Social emotional learning and values education in the Musical Language classroom
DOI:
https://doi.org/10.7203/LEEME.50.25344Keywords:
music education, social emotional learning, values education, music.Abstract
The present study focuses on two potential benefits of music education: social-emotional learning and education in values, in the context of training given in professional music conservatories in the subject of Musical Language. The qualitative methodology used, through the focus group technique, has made it possible to analyze the perceptions of teachers, students and families regarding these benefits. As a result of the analysis, a coincidence has been evidenced between the interlocutors about the importance that should be given to education in values and social-emotional learning in professional music conservatories, and, especially, with students who present specific needs. Despite the absence of evidence of conscious planning of social-emotional contents or those related to education in values in the subject of Musical Language, the participants perceive that the subject does contribute to their development. It is also pointed out as future improvements: the promotion of group work, interaction and intragroup cohesion.
References
Amezcua, M. y Gálvez, A. (2002). Los modos de análisis en investigación cualitativa en salud: perspectiva crítica y reflexiones en voz alta. Revista Española de Salud Pública, 76, 423-436. https://cutt.ly/4VTvcDl
Balo, M., Lago, P., & Ponce de León, L. (2014). Los alumnos ante el dictado musical. Las TIC como aliadas para mejorar las experiencias. Revista Didáctica, Innovación y Multimedia, 28, 1-12. https://cutt.ly/jVTvz5H
Berrón, E., Balsera, J.F., & Monreal, I. (2017). Ansiedad de los alumnos en la asignatura de Lenguaje Musical y estrategias para reducirla. Revista internacional de educación musical, 5, 41-48. https://cutt.ly/JVTvlfv
Blasco-Magraner, J.S., Bernabe-Valero, G., Marín-Liébana, P., & Moret-Tatay, C. (2021). Effects of the Educational Use of Music on 3- to 12-Year-Old Children’s Emotional Development: A Systematic Review. International Journal of Environmental Research and Public Health, 18, 1-29. https://doi.org/10.3390/ijerph18073668
Bonastre, C., & Nuevo, R. (2020). Learning strategies on musical expression in higher education and emotional intelligence. Revista internacional de educación musical, 8, 43-51. https://doi.org/10.1177/2307484120956515
Bonilla, J., Loscertales, F., & Páez, M. (2012). Educación en valores a través del cine. Píxel-bit. Revista de Medios y Educación, 41, 117-131. https://cutt.ly/iVTvgN5
Cabedo, A., & Arriaga, C. (2016). ¿Música para aprender, música para integrar? Arte y educación en valores en el currículo escolar. DEDiCA. Revista de educaçao e humanidades, 9, 145-160. http://hdl.handle.net/10481/41826
Campayo–Muñoz, E.A., & Cabedo–Mas, A. (2017). The role of emotional skills in music education. British Journal of Music Education, 34(3), 243-258. https://doi.org/10.1017/S0265051717000067
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2018). Malleability, plasticity and individuality: How children learn and develop in context. Applied Developmental Science, 23(4), 307-337. http://doi.org/10.1080/10888691.2017.1398649
CASEL (2012). 2013 CASEL guide: Effective social and emotional learning programs. CASEL (Collaborative for Academic Social, and Emotional Learning). https://eric.ed.gov/?id=ED581699
Cruywagen, S. (2018). “Flourishing with music”: From music students to well-rounded musicians of the 21st century. KOERS – Bulletin for Christian Scholarship, 83(1). https://doi.org/10.19108/KOERS.83.1.2306
Decreto 7/2014, de 30 de enero, del Consejo de Gobierno, por el que se establece el currículo y la organización de las enseñanzas elementales de Música en la Comunidad de Madrid. BOCM, 29, del 4 de febrero de 2014. https://cutt.ly/5VTveBq
Dumont, E., Syurina, E.V., Feron, F.J.M, & Van Hooren, S. (2017). Music Interventions and Child Development: A Critical Review and Further Directions. Frontiers in Psychology, 8, 1-20. https://doi.org/10.3389/fpsyg.2017.01694
Edgar, S.N., & Elias, M.J. (2021). Setting the stage for Social Emotional Learning (SEL) policy and the arts. Arts Education Policy Review, 122(3), 205-209. https://doi.org/10.1080/10632913.2020.1777494
Elliott, D.J., & Silverman, M. (2014). Music, personhood, and eudaimonia: Implications ofr educative and ethical music education. TD The Journal for Transcisciplinary Research in Southern Africa, Special edition, 10(2), 57-72. https://doi.org/10.4102/td.v10i2.99
Fallas, V.M. (2022) La incorporación del aprendizaje social y emocional en nuestras aulas. Revista internacional de pedagogía e innovación educativa, 2(1), 281-301. https://doi.org/10.51660/ripie.v2i1.65
Farrington, C.A., Maurer, J., McBride, M.R.A., Nagaoka, J., Puller, J.S., Shewfelt, S., Weiss, E.M., & Wright, L. (2019). Arts education and social-emotional learning outcomes among K-12 students: Developing a theory of action. Ingenuity and the University of Chicago Consertium on School Research.
