Transcending subjectivity: artistic and creative development in university students

José Fernando Fernández Company; David José Gamella González; María García Rodríguez

doi:10.31637/epsir-2025-1359

Autores/as

José Fernando Fernández Company Universidad Internacional De La Rioja https://orcid.org/0000-0001-5412-1957
David José Gamella González Universidad Internacional De La Rioja https://orcid.org/0000-0001-9834-954X
María García Rodríguez Universidad Internacional De La Rioja https://orcid.org/0000-0002-2365-3843

DOI:

https://doi.org/10.31637/epsir-2025-1359

Palabras clave:

Anticipatory methodologies, Art education, Teacher training, Student self-assessment, Creative skills development, Gender differences, Academic success perspectives, Holistic learning integration

Resumen

Introduction: This study addresses the gap in literature by examining how anticipatory methodologies impact college students' self-assessment of art subjects during their Teacher Education Degree training. Methodology: Sixty-eight third-year undergraduate students in Primary Education participated, predominantly women (82,5%), aged 20 to 28 years (M= 22,18; SD= 1,95). Using quantitative methods, the research evaluated how anticipatory teaching approaches predict positive learning outcomes and prevent student demotivation in art education. Results: Findings revealed significant enhancements in students' artistic and creative skills through these methodologies, with younger participants showing notable advancements. Discussions: Discussions highlighted the importance of cultivating positive student self-perception, robust teacher support, diverse definitions of academic success, and implementing varied educational models to optimize learning experiences. Ultimately, integrating anticipatory methodologies into art education not only enriches artistic and creative abilities but also fosters holistic learning. Conclusions: The study advocates for social inclusion and cultural heritage preservation to sustain and enhance the role of artistic education in providing quality and comprehensive learning environments. These insights contribute to advancing educational practices that empower students and promote a broader understanding of academic achievement in the context of art and creativity.

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Biografía del autor/a

José Fernando Fernández Company, Universidad Internacional De La Rioja

Doctor en Filosofía y Humanidades, con un máster en musicoterapia y especialista en Intervención Psicoterapéutica. Es miembro del grupo de investigación MEMOpro y tiene publicaciones en revistas indexadas en JCR y Scopus. Ha sido revisor de revistas como Frontiers in Psychiatry, Child Care Health & Development, Psychology of Music, Nursing Open y Clinical Child Psychology and Psychiatry. Realizó sus estudios superiores de música en el Real Conservatorio Superior de Música de Madrid y como intérprete colaboró con la Orquesta Nacional de España y otras orquestas sinfónicas como la Bilbao, Madrid y Melbourne durante más de veinte años. Ha sido ponente en múltiples congresos y ha impartido clases en más de cincuenta cursos de formación del profesorado, participando en eventos académicos nacionales e internacionales.

David José Gamella González, Universidad Internacional De La Rioja

Doctor en Bellas Artes (UCM, 2015) y Licenciada en Bellas Artes (UCM, 1996). Experta en Musicoterapia (UAM, 2003) y Mindfulness (2014). Director de proyectos en Musicoterapia e inclusión social y en UCI (HULP, 2017-2020). Profesor de Didáctica de la Expresión Artística en la Enseñanza (CUCC-UAH, desde 2009) y de Musicoterapia en Máster MT (UAM, 2010-2021) y en UNIR (desde 2019). Director del Máster MT UNIR (desde 2019). Es miembro fundador de la Asociación Profesional de Musicoterapia Hdosol. Director de la revista MiSostenido y de desarrollo de proyectos de difusión en Musicoterapia. Actualmente, está acreditado como Supervisor en Musicoterapia por el CAEMT.

María García Rodríguez, Universidad Internacional De La Rioja

Doctora en Pedagogía y Licenciada en Música en la especialidad de Clarinete. Máster en musicoterapia avanzada y aplicaciones (UAM), Formación del Profesorado (UCAM) y Programación Neurolingüística. Es miembro del grupo de investigación TEIMUS. Cuenta con publicaciones en revistas indexadas JCR y Scopus y ha sido revisora en importantes revistas como Psychology of Music, Clinical Child Psychology and Psychiatry y The Arts in Psychotherapy. Tiene una amplia experiencia como docente de talleres de Estimulación Musical, Música y Movimiento y en la práctica de la Musicoterapia. Actualmente, es Profesora Ayudante Doctora en la Universidad Internacional de La Rioja y en la Escuela Municipal de Música María Dolores Pradera (Madrid). Ha sido ponente en numerosos congresos nacionales e internacionales.

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