Las Escuelas De Música Y Los Proyectos Musicales Socioeducativos Y Comunitarios. Modelos Educativos, Retos Y Contextos

Reizábal, Margarita Lorenzo de

doi:10.6035/artseduca.2020.27.3

Cited by 4 publications

(3 citation statements)

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“…According to [ 28 ], participation in these musical experiences can strengthen the sense of community and of belonging to a group. In the context of these activities, all members should have the opportunity to contribute to the ensemble, and feel valued as an important part of it.…”

Section: Discussionmentioning

confidence: 99%

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Self-Perception of Inclusion in an Inclusive Choir: An Analysis Using the Scale for the Assessment of Inclusion (SAI)

Juan-Morera,

Nadal-García,

López-Casanova

et al. 2023

Behavioral Sciences

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Inclusion promotes equal opportunities, and aims to eliminate discrimination, by ensuring full access, participation, and representation for all individuals in society, with music playing a crucial role in addressing this global challenge, and fostering positive and inclusive change. The aim of this study is to identify perceptions of inclusive culture, policies, values, and practices in one specific inclusive choir in Spain. The sample consisted of 135 members, ranging from 18 to 79 years of age, of which 22.2% have recognised disabilities. All of them filled in the adapted Scale for the Assessment of Inclusion (SAI) form. The results show that, regardless of gender, age, and length of participation in the choir, their members share positive perceptions of the inclusiveness of its values, policies, practices, and culture. However, perceptions vary across the groups surveyed, and are generally more favourable among participants with a disability, those without a university education, or those aged 26 or over. It is found that people who participate in an inclusive choir, in which music is the mediating resource, perceive a high level of inclusion that allows them to feel they belong to a group where diversity, equality, and the promotion of people are respected. The findings are analysed, considering the importance of conducting multidimensional evaluations that include all members of an organisation.

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Section: Discussionmentioning

confidence: 99%

“…Ref. [ 28 ] stresses that socio-educational and community projects based on music as a mediation tool can contribute to mitigating social dysfunctions, promoting cohesion, as well as a sense of belonging and community identity.…”

Section: Introductionmentioning

confidence: 99%

Self-Perception of Inclusion in an Inclusive Choir: An Analysis Using the Scale for the Assessment of Inclusion (SAI)

Juan-Morera,

Nadal-García,

López-Casanova

et al. 2023

Behavioral Sciences

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“…In the face of this general inertia, and with only a few music schools taking on challenges and paving the way, Espigares y García (2010) advise that a deeper thought becomes necessary regarding the reason of being of music schools and an analysis of educational models that have been used traditionally, as well as other models that are upcoming and that might shed light on the needs of the society in which we find ourselves, without eliminating the rigour and effectiveness of musical training. Indeed, the implementation of socio-educational music projects in specific workshops requires effort and knowledge of context, and it is necessary that these workshops be the result of a multidisciplinary managed project including psychologists, social educators, educational institutions, and music educators (Moreno, 2010;Borro-Reverendo, 2017;Lorenzo de Reizábal, 2020). e musical creativity and imagination that every musician and music teacher has developed throughout their lives allows them to face these challenges with musical tools that can only be developed through musical knowledge.…”

Section: Introductionmentioning

confidence: 99%

Modelos de educación musical en el siglo XXI: el modelo de mediación musical para el compromiso social

Reizábal¹

2022

Rev. Educación

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La noción de compromiso social como un elemento transversal en el diseño curricular en las instituciones educativas ha prevalecido en los últimos 25 años en España de una manera muy desigual y dispar en su implementación diaria dentro del aula. La educación musical que se imparte en las escuelas de música, liceos y conservatorios debe tener un impacto positivo en el bienestar social de la comunidad y también debe contribuir a aliviar las disfunciones sociales del contexto en el que dichas instituciones están imbricadas, creando cohesión social y sentimientos de pertenencia e identidad comunitaria. Sin embargo, existe cierta inercia en la perpetuación de modelos tradicionales de educación musical donde no hay espacio para proyectos innovadores con compromiso social auténtico. Para paliar este problema, se presenta el modelo educativo de mediación e intervención a través de la música, que agrega una nueva orientación a la oferta tradicional en la educación musical. Este trabajo tiene los siguientes objetivos: 1) ofrecer algunas reflexiones sobre los modelos educativos tradicionales a través de una taxonomía novedosa; y 2) presentar el modelo de mediación musical que puede servir de apoyo a proyectos de educación socio-comunitaria e integrar el compromiso social dentro de la acción pedagógica. La principal contribución de este trabajo es la presentación de una clasificación de modelos actualizados de educación musical, incluidos los más recientes, como el modelo de gamificación, y la introducción en esta clasificación del modelo de mediación musical. En este nuevo modelo educativo, los profesores de música utilizan su conocimiento musical aplicado a actividades educativas para propiciar cambios y transformaciones en las personas, contribuyendo así a paliar las disfunciones sociales del medio ambiente y contribuyendo al estado de bienestar de la comunidad. Entre las conclusiones más relevantes destacan la necesidad de poner al día la formación del profesorado de música, ampliando sus competencias en materia de educación socio-comunitaria, o bien optando por una especialización en los nuevos modelos. Se constata la necesidad de diseñar estrategias didácticas, metodologías y actividades destinadas al desarrollo del modelo de mediación social y promover la investigación educativa en este ámbito. Finalmente, la taxonomía presentada responde a la realidad observada y generada a partir del escenario mundial actual, pero lejos de ser una clasificación estática, es previsible que deberá ser revisada en diálogo continuo con el contexto en los próximos años y décadas.

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Interactions in children’s musical teaching with professional and artistic educative ends

Juan-Carvajal

Vdovina

2020

EJC

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Through the ages, music has always been a fundamental element in the cultural development of mankind. Musical apprenticeship among children has had a positive impact in their psychomotor development, as well as in their sociocultural medium, either coming from general arts education, or, a specialist-oriented musical training. There are certain parameters that contribute to the broad arts education of children, and others that impact specifically the children that are perceived as future professional performers. The information that integrates this work was gathered from a comparative study and analysis of documents. The objective in this article is to observe the interactions of the infants' musical teaching processes with professional and artistic educative ends, highlighting identity values and the methods applied, which contribute to a better integration of a child’s musical culture, his own formative needs considered.

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Las Escuelas De Música Y Los Proyectos Musicales Socioeducativos Y Comunitarios. Modelos Educativos, Retos Y Contextos

Cited by 4 publications

References 0 publications

Self-Perception of Inclusion in an Inclusive Choir: An Analysis Using the Scale for the Assessment of Inclusion (SAI)

Self-Perception of Inclusion in an Inclusive Choir: An Analysis Using the Scale for the Assessment of Inclusion (SAI)

Modelos de educación musical en el siglo XXI: el modelo de mediación musical para el compromiso social

Interactions in children’s musical teaching with professional and artistic educative ends

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