Flick, U. (2014). An Introduction to Qualitative Research (Edition 5ª). Sage.
Gil, J. (1993). La metodología de investigación mediante grupos de discusión. Enseñanza & Teaching, 10(11), 199-214. http://hdl.handle.net/11441/16848
Gracia, J., & Gozálvez, V. (2016). Justificación filosófica de la educación en valores éticos y cívicos en la educación formal. Análisis crítico de la LOMCE. Teoría de la Educación, 28(1), 83–103. https://doi.org/10.14201/teoredu201628183103
Habibi, A., Damasio A., Ilari, B., Sachs, M. E., & Damasio H. (2018). Music training and child development: a review of recent findings from a longitudinal study. Annals of the New York Academy of Sciences, 1423(1), 73-81. https://doi.org/10.1111/nyas.13606
ISME (s.f.). About ISME. https://www.isme.org/about
Kelly-McHale, J. (2017). Socialization in the Music Classroom. In S. Edgar (Ed.), Music Education and Social Emotional Learning (pp. 29-54). GIA Publications.
Krueger, R. A. (1991). El grupo de discusión: guía práctica para la investigación aplicada. Pirámide.
Mogro-Wilson, C., & Tredinnick, L. (2020). Influencing Social and Emotional Awareness and Empathy with a Visual Arts and Music Intervention for Adolescents. Children & Schools, 42(2), 111-119. https://doi.org/10.1093/cs/cdaa008
Muldma, M., & Kiilu, K. (2012) Teacher’s view on the development of values in music education in Estonia. Procedia – Social and Behavioral Sciences, 45, 342-350. https://doi.org/10.1016/j.sbspro.2012.06.570
Omasta, M., Graham, M., Milling, S.L., Murray, E., Jensen, A.P., & Siebert, J.J. (2021). Social emotional learning and the national core arts standards: a cross-disciplinary analysis of policy and practices. Arts Education Policy Review, 122(3), 158-170. https://doi.org/10.1080/10632913.2020.1773366
Pentón, L. J. (2020). Social-emotional learning in TESOL: What, why, and how. Journal of English Learner Education, 10(1), 1-16. https://stars.library.ucf.edu/jele/vol10/iss1/1
Peñalba, A. (2017). La defensa de la educación musical desde las neurociencias. Revista Electrónica Complutense de Investigación en Educación Musical, 14, 109-127. http://dx.doi.org/10.5209/RECIEM.54814
Pérez Aldeguer, S. (2013). Evaluación de un programa para el desarrollo de la competencia intercultural a través de la educación rítmica en educación primaria. Revista electrónica de investigación educativa, 15(3), 124-138. https://redie.uabc.mx/redie/article/view/570/844
Ramirez-Hurtado, C. (2017). Aportaciones de la educación musical a la educación para la paz: buscando la "transverdad" en la era de la "posverdad". Revista Electrónica Complutense de Investigación en Educación Musical, 14, 129-151. https://doi.org/10.5209/RECIEM.54777
Rodrigo-Martín, I., Rodrigo-Martín, L., y Mañas-Viniegra, L. (2020). Educación, Valores, Tecnología y Música. Hacia un modelo inclusivo que apueste por la igualdad y las relaciones interpersonales. Revista Electrónica Complutense de Investigación en Educación Musical, 17, 33-47. https://doi.org/10.5209/reciem.64141
Sánchez-Escribano, E. (2020) Estado de la formación musical instrumental en contextos escolares no universitarios de la Comunidad de Madrid. Un estudio comparado sobre el abandono formativo y la simultaneidad en las enseñanzas regladas de música. [Tesis doctoral] Universidad de Castilla-La Mancha.
