Componiendo colaborativamente en la escuela: entre teorías y prácticas en el campo del aprendizaje musical creativo.

Composing colaboratively at schools: Between theories and practices in the field of creative music learning.

Viviane Beineke

Resumen


Esta investigación tiene como foco las prácticas de composición colaborativa, tratando de qué manera teorías y prácticas en el campo de la enseñanza y del aprendizaje creativo pueden articularse en la planificación y acompañamiento de proyectos creativo-musicales. Su objetivo es comprender cómo la participación en este tipo de proyectos puede contribuir en la construcción de procesos colaborativos en el aprendizaje creativo, en clase de música en la escuela. De naturaleza cualitativa, la investigación se caracteriza como un estudio de caso, realizado por esta investigadora brasileña en una escuela alemana. El diseño metodológico incluye la planificación y la acción pedagógica en un grupo de alumnos de quinto grado, incluyendo la observación y registro de las clases. Se implementaron cuatro proyectos, con aproximaciones y temáticas de composición variadas, intitulados: palomitas sonoras; ver música, oír imágenes; viaje musical; y musicando poemas. Los resultados muestran que los niños se han involucrado de forma crítica y dedicada en los proyectos, negociando ideas y tomando decisiones en grupo. Estos procesos colaborativos han contribuido a la construcción de un sistema compartido de ideas musicales dentro del grupo que sostiene el aprendizaje creativo. La continuidad de estudios de esta naturaleza puede favorecer la construcción de una nueva mirada, fundamentos teóricos y perspectivas metodológicas para la educación musical en un contexto global



This research focuses on collaborative compositional practices, dealing with how theories and practices in the field of teaching and creative learning can be articulated in the planning and accompaniment of creative-musical projects. Its objective is to understand how participation in this type of projects can contribute to the construction of collaborative processes in creative learning, in a setting of a school music class. This research, qualitative in nature, consists of a case study, carried out by this Brazilian researcher in a German school. Methodological design includes planning and pedagogical actions in a group of fifth graders, including observation and registration of classes. Four projects were implemented, with varied approaches and composition themes, entitled: popcorn sounds; watching music, listening to images; musical journey; and musicking poems. The results show that children have been critically and enthusiastically involved in projects, negotiating ideas and taking group decisions. These collaborative processes have contributed to the construction of a shared system of musical ideas within the group that supports creative learning. The continuity of studies of this nature can favour the construction of a new approach, theoretical foundations and methodological perspectives for music education in a global context.

Palabras clave


Composición musical; aprendizaje creativo; aprendizaje colaborativo; proyecto creativo-musical; metodologías de enseñanza.



Musical composition; creative learning; colaborativo learning; musical-creative learning; teaching methods.

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Referencias


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Revista Internacional de Educación Musical. Publicada por la Sociedad Internacional para la Educación Musical (ISME).

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