When the neighborhood educates: situated learning and collaborative artistic creation as a tool in the musical formation of the future teacher
DOI:
https://doi.org/10.7203/LEEME.46.17764Keywords:
Initial Training, Music Education, Creativity, Situated Learning.
Abstract
This study describes and analyzes an artistic-pedagogical action in the field of initial teacher training and developed in a disadvantaged neighborhood of Palma de Mallorca, Spain. 65 students of the Teaching Degree (Primary) in the subject of music and three expert musicians, responsible for designing and implementing the action, participated. Through a qualitative methodology of descriptive interpretation, the results show: 1) some characteristics that determined the design of the action such as situated learning, collaboration, creativity, and commitment with the social reality of the neighborhood; and 2) emerging aspects from the participants' evaluations related to the methodological, creative, and social dimensions. The conclusions suggest that this type of action is an opportunity in the training, both disciplinary and pedagogical, of future teachers, whether they are generalists or specialists in music. It is necessary to continue investigating teaching strategies that help them to put into practice contextualized artistic experiences from a creative and collaborative approach.
Author Biographies
Noemy Berbel Gómez, Universitat de les Illes Balears
Adolf Murillo Ribes, Universitat de València
María Elena Riaño Galán, Universidad de Cantabria
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