Publication: Las prácticas en la asignatura de música de los CEIP de la Comunidad de Madrid : análisis y factores
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2023-12-04
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Universidad Complutense de Madrid
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Abstract
La asignatura de música en la etapa de educación primaria tiene una serie de características que la hacen diferente al resto de asignaturas como es el escaso horario que ocupa en el horario lectivo (Oriol, 1992; Barniol, 1999; Reyes 2005; Carbajo, 2008; Aróstegui, 2014; Giráldez, 2004; Cremades, 2017). En muchas ocasiones, los docentes especialistas en educación musical reclamamos una mayor dedicación horaria a esta asignatura ya que la práctica musical proporciona innumerables beneficios al alumnado y porque, supuestamente, en la asignatura de música se realizan prácticas distintas a las de otras asignaturas. Pero, realmente, ¿sabemos qué se hace en las clases de música? La revisión bibliográfica nos dice que no existen estudios que se ocupen de investigar qué es lo que realmente se hace en las clases de música de educación primaria. Por este motivo, el objetivo de la tesis doctoral, Las prácticas en la asignatura de música de los CEIP de la Comunidad de Madrid: análisis y factores, es describir y analizar las prácticas que se realizan en las clases de música y estudiar si existen factores que puedan determinar estas prácticas. Para ello se han llevado a cabo tres estudios. El primero de ellos pretende analizar las actividades que proponen las editoriales mayoritarias de libros de texto. El segundo estudio tiene como objetivo conocer la valoración que hacen los docentes de las categorías más frecuentes en sus prácticas, así como obtener información sobre determinados factores que afectan directamente al docente y que podrían influir en el tipo de prácticas que se realizan en el aula. El tercer estudio pretende observar directamente un número significativo de clases de música para medir temporalmente el tiempo que se dedica a cada tipo de actividad, así como triangular los resultados de los otros estudios. Para clasificar las prácticas en cada uno de los estudios, se ha establecido una taxonomía de las actividades estructurada en torno a categorías ordenadas de manera sistemática en tipologías generales que asegurasen la sistematicidad, omnicomprensividad y exclusividad de cada una de las categorías que permitiese mantener la consistencia interna del constructo y su utilidad para el análisis. En este sentido, una de las mayores aportaciones de esta investigación ha sido la creación de una herramienta original que permitiera realizar una categorización y cuantificación temporal de las actividades en la asignatura de música ya que no se han encontrado instrumentos similares en la bibliografía consultada...
Music in primary education has a series of characteristics that make it different from other subjects, such as the limited time it occupies in the school timetable (Oriol, 1992; Barniol, 1999; Reyes 2005; Carbajo, 2008; Aróstegui, 2014; Giráldez, 2004; Cremades, 2017). On many occasions, music teachers call for more time to the subject, as musical practice provides countless benefits for students and because music is a subject that provides different practices in comparison with other subjects. But do we really know what is done in music classes? The literature review tells us that there are no studies that investigate what is done in primary music classes. For this reason, the aim of the doctoral thesis, Las prácticas en la asignatura de música de los CEIP de la Comunidad de Madrid: análisis y factores, is to describe and analyse the practices that are carried out in music classes and to study whether there are factors that can determine these practices.To this end, three studies have been carried out. The first of these aims to analyse the activities proposed by the most followed textbooks. The second study aims to find out how teachers rate the most frequent categories in their practices, as well as to obtain information on certain factors that directly affect the teacher and that could influence the type of practices carried out in the classroom. The third study aims to directly observe a considerable number of music lessons in order to measure temporally the time spent on each type of activity, as well as to triangulate the results of the other studies. To classify the practices in each of the studies, a taxonomy of activities has been established, structured around categories systematically arranged in general typologies to ensure the systematicity, comprehensiveness and exclusivity of each of the categories in order to maintain the internal consistency of the construct and its usefulness for analysis. In this sense, one of the greatest contributions of this research has been the creation of an original tool that would allow for the categorisation and quantification of activities in the subject of music over time, as no similar instruments have been found in the literature consulted...
Music in primary education has a series of characteristics that make it different from other subjects, such as the limited time it occupies in the school timetable (Oriol, 1992; Barniol, 1999; Reyes 2005; Carbajo, 2008; Aróstegui, 2014; Giráldez, 2004; Cremades, 2017). On many occasions, music teachers call for more time to the subject, as musical practice provides countless benefits for students and because music is a subject that provides different practices in comparison with other subjects. But do we really know what is done in music classes? The literature review tells us that there are no studies that investigate what is done in primary music classes. For this reason, the aim of the doctoral thesis, Las prácticas en la asignatura de música de los CEIP de la Comunidad de Madrid: análisis y factores, is to describe and analyse the practices that are carried out in music classes and to study whether there are factors that can determine these practices.To this end, three studies have been carried out. The first of these aims to analyse the activities proposed by the most followed textbooks. The second study aims to find out how teachers rate the most frequent categories in their practices, as well as to obtain information on certain factors that directly affect the teacher and that could influence the type of practices carried out in the classroom. The third study aims to directly observe a considerable number of music lessons in order to measure temporally the time spent on each type of activity, as well as to triangulate the results of the other studies. To classify the practices in each of the studies, a taxonomy of activities has been established, structured around categories systematically arranged in general typologies to ensure the systematicity, comprehensiveness and exclusivity of each of the categories in order to maintain the internal consistency of the construct and its usefulness for analysis. In this sense, one of the greatest contributions of this research has been the creation of an original tool that would allow for the categorisation and quantification of activities in the subject of music over time, as no similar instruments have been found in the literature consulted...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, leída el 07-06-2023