Metodologías Aprendizaje-Servicio y Aprendizaje Basado en Proyectos en Educación Musical Superior: una revisión de la literatura

Contenido principal del artículo

Laura Cuervo-Calvo
Alberto Cabedo-Mas

Resumen

INTRODUCCIÓN. La investigación reciente señala el potencial del aprendizaje multidimensional y holístico en el proceso de transformación educativa, en la prestación de servicios sociales desde la universidad y en el desarrollo de la identidad profesional. Este artículo tiene como objetivo analizar la relación entre las metodologías de Aprendizaje-Servicio y Aprendizaje Basado en Proyectos en la educación musical superior y la adquisición de competencias transversales. MÉTODO. Se realizó una revisión de 29 artículos sobre ambas metodologías en la educación musical superior, publicados entre 2012 y 2022. Los artículos fueron seleccionados de las bases de datos WoS, Scopus y ERIC. Se exploraron cuatro categorías: (1) interacción social, (2) crecimiento personal, (3) aprendizaje académico y (4) desafíos relacionados con la implementación y contextualización de las metodologías. RESULTADOS. Los resultados muestran que, en el contexto de la educación musical superior, ambas metodologías tienen un impacto potencialmente positivo en el desarrollo de competencias transversales en los estudiantes. La revisión muestra beneficios en aspectos sociales como el desarrollo de la responsabilidad cívica y las habilidades de comunicación entre pares y profesores; aspectos académicos como la adaptación a entornos de aprendizaje complejos, objetivos mutuamente beneficiosos y autoridad compartida; y aspectos de desarrollo personal como la flexibilidad, la solidaridad y el respeto. A su vez, muestra que la práctica reflexiva contribuye a desarrollar la apertura de los estudiantes a la crítica constructiva, lo cual se percibe como una contribución positiva al aprendizaje. CONCLUSIONES. Las metodologías estudiadas pueden fomentar el crecimiento personal de los estudiantes, la mitigación de sus sesgos en el aula y la apreciación reflexiva y consciente de su propio aprendizaje. Se deben tener en cuenta los desafíos relacionados con la complejidad de ajustar los proyectos al currículo académico y a las necesidades de la comunidad, así como la gran cantidad de tiempo y esfuerzo requeridos para el proceso. Finalmente, se alienta a realizar más investigaciones utilizando diferentes términos de búsqueda y criterios para lograr una comprensión más amplia de cómo se pueden diseñar e implementar iniciativas musicales a través de estas metodologías, la proyección que pueden tener y cómo se realiza la investigación en este campo.

Descargas

Los datos de descargas todavía no están disponibles.

Detalles del artículo

Cómo citar
Cuervo-Calvo, L., & Cabedo-Mas, A. (2024). Metodologías Aprendizaje-Servicio y Aprendizaje Basado en Proyectos en Educación Musical Superior: una revisión de la literatura. Bordón. Revista De Pedagogía, 76(3), 35–60. https://doi.org/10.13042/Bordon.2024.99887
Sección
Artículos
Biografía del autor/a

Laura Cuervo-Calvo, Universidad Complutense de Madrid (España)

Permanent Lecturer at the Complutense University of Madrid. Her lines of research focus on Music Education, and Service-Learning teaching Methodology. Her research findings have been published in journals such as Music Education Research, Revista Española de Pedagogía, Quality & Quantity, Psychology of Music, or Research Studies in Music Education, as well as books and book chapters in prestigious publishing houses, such as Dykinson and Routledge. She is currently member of editorial Board of the Revista Electrónica Complutense de Investigación en Educación Musical.

Alberto Cabedo-Mas, Universidad Jaume I de Castelló (España)

Associate Professor of Music Education at the University Jaume I of Castellón, Spain. He studied violin at the Music Conservatory in Castellón and completed a Master’s degree in Music at the Estonian Academy of Music and Theatre, Tallinn, and a Master’s degree in Peace Studies, Conflict and Development at the University Jaume I, where he later obtained his PhD. He is author of several articles and chapters in international and national books and refereed journals. He is Codirector of the journal Eufonía: Didáctica de la Música, Associate editor of the Journal of the Study of Education and Development, and serves as editorial board member in national and international journals. His research interests include music education, coexistence, community music, interculturality and the transmission of music across cultures.

Citas

Agmaz, R. F. & Ergulec, F. (2019). Music Down Here: A Project Based Learning Approach. The International Journal of Research in Teacher Education, 10(3), 42-53.

