Validación de un modelo de enseñanza musical para la educación en general

Felipe Porflitt Becerra; Rolando Andrés Jeldres Zamorano; Alfonso Norero Saavedra

doi:10.31637/epsir-2024-1050

Authors

Felipe Porflitt Becerra Pontifical Catholic University of Chile https://orcid.org/0000-0001-9789-9080
Rolando Andrés Jeldres Zamorano Gabriela Mistral University https://orcid.org/0000-0003-3133-0881
Alfonso Norero Saavedra Universidad del Desarrollo

DOI:

https://doi.org/10.31637/epsir-2024-1050

Keywords:

Model, Music, Teaching, Preschool, Primary, Secondary, Bachelor, Non-formal

Abstract

Introduction: The present article reviews the state of the art on both current and historical views on music education, highlighting agreements and disagreements, with the aim of constructing and validating a model for music teaching. Methodology: A thorough literature review was conducted to determine the construction categories and subsequent design of the model, which was then validated by teachers from different age groups within the education sector. Results: There is a high valuation of the model itself, but on the other hand, there are some discrepancies for teachers of formal and non-formal education. Additionally, there was tension regarding whether the use of music theory is strictly necessary in education, as well as the hierarchical order in music concerning rhythm, melody, and harmony, respectively. Discussions: According to the findings of this study, the model is validated for all educational levels. Furthermore, both old and modern paradigms can coexist instead of being mutually exclusive. Conclusions: A model for general music teaching in the 21st century must be flexible enough for each teacher to use it confidently, relying on their expertise.

Downloads

Download data is not yet available.

Author Biographies

Felipe Porflitt Becerra, Pontifical Catholic University of Chile

D. in Psychology, Master in Education, Professor of Musical Arts and Pianist. His line of research is associated with the three disciplines just mentioned, with particular focus on showing evidence regarding the contribution of music to human development. Currently, he is an associate researcher at the Center for the Study of Policies and Practices in Education UC in Santiago, Chile, and holds the same position at the Cape Horn International Center, in the Cape Horn region, also integrating the steering committee of the Center for Development of Inclusive Technologies CEDETi UC, of the School of Psychology of the Pontificia Universidad Católica de Chile, where he is also an assistant professor of the Faculty of Education.

Rolando Andrés Jeldres Zamorano, Gabriela Mistral University

Double bassist from the National Conservatory of Music of the University of Chile, Master in Educational Leadership and Doctor in Education from the Pontificia Universidad Católica de Chile. His line of research is School Leadership, specifically organizational improvisation in school leaders' decision making, and its study through computer simulations. Also the creation and development of virtual simulations of decision making in management and organizational leadership contexts, for training, coaching and evaluation of teaching and management skills. He is currently director of the Master in Teaching for Higher Education at the Universidad Gabriela Mistral, Chile.

Alfonso Norero Saavedra, Universidad del Desarrollo

Professor, Faculty of Education, Universidad del Desarrollo, Faculty of Arts, Universidad Academia de Humanismo Cristiano, and Area of Sound and Music, Instituto Profesional Arcos. Master in Education, Professor of Musical Arts and Musician. His line of research is associated with work in disciplines related to art and education. He is currently working in the areas of teaching in higher education and management of artistic-educational projects.

References

Alter, F., Hays, T., y O’Hara, R. (2009). The challenges of implementing primary arts education: What our teachers say. Australian Journal of Early Childhood, 34(4), 22–30. https://doi.org/10.1177/183693910903400404 DOI: https://doi.org/10.1177/183693910903400404

Aróstegui, J. L., y Ivanova, A. (2012). Didáctica de la Expresión Musical. Una revisión del desarrollo del currículo. Reuni+D Publicaciones. https://diposit.ub.edu/dspace/bitstream/2445/32787/7/reunid_arostegui_iotova_2012_didactica_expresion_musical.pdf

Bada Zagalá, M. (2017). ¿Es el siglo XXI un siglo de innovación en Educación Musical? Análisis de diferentes métodos de Educación Musical empleados en el siglo XXI. http://repositori.uji.es/xmlui/handle/10234/171567

Barros, M. J. (2021). Activismos artísticos en las movilizaciones chilenas recientes: Nuevas solidaridades entre el arte y la calle. Universum, 36(2). 437-58- https://doi.org/10.4067/S0718-23762021000200437 DOI: https://doi.org/10.4067/s0718-23762021000200437

Batteaux, C. (1796). Les beaux-arts réduits à un même principe. Durand.

