Reconocimiento identitario y academicismo en el currículum musical de educación primaria

Pablo Marín-Liébana; José Salvador Blasco Magraner; Ana María Botella Nicolás

doi:10.18172/con.4886

Autores/as

Pablo Marín-Liébana
José Salvador Blasco Magraner
Ana María Botella Nicolás

DOI:

https://doi.org/10.18172/con.4886

Palabras clave:

Educacion musical, pedagogia critica, educacion primaria, politica educativa, curriculum

Resumen

Durante los últimos años ha crecido el interés por el reconocimiento de las identidades musicales de los estudiantes en el sistema educativo. Diferentes desarrollos teóricos críticos sostienen la necesidad de darles voz e incluir sus preferencias musicales en los distintos niveles curriculares. El objetivo de este trabajo es analizar la representacion de las identidades y preferencias musicales de los estudiantes en el curriculum oficial de educación musical primaria durante las últimas tres décadas. Para ello, se ha utilizado el análisis de contenidos con el fin de estudiar el repertorio prescrito durante las tres reformas que han tenido lugar desde 1990. Se ha encontrado que el currículum presenta referencias directas e indirectas al repertorio. Las primeras estan formadas principalmente por música folklórico-tradicional y, en la actualidad, también por académica, aunque la mayor parte son referencias indeterminadas que dejan flexibilidad de elección a los docentes. En cuanto a las referencias indirectas, estas favorecen la música académica y su sistema de aprendizaje formal. Por su parte, las preferencias e identidades de los estudiantes son prácticamente inexistentes. Por tanto, se concluye que el currículum musical estudiado tiene un carácter academicista y que no refleja las propuestas de la educación musical crítica.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Abrahams, F. (2007). Musicing Paulo Freire: a critical pedagogy for music education. En P. McLaren y J. L. Kincheloe (Eds.), Critical Pedagogy: Where Are We Now? (pp. 223-237). Nueva York: Peter Lang.

Apple, M., Au, W. y Gandin, L. A. (2009). Mapping Critical Education. En M. Apple, W. Au, y L. A. Gandin (Eds.), The Routledge International Handbook of Critical Education (pp. 3-19). Nueva York: Routledge.

Barghi, R., Zakaria, Z., Hamzah, A. y Hashim, N. H. (2017). Heritage education in the Primary School Standard Curriculum of Malaysia. Teaching and Teacher Education, 61, 124-131. https://doi.org/10.1016/j.tate.2016.10.012

Bohlman, P. V. (1992). Epilogue: Musics and Canons. En K. Bergeron y P. V Bohlman (Eds.), Disciplining Music (p. 210). Chicago: The University of Chicago Press.

Bresler, L. (2000). The Relationship of School Art, National Goals, and Multilayered Cultures. Arts Education Policy Review, 101(5), 3-8. https://doi.org/10.1080/10632910009600266

Cain, M. (2015). Musics of ‘The Other’: Creating musical identities and overcoming cultural boundaries in Australian music education. British Journal of Music Education, 32(1), 71-86. https://doi.org/10.1017/S0265051714000394

Campbell, P. S. (2018). Music, Education, and Diversity. Nueva York, Londres: Teachers College.

Catling, S. (2014). Giving younger children voice in primary geography: empowering pedagogy - a personal perspective. International Research in Geographical and Environmental Education, 23(4), 350-372. https://doi.org/10.1080/10382046.2014.946321

Chua, S. L. y Ho, H. P. (2017). Towards 21st-century music teaching-learning. Reflections on student-centric pedagogic practices involving popular music in Singapore. En G. D. Smith, Z. Moir, M. Brennan, S. Rambarran y P. Kirkman (Eds.), The Routledge Research Companion to Popular Music Education. Routledge.

Citron, M. J. (2000). Gender and the Musical Canon. Urbana: University of Illinois Press.

Comunitat-Valenciana. DECRETO 111/2007, de 20 de julio, del Consell, por el que se establece el currículo de la Educación Primaria en la Comunitat Valenciana (2007). España.

Cremades, R., Lorenzo, O. y Herrera, L. (2010). Musical tastes of secondary school students’ with different cultural background: a study in the Spanish north African city of Melilla. Musicae Scientiae, XIV(1), 121-141. https://doi.org/10.1177/102986491001400105

Davis, S. G. (2013). Informal learning processes in an elementary music classroom. Bulletin of the Council for Research in Music Education, 198, 23-50. https://doi.org/10.5406/bulcouresmusedu.198.0023

De Quadros, J. F. S., y Quiles, O. L. (2010). Musical Preferences of High School Students in Brazil: the Case of Vitória, Espírito Santo. Musica Hodie, 10(1), 109-128. https://doi.org/10.5216/mh.v10i1.12829

de Vries, P. (2010). What we want: the music preferences of upper primary school students and the ways they engage with music. Australian Journal of Music Education, 1, 3-16.

Dobrota, S. y Ercegovac, I. R. (2019). Adolescent’s musical preferences with regard to some socio-demographic variables. Odgojne znanosti, 11(2), 381-398.