Akkapram, P. (2020). The impact of the Sinsai Roo Jai ton project on the development of local culture and contemporary performance in northeastern Thailand. Manusya, 23(3), 430-449

Alberich-Artal, E. & Sangra, A. (2012). Virtual Virtuosos. A Case Study in Learning Music in Virtual Learning Environments in Spain. European Journal of Open, Distance and E-Learning, 1-9. https://files.eric.ed.gov/fulltext/EJ979597.pdf

Arriaga, C. & Riaño, M. E. (2017). La práctica musical desde la reflexión y la acción en la formación inicial del profesorado. ENSAYOS, Revista de la Facultad de Educación de Albacete, 32(1), 17-32. https://www.revista.uclm.es/index.php/ensayos

Arrington, N. M. (2010). The effects of participating in a service-learning experience on the development of self-efficacy for self-regulated learning of third graders in an elementary school in southeastern United States (Doctoral dissertation), Clemson University, South Carolina (USA).

Barnes, G. V. (2002). Opportunities in service learning. Music Educators Journal, 88(4), 42-46.

Bartolucci, A. A. & Hillegass, W. B. (2010). Overview, Strengths, and Limitations of Systematic Reviews and Meta-Analyses. In: F. Chiappelli (eds.), Evidence-Based Practice: Toward Optimizing Clinical Outcomes. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-05025-1_2

Bartleet, B.-L. & Carfoot, G. (2013). Desert Harmony: Stories of Collaboration between Indigenous Musicians and University Students. International Education Journal: Comparative Perspectives, 12(1), 180-196.

Bartleet, B.-L., Sunderland, N. & Carfoot, G. (2016). Enhancing Intercultural Engagement Through Service Learning and Music Making with Indigenous Communities in Australia. Research Studies in Music Education, 38(2), 173-191. https://doi.org/10.1177/1321103X166678

Bartolome, S. (2017). Comparing Field-Teaching Experiences: A Longitudinal Examination of Preservice and First-Year Teacher Perspectives. Journal of Research in Music Education, 65(3), 264-286. https://doi.org/10.1177/0022429417730043

Baughman, M. (2020). Mentorship and Learning Experiences of Preservice Teachers as Community Children’s Chorus Conductors. Journal of Music Teacher Education, 29(2), 38-52. https://doi.org/10.1177/1057083719876

Bautista, A., Cerdán, R., García-Carrión, R., Salsa, A. M., Aldoney, D., Cabedo-Mas, A., Campos, R., Clarà, M., Gámez-Guadix, M., Ilari, B., Kammerer, Y., Macedo-Rouet, M., Mendive, S., Múñez, D., Saux, G. I., Sun, H., Sun, J., Clara Ventura, A., Yang, W., Khalfaoui, A., Noguera, I. R., Máñez, I. & Yeung, J. (2023). What research is important today in human development, learning and education? JSED Editors’ reflections and research calls. Journal for the Study of Education and Development, 46(1), 1-38. https://doi.org/10.1080/02103702.2022.2137980

Berbel-Gómez, N., Jaume, M. & Rovira, M. D. P. (2017). A cooperative learning experience through life stories linked with emotions: The ‘poliedric life stories’ experience. Turkish Online Journal of Educational Technology, 1, 52-55.

Berrón, E. & Monreal, I. M. (2020). Initial training of future teachers through Project Based Learning frim Music Education. Revista Electrónica de LEEME, 46, 208-223. https://doi.org/10.7203/LEEME.46.18031

Bilen, S. (2010). The effect of cooperative learning on the ability of prospect of music teachers to apply Orff-Schulwerk activities. Procedia Social and Behavioral Sciences 2, 4872-4877. https://doi.org/10.1016/j.sbspro.2010.03.787

Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M. & Rumble, M. (2018). Defining twenty-first century skills. In E. Care, P. Griffin & M. Wilson (eds.), Assessment and teaching of 21st century skills (pp. 17-66). Springer. https://doi.org/10.1007/978-94-007-2324-5_2

Botella, A. M. & Ramos Ramos. P. (2020). El aprendizaje basado en proyectos en el aula de música. Per Musi, 40, General Topics: 1-15. e204003. https://doi.org/10.35699/2317-6377.2020.24084

Burnard, P. (2007). Creativity and technology: critical agents of change in the work and lives of music teachers. In: J. Finney & P. Burnard (eds.). Music Education with Digital Technology (pp.196-207). Continuum.

