The Assesment of Emotions in Music Rhythm Training with Computers at Three Chilean Music Education Institutions
DOI:
https://doi.org/10.7203/LEEME.31.9844Keywords:
Emotions, Assessment, Rhythm Training, Music Technology.
Abstract
The primary aim of this work is to investigate the "emotional dimension" as a criterion for evaluating an educational music software called Tactus. In order to collect data, two training sessions were carried out with volunteer students (N=45) in specialized music education at three Chilean institutions. After, an evaluation was carried out using an assessment instrument, which was devised to determine the emotions, both positive and negative, which come into play when a student uses Tactus, and thereby measure the emotional dimension to determine the quality of the program in the affective domain. This instrument, a checklist of positive and negative emotions, was completed as part of a student/user report, included in a more global evaluation questionnaire completed at the end of the two weeklong training sessions with Tactus. The positive results confirm previous, other traditional assessments that describe Tactus as a useful support tool for teaching rhythm in educational environments. The results of this study also suggest that that evaluation of the emotional dimension may be useful in the general scope of the evaluation of educational software.
Author Biographies
Rafael García Pérez, Universidad de Sevilla
Jesús Tejada, Universidad de Valencia
Manuel Jesús Espigares, Universidad de Sevilla
María Ángeles Rebollo, Universidad de Sevilla
References
Aires, L., Teixeira, A.,Azevedo, J., Gaspar, M. & Silva, S. (2006). Alteridad y emociones en las comunidades virtuales de aprendizaje. Revista electrónica Teoría de la Educación, 7 (2), 74-91. Retrieved at: http://www.usal.es/~teoriaeducacion/rev_numero_07_02/n7_02_luisa_aires.pdf
Barret, L., Ochsner, K. & Gross, J. (2007): “On the automaticity of emotion”. In J. A. Bargh (ed.). Social Psychology and the unconscious. The automaticity of higher mental processes. New York: Psychology Press. 173-217.
Bostock, S. & Lizhi, Wu (2005). Gender in student online discussions. Innovations in Education and Teaching International, 43 (1), 73-85.
Cole, M. (1999). Psicología Cultural. Madrid: Morata.
Govert, M. & Gavelek, J. (1997). Educating the emotions: Implications of a relational view of knowing for learning and development (paper). Annual Meeting of AERA. Retrieved at: http://www.msu.edu/user/govermar/emotion.htm
Guedes, S. & Álvaro, J. (2010). Naturaleza y cultura en el estudio de las emociones. Revista Española de Sociología, 13. 31-47.
Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15, 497-506.
Rebollo, M. (2006) Emociones, género e identidad: la educación sentimental. En Mª Ángeles Rebollo (Coord.). Género e interculturalidad: educar para la igualdad. Madrid: La Muralla. 217-244
Rebollo, M.; García, R.; Barragán, R.; Buzón, O. &Vega, L. (2008). Las emociones en el aprendizaje online. RELIEVE, v. 14, n. 1. Retrieved at: http://www.uv.es/RELIEVE/v14n1/RELIEVEv14n1_2.htm
Rebollo, M., Hornillo, I. & García, R. (2006). Estudio educativo de las emociones: una perspectiva sociocultural. Revista Electrónica de Teoría de la Educación, 7 (2), 28-44. Retrieved at http://www.usal.es/~teoriaeducacion/rev_numero_07_02/n7_02_mangeles_rebollo.pdf
Tejada, J., Pérez, M. & García, R. (2011) Tactus: Didactic Design and Implementation of a Pedagogically Sound Based Rhythm-Training Computer Program. Journal of Music, Technology and Education, 3: 2+3, pp. 155–165. doi: 10.1386/jmte.3.2-3.155_1.
Wertsch, J. (1993). Voces de la mente. Un Enfoque Sociocultural para el estudio de la acción mediada. Madrid: Visor.
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.
Language
Information