Abstract
En los últimos años, España ha observado un gran incremento en el volumen de investigaciones sobre enseñanza y aprendizaje de la interpretación musical, impulsado desde las universidades, conservatorios superiores, órganos de publicación, así como desde asociaciones académicas y profesionales. El presente monográfico es una iniciativa de la Asociación Española de Psicología de la Música y la Interpretación Musical (AEPMIM). El objetivo del monográfico es contribuir al corpus de investigación española en dicha área, con un conjunto de estudios de los que se derivan implicaciones para el desarrollo profesional de los docentes de nuestros conservatorios y escuelas de música. Tras describir el contexto de la enseñanza y la investigación musical en España, se presenta la AEPMIM y se introducen las seis investigaciones de las que consta el monográfico, centradas en: 1) la investigación-acción como recurso para la innovación educativa en conservatorios; 2) las características de diversos métodos de iniciación instrumental, concretamente de violonchelo; 3) las imágenes visuales como herramientas para el aprendizaje del canto lírico; 4) las diferencias en autoconcepto, atribuciones causales y ansiedad-rasgo asociadas a la edad y al género en estudiantes de conservatorio; 5) las ideas del profesorado de instrumento acerca de los procedimientos de evaluación; y 6) las percepciones de docentes en formación sobre el uso de herramientas tecnológicas en el aula de música. Planteamos que la mejora de la calidad de la enseñanza musical y la innovación son también responsabilidad de los investigadores, y que las políticas científicas deberían priorizar estudios de los que se deriven claras implicaciones educativas, que favorezcan la formación inicial y/o permanente del profesorado.
In recent years, Spain has observed a significant growth in the number of research studies related to the teaching and learning of music performance, supported by universities, higher education conservatories, publishers, as well as academic and professional associations. The current monograph is an initiative of the Spanish Association for Psychology of Music and Music Performance (AEPMIM). The goal of this monograph is to contribute to the body of research on this area, with a set of studies that pose implications for the professional development of teachers from Spanish conservatories and music schools. After describing the current context of music education and research in Spain, we introduce the AEPMIM and then present the six studies included in the special issue, which focus on: 1) action-research as resource for educational innovation in conservatories: 2) the features of several methods of early teaching and learning of the cello; 3) visual images as tools for the learning of lyric singing; 4) differences in self-concept, causal attributions and trait anxiety associated to age and gender in conservatory students; 5) instrumental teachers' ideas about evaluation procedures; and 6) student teachers' perceptions of the use of technological tools in the music classroom. We argue that the improvement of music teaching quality and innovation are also researchers' responsibility, and that scientific policies should prioritize research studies with clear educational implications, which foster the development of pre-service and in-service music teachers. Copyright © 2018 Psychology, Society, & Education.
In recent years, Spain has observed a significant growth in the number of research studies related to the teaching and learning of music performance, supported by universities, higher education conservatories, publishers, as well as academic and professional associations. The current monograph is an initiative of the Spanish Association for Psychology of Music and Music Performance (AEPMIM). The goal of this monograph is to contribute to the body of research on this area, with a set of studies that pose implications for the professional development of teachers from Spanish conservatories and music schools. After describing the current context of music education and research in Spain, we introduce the AEPMIM and then present the six studies included in the special issue, which focus on: 1) action-research as resource for educational innovation in conservatories: 2) the features of several methods of early teaching and learning of the cello; 3) visual images as tools for the learning of lyric singing; 4) differences in self-concept, causal attributions and trait anxiety associated to age and gender in conservatory students; 5) instrumental teachers' ideas about evaluation procedures; and 6) student teachers' perceptions of the use of technological tools in the music classroom. We argue that the improvement of music teaching quality and innovation are also researchers' responsibility, and that scientific policies should prioritize research studies with clear educational implications, which foster the development of pre-service and in-service music teachers. Copyright © 2018 Psychology, Society, & Education.
Original language | Spanish |
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Pages (from-to) | 1-13 |
Journal | Psychology, Society, and Education |
Volume | 10 |
Issue number | 1 |
DOIs | |
Publication status | Published - 2018 |
Citation
Bautista, A., & Fernandez-Morante, B. (2018). Monográfico sobre investigación en interpretación musical: Implicaciones para el desarrollo profesional docente. Psychology, Society, and Education, 10(1), 1-13. doi: 10.25115/psye.v10i1.1869Keywords
- Interpretación musical
- Investigación
- Enseñanza
- Aprendizaje
- Conservatorios
- Escuelas de música
- Desarrollo profesional docente
- Cambio educativo
- Innovación
- Alt. title: Monograph on music performance research: Implications for teacher professional development
- Music performance
- Research
- Teaching
- Learning
- Conservatories
- Music schools
- Teacher professional development
- Educational change
- Innovation