Bylica, K. (2020) Hearing my world: negotiating borders, porosity, and relationality through cultural production in middle school music classes. Music Education Research, 22(3), 331-345. https://doi.org/10.1080/14613808.2020.1759519

Campayo-Muñoz, E. & Cabedo-Mas, A. (2016). Música y competencias emocionales: posibles implicaciones para la mejora e la Educación Musical. Revista Electrónica Complutense de Investigación en Educación Musical, 13, 124-139. https://dx.doi.org/10.5209/RECIEM.51864

Care, E. (2018). Twenty-First century skills: from theory to action. In E. Care, P. Griffin & M. Wilson (eds.) Assessment and teaching of 21st century skills (pp.3-21). Springer.

Care, E., Anderson, K. & Kim. (2016). Visualizing the breadth of skills movement across education systems, Skills for a changing world. Washington, D.C. The Brookings Institution.

Casanova, O. & Serrano, R. (2016) Internet, tecnología y aplicaciones para la educación musical universitaria del siglo XXI. Revista de docencia universitaria (REDU), 14(1), 405-422. https://zaguan.unizar.es/record/56660/files/texto_completo.pdf

Cayari, Ch. (2015). Participatory Culture and Informal Music Learning through Video Creation in the Curriculum. International Journal of Community Music, 8(1), 41-57. https://doi.org/10.1386/ijcm.8.1.41_1.

Celio, C. I., Durlak, J. & Dymnicki, A. (2011). A Meta-analysis of the Impact of Service-Learning on Students, Journal of Experiential Education, 34(2), 164-181. https://doi.org/10.1177/105382591103400205

Chiva-Bartoll, O., Salvador-García, F. F. & Cabedo-Mas, A. (2019). Aprendizaje-servicio en educación musical: revisión de la literatura y recomendaciones para la práctica. Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM, 16, 3-19.

Chiva-Bartoll, O., Moliner, M. L. & Salvador-García, C. (2020). Can service-learning promote social well-being in primary education students? A mixed method approach. Children and Youth Services Review, 111, 104841. https://doi.org/10.1016/j.childyouth.2020.104841.

Cinque, M. (2016). “Lost in translation”. Soft skills development in European countries. Tuning Journal for Higher Education, 3(2), 389-427.

Clements, A. (ed.) (2010). Alternative approaches in music education: Case studies from the field. R&L Education.

Comfort, K. & Timms, M. (2018). A Twenty-First Century skills lens on the common core State standards and the next generation science standards. In E. Care, P. Griffin & M. Wilson (eds.), Assessment and teaching of 21st century skills (pp. 131-145). Springer.

Cooper, H. M., Hedges, L. V. & Valentine, J. C. (2009). Handbook of research synthesis and metaanalysis (2nd ed.). Russell Sage Foundation.

Cruywagen, S. & Potgieter, H. (2020). The World we Live in a Perspective on Blended Learning and Music Education in Higher Education. Journal for Transdisciplinary Research in Southern Africa, 16(1), 1-9. https://doi.org/10.4102/td.v16i1.696

Cuervo, L, Arroyo, D., Bonastre, C. & Navarro, E. (2021). Evaluación de una intervención de Aprendizaje-Servicio en Educación Musical, en la formación de profesorado/Evaluation of a Service-Learning Intervention in music education for teacher training. Revista Electrónica LEEME, 48, 20-38. https://doi.org/10.7203/LEEME.48.21232

Demiral, U. (2018). Examination of critical thinking skills of preservice science teachers: A perspective of social constructivist theory. Journal of Education and Learning, 7(4), 179-190. https://doi.org/10.5539/jel.v7n4p179

Eckersley, B., Tobin, K. & Windsor, S. (2018). Professional Experience and Project-Based Learning as Service Learning. In: J. Kriewaldt, A. Ambrosetti, D. Rorrison & R. Capeness (eds.), Educating Future Teachers: Innovative Perspectives in Professional Experience. Springer. https://doi.org/10.1007/978-981-10-5484-6_11

European Commission (2012). Rethinking education strategy: Investing in skills for better socio-economic outcomes. Retrieved from https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012DC0669&from=EN

Feen-Calligan, H. & Matthews, W. (2016). Pre-Professional Arts Based Service-Learning in Music Education and Art Therapy. International Journal of Education & the Arts, 17, 1-36.

