Construcción de un instrumento de valoración de la expresividad musical en profesorado y alumnado en la Enseñanza Superior de Música

  1. Carolina Bonastre 1
  2. Roberto Nuevo 2
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad Rey Juan Carlos
    info

    Universidad Rey Juan Carlos

    Madrid, España

    ROR https://ror.org/01v5cv687

Aldizkaria:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Argitalpen urtea: 2020

Zenbakien izenburua: 1 de septiembre de 2020

Alea: 18

Zenbakia: 51

Orrialdeak: 255-278

Mota: Artikulua

DOI: 10.25115/EJREP.V18I51.2830 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Electronic journal of research in educational psychology

Objetivos de desarrollo sostenible

Laburpena

Introduction.Expressing and communicating emotions is one of the main functions of music. Focusing on such communication process is a core part of performer ́s education and studying conceptions of teachers and students about ways of improving expressivity seemsa priorityin psychoeducational research. Therefore, this work aimed to: a) validating a tool for assessing them; b) knowing valuations about different models for teaching and learning of emotional expressivity in music among Higher Education teachers and students of music; c) comparingthosevaluations between both groups. Method. For this purpose, 229 persons (170 students and 59 teachers) from the Music Conservatory of Madrid completed a questionnaire about improving expressiveness. Four different strategies for teaching and learning expressiveness were included. Results. There were certain statistically significant differences between groups in their preferences for different strategies. The most important differences, however, were found in within-group comparisons: the strategy based on the use of technical instructions received the best ratings, whereas modelling was the strategy with the poorest ratings. These effects were independent of gender and age. The theoretical factor structure had excellent fit to the data (CFI=.95). Discussion or conclusion. In conclusion, the two groups differed in their conceptions about the best strategies fortraining in expressiveness, but they agreed on their preferences for one strategy or another, with particular preference for the use of technical instructions. The possible pedagogical implications of these differences are discussed, and thisquestionnaire is recommended for use in educational settings

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