Aproximación transdisciplinar a la Música Popular Urbana en Enseñanza Secundaria

  1. Carlos Lage Gómez
Revue:
Estudios pedagógicos

ISSN: 0716-050X,  0718-0705

Année de publication: 2020

Volumen: 46

Número: 2

Pages: 159-176

Type: Article

DOI: 10.4067/S0718-07052020000200159 DIALNET GOOGLE SCHOLAR

D'autres publications dans: Estudios pedagógicos

Résumé

ABSTRACT: Curriculum integration represents a priority in secondary education, with profound implications for teaching and learning processes. However, its application presents deep complexities due to the structuring of education systems. In order to deepen a transdisciplinar understanding of Arts Education in Secondary schools, we present a project developed in a Madrid Secondary School (Spain). From the thematic axis of popular music, gender and adolescence, an album, an advertising campaign and a musical taste map have been elaborated. All this in 3 groups of 4th year of ESO with 3 teachers and external collaboration. The results show the transdisciplinar integration of diverse art and social sciences areas as a useful tool for Secondary Schools, in a participatory process of teaching and learning, and the construction of meaningful artistic experiences by the students.

Références bibliographiques

  • Acaso, M.. (2013). Reduvolution. Paidós Ibérica. Madrid.
  • Adams, R.,Gibson, S.,Müller Arisona, S.. (2008). Transdisciplinary digital art: Sound, vision and the new screen. Springer.
  • Bascia, N.,Hargreaves, A.. (2013). The Sharp Edge of Educational Change: Teaching, Leading and the Realities of Reform. Routledge. New York.
  • Bunard, P.. (2008). Investigating children’s musical interactions within the activities systems of group composing and arranging: An application of Engeström’s Activity Theory. International Journal of Educational Research. 47. 60-74
  • Burnard, P.. (2014). Collaborative creativity in instrumental group learning as a site for enhancing pupil wellbeing. Cambridge Journal of Education.
  • Bresler, L.. (2006). Introducción a la investigación en educación musical. Enclave Creativa. Madrid.
  • Bunge, M.. (1980). Epistemología. Curso de Actualización. Editorial Ariel. Barcelona.
  • Burnard, P.. (2012). Musical Creativities in Practice. Oxford University Press. Oxford.
  • Burnard, P.. (2006). Documenting “possibility thinking”: A journey of collaborative enquiry. International Journal of Early Years Education. 14. 243
  • Burnard, P. (2015). Transformative teacher research: Theory and practice for the C21st. Sense Publishers. Boston.
  • Burger, P.. (2003). Cognitive Integration in Transdisciplinary Science. Issues in Integrative Studies. 43-73
  • Cochran-Smith, M,Litle, S. L.. (2009). Inquiry as Stance: Practitioner Research for the Next Generation. Teachers College Press. New York.
  • (2018). Comunidad de Madrid Datos población. Comunidad de Madrid. Madrid.
  • Cross, I.. (2012). The Oxford Handbook of music education. Oxford University Press. Nueva York.
  • Csikszentmihalyi, M.. (1999). The handbook of creativity. Cambridge University Press. New York.
  • Cslovjecsek, M.,Zulauf, M.. (2018). Integrated Music Education. Peter Lang AG. Bern, Switzerland.
  • Dewey, J.. (1934). Art as experience. The Barnes Foundation Press. Rahway, NJ.
  • Dewey, J.. (1995). Democracia y Educación. Morata. Madrid.
  • Drake, S. M.,Burns, R. C.. (2004). Integrated Curriculum, Meeting Standards Through. Association for Supervision and Curriculum Development. Virginia USA.
  • Engeström, Y.. (1987). Learning by expanding: An activity theoretical approach to developmental research. Orienta-Konsultit. Helsinki.
  • Engestrom, Y.. (1999). Perspectives on activity theory. Cambridge University Press. Cambridge.
  • Feldman, D. H.,Csikszentmihalyi, M.,Gardner, H.. (1994). Changing the world: A framework for the study of creativity. Praeger. Westport, CT.
  • Fernández Enguita, M.. (2016). La educación en la encrucijada. Fundación Santillana. España.
  • (2016). Finnish National Board of Education. National Core Curriculum for General upper secondary Schools.
  • Freire, P.. (2003). Pedagogía del Oprimido. 17. Siglo Veintiuno de españa editores. Madrid.
  • García Díaz, D.. (2017). Hacia una antropología integral. Un estudio a la luz de dos propuestas epistemológicas contemporáneas: Jacques Maritain y Basarab Nicolescu. Universidad Francisco de Vitoria. Madrid.