Forrester, S. H. (2019). Community Engagement in Music Education: Preservice Music Teachers’ Perceptions of an Urban Service-Learning Initiative. Journal of Music Teacher Education, 29(1), 26-40. https://doi.org/10.1177/1057083719871472

Furco, A. (1996). Service-Learning: A Balanced Approach to Experiential Education. Service Learning, General, 128. https://digitalcommons.unomaha.edu/slceslgen/128

Furco, A. & Billig, S. H. (2002). Service Learning. The essence of the Pedagogy, Greenwich, CT, Information Age Publishing.

Gertrudix, F. & Gertrudix, M. (2014). Tools and Resources for Music Creation and Consumption on WEB 2.0. Applications and Educational Possibilities. Educación XX1 17(2), 313-336. https://doi.org/10.5944/educxx1.17.2.11493.

Gillanders, C., Cores Torres, A. & Tojeiro Pérez, L. (2018). Music education and service-learning: a case study in Primary Education teacher training. Revista Electrónica de LEEME, 2(42),16-30. https://doi.org/10.7203/LEEME.42.12329

Greenhow, Ch. & Galvin, S. (2020). Teaching with Social Media: Evidence-based Strategies for making Remote Higher Education Less Remote. Information and Learning Sciences, 121(7/8), 513-524. https://doi.org/10.1108/ILS-04-2020-0138.

Gubner, J., Smith, A. & Allison, T. (2020). Transforming Undergraduate Student Perceptions of Dementia through Music and Filmmaking. Journal of the American Geriatrics Society, 65(5), 1083-1089. https://doi.org/10.1111/jgs.16418

Hahn, K. (2019). Inquiry into an unknown musical practice: an example of learning through project and investigation. In S. Gies & J. H. Sætre (eds.), Becoming Musicians (pp. 173-196). NMH publications.

Hallam, S. (2010). The power of music: its impact on the intellectual, social, and personal development of children and young people. International Journal of Music Education, 28(3), 269-289. https://doi.org/10.1177/0255761410370658

Harrop-Allin, S. (2017). Higher education student learning beyond the classroom: findings from a community music service-learning project in rural South Africa. Music Education Research, 19(3), 231-251. https://doi.org/10.1080/14613808.2016.1214695

Higgins, J. P. T. & Green S. (eds.) (2011). Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0. The Cochrane Collaboration, 2011. https:// www.cochrane-handbook.org.

Kibici, V. B. (2022). The effect of project-based learning approach on lesson outcomes, attitudes and retention of learned in secondary school music. OPUS-Journal of Society Research, 19(49), 771-783.

Kokotsaki, D., Menzies, V. & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving schools, 19(3), 267-277. https://doi.org/10.1177/13654802166597

Koops, A. (2022). Faith, Scholarship, and Service-Learning in Music Education: A Creative Approach. Christian Higher Education, 21(1-2), 58-81. https://doi.org/10.1080/15363759.2021.2004472

Kratus, J. (2017). Music listening is creative. Music Educators Journal, 103(3), 46-51. https://doi.org/10.1177/0027432116686

Larmer, J. & Mergendoller, J. R. (2010). Seven essentials for project-based learning. Educational leadership, 68(1), 34-37.

Lines, D. K. (ed.) (2009). La educación musical para el nuevo milenio. Morata.

Martínez-Rodríguez J. B., Fernández-Rodríguez E. & Anguita R. (2018). Ecologías del aprendizaje: Educación expandida en contextos múltiples. Morata.

Menard, E. & Rosen, R. (2014). Preservice Music Teacher Perceptions of Mentoring Young Composers: An Exploratory Case Study. Journal of Music Teacher Education, 25(2), 66-80. https://doi.org/10.1177/10570837145526

Miles, M., Huberman, M. & Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook. Sage Publications.

Nichols, J. & Sullivan, B. M. (2016). Learning through dissonance: Critical service-learning in a juvenile detention centre as field experience in music teacher education. Research Studies in Musik Education, 18(2), 155-171. https://doi.org/10.1177/1321103X16641845

Olvera-Fernández, J., Montes-Rodríguez, R. & Ocaña-Fernández, A. (2022). Innovative and disruptive pedagogies in music education: A systematic review of the literature. International Journal of Music Education, 41(1), 3-19. https://doi.org/10.1177/02557614221093709.

