Innovación educativa a través de la realidad virtual y el paisaje sonoro

Nicolás, Ana María Botella; Soler, Amparo Hurtado; Ahijado, Sonsoles Ramos

doi:10.7203/creativity.2.13628

Cited by 7 publications

(4 citation statements)

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“…Many students consider that outdoor classrooms help wellbeing and class participation (Kuo et al, 2018;Largo-Wight et al, 2018), whereas lack of interaction with the environment can reduce positive attitudes and prevent emotional perceptions related to health and welfare (Soga and Gaston, 2016). Learning in a garden can be approached from a sensorial aspect to get to know the elements in a landscape and the emotions they transmit (Botella et al, 2018). The easily perceptible set of components in the ecosystem such as size, proportion colors, smells, and sounds is known as the fenosystem (Costa, 2013).…”

Section: Educate In Favor Of the Environmentmentioning

confidence: 99%

The Garden and Landscape as an Interdisciplinary Resource Between Experimental Science and Artistic–Musical Expression: Analysis of Competence Development in Student Teachers

et al. 2020

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The garden is a major educational resource that can be used for all areas of knowledge from an interdisciplinary perspective as it reflects the complexity and interactions of the natural environment. This research was carried out in the academic years 2017-2018 and 2018-2019 with 418 participants of from the second, third, and fourth year of the Degree in Primary Education at the University of Valencia. The use of the garden and the landscape is analyzed as a non-formal context for training primary school teachers through sensory experiences that contribute to the development of scientific and artistic competencies. The study focused on the relationship between natural sounds and emotions to promote the environmental awareness and active listening that are necessary to improve auditory perception and reflect on health problems caused by noise pollution. During the project, we discovered the synergies between experimental sciences and artistic-musical expression and their importance for developing university students' competencies in the professional, personal, and collective spheres. The activities consisted of (1) a walking tour from the Faculty of Education to the garden at 1 km from the center, to reflect on the origin and characteristics of sound, emotions and their relationship with music; (2) sensory experiences in the garden through visual and auditory interaction with the landscape; and (3) an immersion in quasireal scenarios created by virtual reality. The analysis was carried out by means of an ad hoc questionnaire with Likert-type items focused on aspects of the usefulness of gardens and the activities involved in the general and specific skills of the degree and open questions for reflections on emotional health, environmental sustainability, and artistic-musical creation as a representation of the environment. The results show the importance of the garden as a resource for training of primary teachers in a holistic and global approach that contributes to the development of teaching skills and the acquisition of knowledge based on sensory experiences with the landscape.

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Section: Educate In Favor Of the Environmentmentioning

confidence: 99%

The Garden and Landscape as an Interdisciplinary Resource Between Experimental Science and Artistic–Musical Expression: Analysis of Competence Development in Student Teachers

et al. 2020

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“…Por un lado, siguen vigentes los estudios relacionados con el análisis del sonido como fenómeno eminentemente físico (Martínez Suárez & Moreno Jiménez, 2013), el sonido como fenómeno perceptual (Liu & Kang, 2016;Maristany, 2016;Zigor, 2017) y otros enfoques relacionados con la ecología urbana, concibiendo fenómenos como la contaminación acústica (Cuervo, 2015;Ríos & Osses Bustingorry, 2015;Berrospi-Noria et al, 2019). No obstante, se determina la presencia fuerte de estudios que abogan por la interdisciplinariedad (Llorca, 2017;Rodríguez Lorenzo, 2017;Grijalba Obando & Paül-Carril , 2018;Quintero & Recuero López, 2018;Petit de Murat & Potenza, 2019), dentro de los cuales se destacan elementos socioculturales del sonido, como la música urbana y pregones (Alvarado Angulo, 2015;Secco, 2017), la identidad (Temtem, 2016;Salvini, 2017;Zarrin, 2017;Jaramillo Arango, 2018;Louzao Villar, 2018) y, en menor medida, la inclusión de dicho campo en el ámbito educativo (Benítez Escudero, 2015;Botella Nicolás & Hurtado Soler, 2016;Botella Nicolás et al, 2018).…”

Section: Resultados Paisaje Sonorounclassified

Relaciones entre el paisaje sonoro y la educación patrimonial: hacia el desarrollo de la inteligencia territorial

Zapata-Cardona¹,

Restrepo

2020

trilogía Cienc. Tecnol. Soc.