Sánchez-Parra, M.J., Gértrudix-Barrio, F. & Gértrudix-Barrio, M. (2020). Perspectiva del docente ante el proceso de enseñanza-aprendizaje del Lenguaje Musical en los Conservatorios Profesionales de Música de España. Profesorado. Revista de Currículum y Formación de Profesorado, 24(2), 324-345. https://doi.org/10.30827/profesorado.v24i2.14087
Sandín, M. P. (2004). Investigación Cualitativa en Educación. Fundamentos y tradiciones. Mc Graw-Hill.
San Martín, D. (2014). Teoría fundamentada y Atlas.ti: recursos metodológicos para la investigación educativa. Revista electrónica de investigación educativa, 16(1), 104-122. https://cutt.ly/TlHhOlk
Seale, C. (1999). The quality of qualitative research. Sage.
Shen, Y., Lin, Y., Liu, S., Fang, L. y Liu G. (2019). Sustained Effect of Music Training on the Enhancement of Executive Function in Preschool Children. Frontiers in Psychology, 10, 1910. https://doi.org/10.3389/fpsyg.2019.01910
Taylor, R.D., Oberle, E., Durlak, J.Al, & Weissberg, R.P. (2017). Promoting positive youth development through School-Based Social and Emotional Learning Interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156-1171. https://doi.org/10.1111/cdev.12864
Urbain, O. (2020) Peacebuilding 2020. Music and Arts in Action, 7(3), 37-62.
Valencia, R., Ventura, E., & Escandell, O. (2003). El abandono de los estudios musicales del grado elemental. Anuario de Filosofía, Psicología y Sociología, 6, 77-100.
Vallés, M.S. (1999). Técnicas cualitativas de investigación social. Reflexión metodológica y práctica profesional. Síntesis.
Varadi, J. (2022). A Review of the Literature on the Relationship of Music Education to the Development of Socio-Emotional Learning. SAGE Open, 12(1), 1-11. https://doi.org/10.1177/21582440211068501
Vasil, M., Weiss, L., & Powell, B. (2018). Popular Music Pedagogies: An Approach to Teaching 21st-Century Skills. Journal of Music Teacher Education, 28(3), 85–95. https://doi.org/10.1177/1057083718814454
Zarza, F. J., Casanova, O., & Orejudo, S. (2016). Estudios de música en los conservatorios superiores y ansiedad escénica en España. Revista Electrónica Complutense De Investigación en Educación Musical, 13, 50-63. https://doi.org/10.5209/RECIEM.49442
Downloads
Published
Issue
Section
License
Authors who have publications with this journal agree to the following terms:
a) Authors will retain their copyright and will grant the journal the right of first publication of their work, which will simultaneously be subject to the Creative Commons Attribution License that allows third parties to share the work as long as its author and first publication in this journal are indicated.
b) Authors may enter into other non-exclusive licensing arrangements for the distribution of the published version of the paper (e.g. depositing it in an institutional telematic archive or publishing it in a monographic volume) provided that initial publication in this journal is indicated.
c) Authors are allowed and encouraged to disseminate their work via the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which may lead to interesting exchanges and increase citations of the published work.
d) They agree to act as reviewers, if requested by the journal's editorial team.