Blanco García, Y. (2018). La pedagogía de creación musical: Aulas y talleres creativos. Tabanque. Revista Pedagógica, 31(31), 42. https://doi.org/10.24197/trp.31.2018.42-58 DOI: https://doi.org/10.24197/trp.31.2018.42-58

Botella, A. M., y Adell, J. R. (2016). Una propuesta experimental en la enseñanza de la música en Secundaria. Cuadernos de Música, Artes Visuales y Artes Escénicas, 11(1), 67–82. https://doi.org/10.11144/Javeriana.mavae11-1.peem DOI: https://doi.org/10.11144/Javeriana.mavae11-1.peem

Bowen, D. H., Greene, J. P., y Kisida, B. (2014). Learning to Think Critically: A Visual Art Experiment. Educational Researcher, 43(1), 37–44. https://doi.org/10.3102/0013189X13512675 DOI: https://doi.org/10.3102/0013189X13512675

Burkholder, J. P., Grout, D. J., y Palisca, C. V. (2019). A History of Western Music: Tenth International Student Edition. WW Norton & Company.

Carrillo, C., Viladot, L., y Pérez-Moreno, J. (2017). Impacto de la educación musical: una revisión de la literatura científica. Revista Electrónica Complutense de Investigación en Educación Musical, 14. 61-74. https://doi.org/10.5209/RECIEM.54828 DOI: https://doi.org/10.5209/RECIEM.54828

Castro Lobo, M. (2003). Música para todos. Editorial de la Universidad de Costa Rica.

Chun Tie, Y., Birks, M., y Francis, K. (2019). Grounded theory research: A design framework for novice researchers. SAGE Open Medicine, 7, 205031211882292. https://doi.org/10.1177/2050312118822927 DOI: https://doi.org/10.1177/2050312118822927

de Gainza, V. (2004). La educación musical en el siglo XX. Revista Musical Chilena, 58(201), 74–81. http://dx.doi.org/10.4067/S0716-27902004020100004 DOI: https://doi.org/10.4067/S0716-27902004020100004

De Pretto, M., y James, C. E. (2015). Principles of parsimony: fMRI correlates of beat-based versus duration-based sensorimotor synchronization. Psychomusicology: Music, Mind, and Brain, 25(4), 380-391. https://doi.org/10.1037/pmu0000122 DOI: https://doi.org/10.1037/pmu0000122

Defior, S., y Tudela, P. (1994). Effect of phonological training on reading and writing acquisition. Reading and Writing, 6(3), 299–320. https://doi.org/10.1007/BF01027087 DOI: https://doi.org/10.1007/BF01027087

Degé, F., Kubicek, C., y Schwarzer, G. (2011). Music lessons and intelligence: A relation mediated by executive functions. Music Perception, 29(2), 195–201. https://doi.org/10.1525/mp.2011.29.2.195 DOI: https://doi.org/10.1525/mp.2011.29.2.195

Domenech, E., y Guido, M (2003). El paradigma del patronato: de la salvación a la victimización del niño. Edulp.

Draves, T. J., Cruse, C. S., Mills, M. M., y Sweet, B. M. (2008). Subjects in music education research: 1991-2005. Bulletin of the Council for Research in Music Education, 176(176), 19–29. https://doi.org/10.2307/40319430

Eerola, P. S., y Eerola, T. (2014). Extended music education enhances the quality of school life. Music Education Research, 16(1), 88–104. https://doi.org/10.1080/14613808.2013.829428 DOI: https://doi.org/10.1080/14613808.2013.829428

Espinosa, S. (2007). Creación y pedagogía: los compositores van al aula. In Aportaciones teóricas y metodológicas a la educación musical: Una selección de autores relevantes (pp. 95–112).

Flick, U. (2014). The SAGE Handbook of Qualitative Data Analysis. SAGE Publications Ltd. https://doi.org/10.4135/9781446282243 DOI: https://doi.org/10.4135/9781446282243

Frischen, U., Schwarzer, G., y Degé, F. (2021). Music lessons enhance executive functions in 6- to 7-year-old children. Learning and Instruction, 74(January). https://doi.org/10.1016/j.learninstruc.2021.101442 DOI: https://doi.org/10.1016/j.learninstruc.2021.101442

Friz, C. (2021). Estallido social, política y democracia. Universum, 36(2). 479-495. https://doi.org/10.4067/S0718-23762021000200479 DOI: https://doi.org/10.4067/s0718-23762021000200479

Gadsden, V. L. (2008). The arts and education: Knowledge generation, pedagogy, and the discourse of learning. Review of Research in Education, 32, 29–61. https://doi.org/10.3102/0091732X07309691 DOI: https://doi.org/10.3102/0091732X07309691

Gardner, H. (1983). Frames of Mind: A Theory of Multiple Intelligences. Basic Books.