Economidou, N. (2006). Reflecting on the Curriculum: The Case of the Cyprus Music Curriculum for Primary Education. Arts Education Policy Review, 107(4), 31-38. https://doi.org/10.3200/AEPR.107.4.31-38

Flutter, J. y Rudduck, J. (2004). Consulting Pupils: What’s in It for Schools. Nueva York: Routledge Falmet.

Fubini, E. (2005). La estética musical desde la Antigüedad hasta el siglo XX. Madrid: Alianza.

Gay, G. (2000). Culturally Responsive Teaching. Theory, Research and Practice. Nueva York: Teachers College.

Giroux, H. (1989). Schooling as a Form of Cultural Politics: Towards a Pedagogy of and for Difference. En H. Giroux y P. McLaren (Eds.), Critical Pedagogy, the State, and Cultural Struggle (pp. 125-151). Nueva York: State University of New York Press.

Gloag, K. (2015). “A Thing of the Past”: Canon Formation and the Postmodern Condition. En V. Kurkela y M. Mantere (Eds.), Critical Music Historiography: Probing Canons, Ideologies and Institutions (pp. 227-237). Surrey: Ashgate. https://doi.org/10.4324/9781315575049

Goehr, L. (1994). The imaginary museum of musical works. New York: Oxford University Press.

Goehr, L. (2002). In the shadow of the Canon. Musical Quarterly, 86(2), 307-328. https://doi.org/10.1093/musqtl/gdg012

Gowan, J. (2016). A Polysemy of Meanings : Music Education for Critical Pedagogy. Canadian Music Educator, 57(3), 23-28.

Green, L. (2004). What Can Music Educators Learn from Popular Musicians? En C. X. Rodríguez (Ed.), Bridging the Gap. Popular Music and Music Education (pp. 225-247). Reston: MENC: The National Association for Music Education.

Green, L. (2005). The Music Curriculum as Lived Experience: Children’s “Natural” Music-Learning Processes. Music Educators Journal, 91(4), 27-32. https://doi.org/10.2307/3400155

Green, L. (2006). Popular music education in and for itself, and for «other» music: Current research in the classroom. International Journal of Music Education, 24(2), 101-118. https://doi.org/10.1177/0255761406065471

Green, L. (2009). Significado musical y reproducción social: defensa de la recuperación de la autonomía. En D. K. Lines (Ed.), La educación musical para el nuevo milenio. Madrid: Morata.

Green, L. (2011). The globalization and Localization of Learning, teaching, and Musical Identity. En L. Green (Ed.), Learning, Teaching, and Musical Identity: Voices across cultures (pp. 1-19). Bloomington: Indiana University Press.

Grembis, H. y Schellberg, G. (2003). Musical preferences of elementary school children. En R. Kopiez, A. C. Lehmann, I. Wolther y C. Wolf (Eds.), Abstracts of the 5th triennial conference of the European Society for the Cognitive Science of Music (p. 324). Hanover: University of Hanover. https://doi.org/10.2307/3344766

Gurgel, R. (2019). The Tanglewood Symposium: Popular Music Pedagogy from 1967 to Today. Music Educators Journal, 105(3), 60-65. https://doi.org/10.1177/0027432119831752

Hargreaves, D. J., MacDonald, R. y Miell, D. (2017). The changing identity of musical identities. En R. MacDonald, D. J. Hargreaves y D. Miell (Eds.), Handbook of musical identities (pp. 3-23). New York: Oxford University Press.

Hargreaves, D. J., North, A. C. y Tarrant, M. (2010). Musical preference and taste in childhood and adolescence. En G. E. McPherson (Ed.), The child as musician (pp. 135-154). New York: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198530329.003.0007

Helm, E. E. (1994). The canon and the curricula. A Study of Musicology and Ethnomusicology Programs in America. Stuyvesant: Pendragon Press.

Hess, J. (2015). Decolonizing music education: Moving beyond tokenism. International Journal of Music Education, 33(3), 336-347. https://doi.org/10.1177/0255761415581283

Ishii, Y. (2018). The roles played by a common language and music education in modernization an nation-state building in Asia. Espacio, Tiempo y Educación, 5(2), 55-76. https://doi.org/10.14516/ete.221

Kelly, D. M., Pomerantz, S. y Currie, D. (2005). Skater girlhood and emphasized femininity: “you can’t land an ollie properly in heels”. Gender and Education, 17(3), 229-248. https://doi.org/10.1080/09540250500145163

Krippendorff, K. (2013). Content analysis: an introduction to its methodology. Thousand Oaks: SAGE.

Künzler, D. (2011). South African rap music, counter discourses, identity, and commodification beyond the prophets of Da City. Journal of Southern African Studies, 37(1), 27-43. https://doi.org/10.1080/03057070.2011.552540

Lamont, A., Hargreaves, D. J., Marshall, N. A. y Tarrant, M. (2003). Young people’s music in and out of school. British Journal of Music Education, 20(3), 229-241. https://doi.org/10.1017/S0265051703005412

Larson, R. y Kubey, R. (1983). Television and music: contrasting media in adolescent life. Youth and Society, 15(1), 13-31. https://doi.org/10.1177/0044118X83015001002

Laurence, F. (2009). Listen to Children: Voice, Agency and Ownership in School Musicking. En R. Wright (Ed.), Sociology and Music Education (pp. 243-262). Farnham: Ashgate.

