. The greater neuroplasticity associated with playing an instrument is reflected in a superior ability of cerebral cortex reorganization, a feature of great importance for all types of learning. These benefits are also extended to the learning of singing. Moreover, singing has benefits in individual physical and mental health, with impacts in the society and public health. Despite these proven benefits, learning to play an instrument and to sing are considered extracurricular activities, particularly in south European educational systems. Thus, not all students can benefit from them, as their availability in a school depends on financial and physical resources. Based on a literature review, this work proposes a teaching-learning model of music based on learning how to sing, in individual and group lessons. In fact, the voice is an accessible musical instrument to all, independently of age and socio-economic status. The inclusion of knowledge results as a form of feedback using technology in the singing lesson is projected. On the one hand, knowledge results is a more effective feedback when learning activities that require the development of neuro-motor abilities. On the other hand, because a model centred in the teacher-student relationship is based in congruence, in positive feedback and in empathy and consequently, to higher levels of metacognition and self-appraisal. The inclusion of singing lessons in schools can also contribute to an integrated learning system, promoting the coordination of interdisciplinary knowledge, and with an impact in social cohesion and integration of all who intervene in education.
Descripción
Categorías UNESCO
Palabras clave
enseñanza, música, voz
Citación
Centro
Facultad de Educación
Departamento
Didáctica, Organización Escolar y Didácticas Especiales