Gaztambide-Fernández, R. A. (2013). Why the arts don’t do anything: Toward a new vision for cultural production in education. Harvard Educational Review, 83(1), 211–236. https://doi.org/10.17763/haer.83.1.a78q39699078ju20 DOI: https://doi.org/10.17763/haer.83.1.a78q39699078ju20

Griffiths, P. (2009). Breve historia de la música occidental. Akal. https://www.akal.com/libro/breve-historia-de-la-musica-occidental_34015/

Hall, C., & Thomson, P. (2007). Creative partnerships? Cultural policy and inclusive arts practice in one primary school. British Educational Research Journal, 33(3), 315–329. https://doi.org/10.1080/01411920701243586 DOI: https://doi.org/10.1080/01411920701243586

Hallam, S., & Shaw, J. (2002). Constructions of musical ability. Bulletin of the Council for Research in Music Education, 20(1). 102–108. https://doi.org/10.1177/1321103X03020001010 DOI: https://doi.org/10.1177/1321103X030200010101

Ho, W.-C. (2000). Political Influences on Curriculum Content and Musical Meaning: Hong Kong Secondary Music Education, 1949–1997. Journal of Historical Research in Music Education, 22(1), 5–24. https://doi.org/10.1177/153660060002200102 DOI: https://doi.org/10.1177/153660060002200102

Jorquera, M. C. (2010). Modelos didácticos en la enseñanza musical: el caso de la escuela española. Revista Musical Chilena, 64(214), 52–74. http://dx.doi.org/10.4067/S0716-27902010000200006 DOI: https://doi.org/10.4067/S0716-27902010000200006

Latham, A. (2017). Diccionario enciclopédico de la música. Fondo de Cultura económica.

Lee, P. N., y Lin, S. H. (2013). Music teaching for young children at a developmentally appropriate practice classroom in Taiwan. Music Education Research, 15(1), 107–122. https://doi.org/10.1080/14613808.2012.759549 DOI: https://doi.org/10.1080/14613808.2012.759549

Legette, R. M. (1998). Causal beliefs of public-school students about success and failure in music. Journal of Research in Music Education, 46(1), 102–111. https://doi.org/10.2307/3345763 DOI: https://doi.org/10.2307/3345763

Levitin, D. J. (2006). This is your brain on music: The science of a human obsession. Penguin.

Lum, C. H., y Dairianathan, E. (2014). Mapping musical learning: An evaluation of research in music education in Singapore. International Journal of Music Education, 32(3), 278–295. https://doi.org/10.1177/0255761413491206 DOI: https://doi.org/10.1177/0255761413491206

MacKenzie, C. L. (1986). Motor skill in music performance: Comments on Sidnell. Psychomusicology: A Journal of Research in Music Cognition, 6(1–2), 25–28. https://doi.org/10.1037/h0094196 DOI: https://doi.org/10.1037/h0094196

Mantie, R. (2013). A comparison of “popular music pedagogy” discourses. Journal of Research in Music Education, 61(3), 334–352. https://doi.org/10.1177/0022429413497235 DOI: https://doi.org/10.1177/0022429413497235

Martínez, D. M. (2016). Orquestas juveniles e infantiles en Chile. Aristas de un fenómeno formativo musical. Átemus, (2), 3–7.

McCarthy, K., Ondaatje, E., Zakaras, L., y Brooks, A. (2004). Gifts of the Muse: Reframing the Debate About the Benefits of the Arts. In Gifts of the Muse: Reframing the Debate About the Benefits of the Arts. RAND Corporation. https://doi.org/10.7249/mg218 DOI: https://doi.org/10.7249/MG218

Mendívil, J. (2013). El origen de la música. Suburbano.