Leppert, R. y McClary, S. (Eds.). (1996). Music and Society. The Politics of Composition, Performance and Reception. Nueva York: Cambridge University Press.

Lucas, G., Ricardo, L., Queiroz, S., Prass, L., Ribeiro, F. H. y Aredes, R. D. O. (2016). Afro-Brazilian Musical Cultures: Perspectives for Educational Conceptions and Practices in Music. The World of Music, 5(1), 135-158.

Lum, C. H. y Dairianathan, E. (2014). Mapping musical learning: An evaluation of research in music education in Singapore. International Journal of Music Education, 32(3), 278-295. https://doi.org/10.1177/0255761413491206

Marín-Liébana, P. y Botella, A. M. (2020). Las preferencias musicales de los estudiantes de 5o y 6o de Educación Primaria . Una oportunidad para implementar un enfoque de tipo sociocrítico. Revista Internacional de Educación Musical, 8, 15-24. https://doi.org/10.1177/2307484120956512

Marín-Liébana, P., Blasco, J. S. y Botella, A. M. (2020a). Hacia una comprensión de las identidades musicales de los estudiantes. Desde los primeros años hasta la adolescencia. ENSAYOS, Revista de la Facultad de Educación de Albacete, 35(2), 87-102.

Marín-Liébana, P., Blasco, J. S. y Botella, A. M. (2020b). La utilización de las preferencias musicales de los estudiantes desde un enfoque crítico. Hacia una educación musical democratizadora. Opus, 26(3), 1-24. https://doi.org/10.20504/OPUS2020C2613

Marín-Liébana, P., Blasco, J. S. y Botella, A. M. (2021). Las preferencias musicales de los estudiantes: hacia un reconocimiento de sus identidades culturales. Vivat Academia, 154, 1-22.

May, S. (2009). Critical multiculturalism and education. En J. A. Banks (Ed.), The Routledge International Companion to Multicultural Education (pp. 33-48). New York and London: Routledge. https://doi.org/10.4324/9780203881514

Megías, I. y Rodríguez, E. (2003). Jóvenes entre sonidos. Madrid: Fundación de Ayuda contra la Drogadicción.

Monk, M. y Poston, M. (1999). A Comparison of Music and Science Education. Cambridge Journal of Education, 29(1), 93-101. https://doi.org/10.1080/0305764990290107

Poblete, C. (2010). Enseñanza musical en Chile: continuidades y cambios en tres reformas curriculares (1965, 1981, 1996-1998). Revista Musical Chilena, 214, 12-35. https://doi.org/10.4067/S0716-27902010000200004

Pugach, M. C., Gomez-Najarro, J. y Matewos, A. M. (2018). A Review of Identity in Research on Social Justice in Teacher Education: What Role for Intersectionality? Journal of Teacher Education, 00(0), 1-13. https://doi.org/10.1177/0022487118760567

Rimmer, M. (2013). Can you hear me now? Musical values, education and voice. Media International Australia incorporating Culture and Policy, 148, 135-144. https://doi.org/10.1177/1329878X1314800115

Samson, J. (2001a). Canon. En Grove Music Online (pp. 1-3). Oxford University Press.

Samson, J. (2001b). The great composer. En J. Samson (Ed.), The Cambridge History of Nineteenth-Century Music (pp. 259-284). Cambridge: Cambridge University Press.

Small, C. (1989). Música. Sociedad. Educación. Madrid: Alianza Editorial.

Snell, K. (2009). Embodied performance in popular music: Considerations for music education through an examination of the Dresden dolls. Journal of Popular Music Studies, 21(1), 59-75. https://doi.org/10.1111/j.1533-1598.2009.01169.X

Taruskin, R. (2005). The Oxford History of Western Music. Oxford: Oxford University Press.

Weber, W. (1992). The Rise of Musicl Classics in Eighteenth-Century England. A Study in Canon, Ritual, and Ideology. Oxford: Clarendon Press.

Westerlund, H., Partti, H.y Karlslen, S. (2017). Identity formation and agency in the diverse music classroom. En R. MacDonald, D. J. Hargreaves y D. Miell (Eds.), Handbook of musical identities (pp. 493-509). New York: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198722946.013.45

Woody, R. (2007). Popular Music in Schools: Remixing the Issues. Music Educators Journal, 93(4), 32-37. https://doi.org/10.1177/002743210709300415

Wright, R. (2008). Kicking the habitus: power, culture and pedagogy in the secondary school music curriculum. Music Education Research, 10(3), 389-402. https://doi.org/10.1080/14613800802280134

Wright, R. (2009). Democracy, Social Exclusion and Music Education: Possibilities for Change. En R. Wright (Ed.), Sociology and Music Education (pp. 263-281). Farnham: Ashgate.