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La enseñanza de las Ciencias Sociales en la escuela implica pensar en unos propósitos formativos que den cuenta del fomento de posturas críticas y reflexivas frente a la realidad social en pro de su transformación positiva. El artículo presenta un análisis documental de los últimos cinco años (2015-2019), basado en la búsqueda de libros y artículos, tanto de reflexión como de investigación, en el contexto iberoamericano principalmente. Se pretende establecer las relaciones entre lo sonoro del paisaje, la educación patrimonial y la inteligencia territorial. Se hizo una descripción de los conceptos fundamentales sobre esta temática, se revisaron fuentes de información secundarias estructuradas, contenidas en bases de datos académicas y fuentes primarias, y se analizaron los datos obtenidos de dichas fuentes. Se concluye con la importancia que supone integrar a la enseñanza de las Ciencias Sociales contenidos referidos al estudio de lo sonoro en clave patrimonial, que posibiliten el desarrollo de la inteligencia territorial como propuesta educativa válida, que promueva la conciencia respecto a la conservación de identidad cultural y paisajes sonoros sostenibles.

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“…The technological advances of this first quarter of the century have meant that pedagogical innovation in music education has been led by ICT integration (Lorenzo-Quiles et al, 2015). Researchers have followed this trend, and scientific production has been abundant in this area (Botella-Nicolás et al, 2019; García-Gil & Cremades-Andreu, 2019; Parra & Gutiérrez, 2017) and it is somewhat uncommon to find forms of innovation with less interest in technology (Minors et al, 2017; Vass, 2019). In this curricular integration of ICT with music education, teachers are considering new methodological models regarding how and what to teach, new ways of grouping students, and the roles that both must assume in order to orient themselves toward new ways of making and experiencing music where technologies become a tool for musical exploration (Finney & Burnard, 2009; Martin, 2012; Savage, 2007).…”

Section: Discussionmentioning

confidence: 99%

Innovative and disruptive pedagogies in music education: A systematic review of the literature

Olvera-Fernández

Montes-Rodríguez

Fernández

2022

International Journal of Music Education

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This paper presents a Systematic Literature Review (SLR) about pedagogical innovation and disruption in music education. A rigorous SLR process was applied to the selection of papers related to innovative practices in music education at different educational levels and in a range of contexts. Although there are similar studies on innovation in education, there is no SLR on pedagogical innovation and disruption in music education using this method. The purpose of this study is to present an example of how to do an SLR and to share the findings of the review itself. We also provide a snapshot based on a tight SLR process of some instances of innovation in music education that, in some way, are drawing the paths to be followed in future investigations. According to the categories of innovation that we have established to analyze our corpus of papers, disruption is produced by modifying four fundamental factors in the act of learning (purpose and context learning, teacher/student relationship, and learner role). These factors can contribute to developing a more flexible and open curricula incorporating a holistic, collaborative, and interdisciplinary vision of learning. We consider that the value of this study lies in reflecting a systematic methodological process for the analysis of the scientific literature as well as the findings.

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Innovación educativa a través de la realidad virtual y el paisaje sonoro

Cited by 7 publications

References 0 publications

The Garden and Landscape as an Interdisciplinary Resource Between Experimental Science and Artistic–Musical Expression: Analysis of Competence Development in Student Teachers

The Garden and Landscape as an Interdisciplinary Resource Between Experimental Science and Artistic–Musical Expression: Analysis of Competence Development in Student Teachers

Relaciones entre el paisaje sonoro y la educación patrimonial: hacia el desarrollo de la inteligencia territorial

Innovative and disruptive pedagogies in music education: A systematic review of the literature

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