Miendlarzewska, E. A., y Trost, W. J. (2014). How musical training affects cognitive development: rhythm, reward and other modulating variables. Frontiers in Neuroscience, 7, 279. https://doi.org/10.3389/fnins.2013.00279 DOI: https://doi.org/10.3389/fnins.2013.00279

Miksza, P., y Johnson, E. (2012). Theoretical frameworks applied in music education research: A content analysis of the journal of research in music education, 1979 to 2009. Bulletin of the Council for Research in Music Education, 193(193), 7–30. https://doi.org/10.5406/bulcouresmusedu.193.0007 DOI: https://doi.org/10.5406/bulcouresmusedu.193.0007

Milovanov, R., Huotilainen, M., Välimäki, V., Esquef, P. A., y Tervaniemi, M. (2008). Musical aptitude and second language pronunciation skills in school-aged children: Neural and behavioral evidence. Brain Research, 1194, 81–89. https://doi.org/10.1016/j.brainres.2007.11.042 DOI: https://doi.org/10.1016/j.brainres.2007.11.042

Moon, K. S., y Humphreys, J. T. (2010). The Manhattanville Music Curriculum Program: 1966–1970. Journal of Historical Research in Music Education, 31(2), 75–98. https://doi.org/10.1177/153660061003100202 DOI: https://doi.org/10.1177/153660061003100202

Moreno, S., Marques, C., Santos, A., Santos, M., Castro, S. L., y Besson, M. (2009). Musical training influences linguistic abilities in 8-year-old children: More evidence for brain plasticity. Cerebral Cortex, 19(3), 712–723. https://doi.org/10.1093/cercor/bhn120 DOI: https://doi.org/10.1093/cercor/bhn120

Mota Ibáñez, N. (2018). El Juego Vocal En La Educación Infantil Y Primaria. Tabanque. Revista Pedagógica, 31(31), 59. https://doi.org/10.24197/trp.31.2018.59-78 DOI: https://doi.org/10.24197/trp.31.2018.59-78

Ojeda, L. J. (2011). Una Aproximación a La Música Griega Antigua. Thamyris, Nova Series: Revista de Didáctica de Cultura Clásica, Griego y Latín, (2), 141–157.

Pastor, K. (1994). El método Martenot aplicado a la enseñanza de la armonía. Cuadernos de Secciòn, Mùsica 7, 263–285. https://www.eusko-ikaskuntza.eus/es/publicaciones/el-metodo-martenot-aplicado-a-la-ensenanza-de-la-armonia/art-10172/

Paynter, J. (1999). Sonido y estructura. Akal Ediciones.

Pedrell, F. (2009). Diccionario técnico de la música. Editorial Maxtor.

Porflitt, F. (2021). Música y transferencia de habilidades: revisión bibliográfica descriptiva para el Siglo XXI. Revista Musical Chilena, 75(235). 177-200. http://dx.doi.org/10.4067/S0716-27902021000100177 DOI: https://doi.org/10.4067/S0716-27902021000100177

Porflitt, F., y Rosas, R. (2020). Core music elements: rhythmic, melodic and harmonic musicians show differences in cognitive performance. Studies in Psychology, 41(3), 532–562. https://doi.org/10.1080/02109395.2020.1795493 DOI: https://doi.org/10.1080/02109395.2020.1795493

Rabkin, N., y Hedberg, E. C. (2011). Arts Education in America: What the Declines Mean for Arts Participation. Based on the 2008 Survey of Public Participation in the Arts. Research Report# 52. National Endowment for the Arts.

Register, D. (2001). The effects of an early intervention music curriculum on prereading/writing. Journal of Music Therapy, 38(3), 239–248. https://doi.org/10.1093/jmt/38.3.239 DOI: https://doi.org/10.1093/jmt/38.3.239

Rodríguez García, M. V. (2018). Modelos de enseñanza del lenguaje musical. Universidad Complutense de Madrid.

Rodríguez, R. (2003). La apreciación musical y la formación del oyente. Revista de La Lista Electrónica Europea de Música En La Educación (2003). http://hdl.handle.net/11441/16310

Romero Naranjo, F. (2019). BAPNE, NEUROMOTRICITY, “Con mi cuerpo aprendo.” Jornadas Educativas Edelvives.

Rousseau, J. J. (2007). Diccionario de Música (Trad. José Luis de la Fuente Charfolé). Akal.