  • Glaveanu, V.. (2018). Educating which creativity?. Thinking Skills and Creativity. 27. 25-32
  • Greeno, J.. (2014). The Cambridge Handbook of the Learning Sciences. Cambridge University Press. Cambridge.
  • Heron, J.. (1996). Co-operative Inquiry: Research Into the Human Condition. Sage. London.
  • Hirsch Hadorn, G.,Hoffmann-Riem, H.,Biber-Klemm, S.,Grossenbacher-Mansuy, W.,Joye, D.,Pohl, C.,Wiesmann, U.,Zemp, E.. (2008). Handbook of Transdisciplinary Research. Springer. Dordrecht.
  • Jantsch, E.. (1972). Problems of Teaching and Research in Universities. Organisation for Economic Cooperation and Development (OECD). Paris.
  • Lage-Gómez, C.. (2016). Música e imágenes un estudio de investigación acción sobre creación musical en tercero de Educación Secundaria obligatoria. Universidad Complutense de Madrid. Madrid.
  • Lage-Gómez, C.. (2018). Pintando sonidos a través de la Improvisación Colectiva en Educación Secundaria. Revista Electrónica Complutense de Investigación En Educación Musical - RECIEM. 15. 61-82
  • Lage-Gómez, C.. (2019). Group improvisation as dialogue: Opening creative spaces in secondary music education. Thinking Skills and Creativity. 31.
  • Lage-Gómez, C.. (2020). Theorising ‘participatory creativity’ in music education: unpacking the whole process at a Spanish secondary school. Music Education Research. 22. 54-67
  • Lapidaki, E. (2012). The Oxford Handbook of music education. Oxford University Press. NY.
  • Marshall, J.. (2014). Transdisciplinarity and Art Integration: Toward a New Understanding of Art-Based Learning across the Curriculum. Studies in Art Education. 55. 104
  • Miell, D.,Littleton, K.. (2004). Collaborative Creativity: Contemporary Perspectives. Free Association Books. London.
  • Marjanen, K.. (2013). Transversal processes - learning more about the teaching profession through music. The European Journal of Social & Behavioural Sciences (EJSBS) VII Design in Mind. 1234
  • Mittelstrass, J.. (2011). On transdisciplinarity. Trames. 15. 329
  • Morin, E.,Vallejos Gómez, Mercedes. (1999). Los siete saberes necesarios para la educación del futuro. Santillana. París, Francia.
  • Nicolescu, B.. (2012). Transdisciplinarity: The hidden third, between the subject and the object. Human and Social Studies. 1. 13-28
  • Perignat, E.. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity. 31. 31-43
  • Klein, J. T.,Grossenbacher-Mansuy, W.,Häberli, R.,Bill, A.,Scholz, R.W.,Welti, M.. (2001). Transdisciplinarity: Joint Problem Solving among Science. An Effective Way for Managing Complexity. Birkhäuser Verlag. Basel.
  • Park, J.. (2010). Transitioning toward transdisciplinary learning in a multidisciplianaryenvironment. International Journal of Pedagogies and Learning. 6. 82-93
  • Piaget, J.. (1973). Tendencias de la investigación en las ciencias sociales. Alianza Editorial. Madrid.
  • Rice, P.,Ezzy, D.. (1999). Qualitative Research Methods: A Health Focus. Oxford University Press. Melbourne.
  • Saether, E. (2012). The Oxford Handbook of music education. Oxford University Press. NY.
  • Sawyer, R. K.. (2009). Distributed creativity: How collective creations emerge from collaboration. Psychology of Aesthetics, Creativity, and the Arts. 3. 81-92
  • Seddon, F. A.. (2012). Musical creativity: insights from music education. Ashgate. Farnham.
  • Soares, J.. (2012). Musical Creativity: Insights from Music Education Research. Ashgate. Ashgate, Farnham, UK.
  • Sorieau, E.. (1998). La correspondencia de las artes. Fondo de Cultura Económica. México, D.F.
  • Soublis Smyth, T.. (2017). Transdisciplinary Pedagogy: A Competency Based Approach for Teachers and Students to Promote Global Sustainability. Journal of Interdisciplinary Studies in Education. 5. 64-72
  • Viladot, L.. (2018). The integration of music and mathematics education in Catalonia and England: perspectives on theory and practice. Music Education Research. 20. 71-82
  • Webster, P.. (2002). Creativity and music education. Canadian Music Educator’s Association. Edmonton.
  • Wegerif, R.. (2019). Oxford Research Encyclopedia of Education. Oxford University Press.
  • Withall, J.. (1989). Enciclopedia lnternacional de la Educación. Vives. Barcelona.
La source de données: Dialnet