Estrategias de aprendizaje sobre la expresividad musical en enseñanzas superiores e inteligencia emocional

  1. Carolina Bonastre Vallés 1
  2. Roberto Nuevo Benítez 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

Journal:
Revista Internacional de Educación Musical

ISSN: 2307-4841

Year of publication: 2020

Issue: 8

Pages: 43-51

Type: Article

DOI: 10.1177/2307484120956515 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Revista Internacional de Educación Musical

Abstract

Education provides possibilities for personal development in aspects as relevant as emotion. In fact, Emotional Intelligence (EI) has been associated with many positive outcomes in educational contexts, but remains understudied in music education. The main goal of this work has been to study the association between EI and conceptions of music teachers and students in Higher Education about ways to improve expressive skills: Modelling, use of Metaphors, usage of one’s own Emotions; and providing Technical instructions. Participants were 117 students and 43 teachers who completed questionnaires about EI and opinions about models of teaching and learning expressivity. Metaphors, Emotions and Technique were positively associated with the level of EI, although the different role (teaching or learning) seems scarcely relevant for this association. The link between these two aspects suggests that improving emotional competencies and learning of expressivity are associated, so fostering student’s emotional capacities could improve expressive skills for music performance and vice versa.

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Data source: Dialnet