Sala, G., y Gobet, F. (2017). Does far transfer exist? Negative evidence from chess, music, and working memory training. Current Directions in Psychological Science, 26(6), 515–520. https://doi.org/10.1177/0963721417712760 DOI: https://doi.org/10.1177/0963721417712760

Shapiro, L. R., Carroll, J. M., y Solity, J. E. (2013). Separating the influences of prereading skills on early word and nonword reading. Journal of Experimental Child Psychology, 116(2), 278–295. https://doi.org/10.1016/j.jecp.2013.05.011 DOI: https://doi.org/10.1016/j.jecp.2013.05.011

Schellenberg, E. G. (2004). Music lessons enhance IQ. Psychological Science, 15(8), 511–514. https://doi.org/10.1111/j.0956-7976.2004.00711.x DOI: https://doi.org/10.1111/j.0956-7976.2004.00711.x

Schellenberg, E. G. (2006). Long-term positive associations between music lessons and IQ. Journal of Educational Psychology, 98(2), 457–468. https://doi.org/10.1037/0022-0663.98.2.457 DOI: https://doi.org/10.1037/0022-0663.98.2.457

Schmidt-Jones, C. (2012). The basic elements of music. Connexions.

Schneider, V., y Rohmann, A. (2021). Arts in Education: A Systematic Review of Competency Outcomes in Quasi-experimental and Experimental studies. Frontiers in Psychology, 12. http://doi.org/10.3389/fpsyg.2021.623935 DOI: https://doi.org/10.3389/fpsyg.2021.623935

Slevc, R., Davey, N. S., Buschkuehl, M., y Jaeggi, S. M. (2016). Tuning the mind: Exploring the connections between musical ability and executive functions. Cognition, 152, 199–211. https://doi.org/10.1016/j.cognition.2016.03.017 DOI: https://doi.org/10.1016/j.cognition.2016.03.017

Slevc, R., y Miyake, A. (2006). Individual differences in second-language proficiency: Does musical ability matter? Psychological Science, 17(8), 675–681. https://doi.org/10.1111/j.1467-9280.2006.01765.x DOI: https://doi.org/10.1111/j.1467-9280.2006.01765.x

Strother, E. (2019). Political economy and global arts for social change: A comparative analysis of youth orchestras in Venezuela and Chile. Arts Education Policy Review, 120(1), 1–10. https://doi.org/10.1080/10632913.2017.1327384 DOI: https://doi.org/10.1080/10632913.2017.1327384

Sturm, I., Blankertz, B., & Curio, G. (2017). Multivariate EEG analysis reveals neural correlates for the differential perception of chord progressions. Psychomusicology: Music, Mind, and Brain, 27(4), 281. https://doi.org/10.1037/pmu0000196 DOI: https://doi.org/10.1037/pmu0000196

Tan, S.-L., Pfordresher, P., y Harré, R. (2010). The Joy of (the Psychology of) Music. Psyccritiques, 55(40). https://doi.com/10.1037/a0021130 DOI: https://doi.org/10.4324/9780203855362

Toro Egea, O. M. (2010). Documentación de materiales para la enseñanza de la música en España (1823-1932): catalogación, análisis y estudio. Universidad de Córdoba.

Tramo, M. J. (1992). Brain mechanisms in harmony perception. Abstract from the Second International Conference on Music Perception and Cognition. Los Angeles.

van den Boer, M., de Jong, P. F., y Haentjens-van Meeteren, M. M. (2013). Modeling the Length Effect: Specifying the Relation With Visual and Phonological Correlates of Reading. Scientific Studies of Reading, 17(4), 243–256. https://doi.org/10.1080/10888438.2012.683222 DOI: https://doi.org/10.1080/10888438.2012.683222

Vázquez, S. (2013). Manual de ritmos y percusiones con señas. Ediciones Atlántida.

Vidyasagar, T. R., y Pammer, K. (2010). Dyslexia: a deficit in visuo-spatial attention, not in phonological processing. Trends in Cognitive Sciences, 14(2), 57–63. https://doi.org/10.1016/j.tics.2009.12.003 DOI: https://doi.org/10.1016/j.tics.2009.12.003

Wagner, R. K., y Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192. http://dx.doi.org/10.1037/0033-2909.101.2.192 DOI: https://doi.org/10.1037//0033-2909.101.2.192

Wang, L. C. (2017). Effects of phonological training on the reading and reading-related abilities of Hong Kong children with dyslexia. Frontiers in Psychology, 8(OCT), 1–13. https://doi.org/10.3389/fpsyg.2017.01904 DOI: https://doi.org/10.3389/fpsyg.2017.01904

Winner, E., y Cooper, M. (2000). Mute those claims: No evidence (yet) for a causal link between arts study and academic achievement. Journal of Aesthetic Education, 34(3/4), 11–75. https://doi.org/10.2307/3333637 DOI: https://doi.org/10.2307/3333637

Wolff, K. (1978). The Nonmusical Outcomes of Music Education: A Review of the Literature Univ. Bulletin of the Council for Research in Music Education, 55(Summer), 1–27.