Parejo, J. L., Cortón-Heras, M. O. de la & Giraldez-Hayes, A. (2021). La dinamización musical del patio escolar: resultados de un proyecto de aprendizaje-servicio. Revista Electrónica Complutense de Investigación en Educación Musical, 18, 181-194. http://orcid.org/0000-0002-1081-3529

Partti, H., Weber, J. & Rolle, C. (2021). Learning a skill, or learning to learn? Supporting teachers’ professional development in music education technology. Journal of Music, Technology & Education, 14(2-3), 123-139.

Phyu, W. & Kálmán, A. (2023). Lifelong Learning in the Educational Setting: A Systematic Literature

Review. The Asia-Pacific Education Researcher, 32(2) https://doi.org/10.1007/s40299-023-00738-w

Pike, P. (2017). Improving music teaching and learning through online service: A case study of a synchronous online teaching internship. International Journal of Music Education, 35(1), 107-117. https://doi.org/10.1177/0255761415613534

Prieto, L. (2008). Aprender entre iguales: cómo planificar una actividad de aprendizaje auténticamente cooperativa. En L. Prieto (coord.), La enseñanza universitaria centrada en el aprendizaje (pp. 117-132). Octaedro.

Pritchard, F. F. & Whitehead, G. I. (2004). Serve and learn: Implementing and evaluating servicelearning in middle and high schools. Routledge.

Power, A. (2013). Developing the Music Pre-Service Teacher through International Service Learning. Australian Journal of Music Education, 2, 64-70.

Punie, Y., Brecko, B. & Ferrari, A. (2014). DIGCOMP: A Framework for developing and understanding digital competence in Europe. eLearning Papers, 38, 5-16.

Redecker, Ch., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P., Stoyanov, S. & Hoogveld, B. (2011). The Future of Learning: Preparing for Change. Joint Research Centre (JRC), Report of the European Commission. Luxembourg, European Union.

Review Manager (RevMan) (2020). [Computer program]. Version 5.4.1, The Cochrane Collaboration.

Reynolds, A. M. & Conway, C. M. (2003). Service-Learning in Music Education Methods: Perceptions of Participants. Bulletin of the Council for Research in Music Education, 155, 1-10.

Reynolds, A. M., Jerome, A., Preston, A. L. & Haynes, H. (2005). Service-learning in music education: Participants’ reflections. Bulletin of the Council for Research in Music Education, 79-91.

Román, M. (2017). Tecnología al servicio de la educación musical. Revista Española de Pedagogía, 75(268), 481-495. https://doi.org/10.22550/REP75-3-2017-09

Schiavio, A., van der Schyff, D., Philippe, R. A. & Biasutti, M. (2023). Music teachers’ self-reported views of creativity in the context of their work. Arts and Humanities in Higher Education, 22(1), 60-80. https://doi.org/10.1177/14740222221125

Sefton, T., Smith, K. & Tousignant, W. (2020). Integrating Multiliteracies for Preservice Teachers using Project-Based Learning. Journal of Teaching and Learning, 14(2), 18-32. https://doi.org/10.22329/jtl.v14i2.6320

Snow, K. (2004). What counts as literacy in early childhood? In K. McCartney & D. Phillips (eds.), Blackwell Handbook of Early Childhood Development (pp. 274-294). Blackwell Publishing.

Tang, J. & Schwantes, M. (2021). International service-learning and intercultural competence of U.S. music therapists: Initial survey findings. Nordic Journal of Music Therapy, 30(4), 377-396. https://doi.org/10.1080/08098131.2020.1841822

Tapia, M. N. (2008). La solidaridad como pedagogía. Ed. Criterio.

Tejada, J. & Thayer, T. (2019). Design and validation of a music technology course for initial music teacher education based on the TPACK framework and the project-based learning approach. Journal of Music Technology and Education, 12(3), 225-246. https://doi.org/10.1386/jmte_00008_1

Thayer, T., Tejada, J. & Murillo, A. (2021). Technological training in secondary-school music teachers. An intervention-based study on the integration of musical, technological and pedagogical contents at the University of Valencia. Revista Electrónica Interuniversitaria de Formación del Profesorado, 24(3), 1-20. https://doi.org/10.6018/reifop.442501

Tobias, E. S., Campbell, M. R. & Greco, P. (2015). Bringing curriculum to life: Enacting project- based learning in music programs. Music Educators Journal, 102(2), 39-47. https://doi.org/10.1177/002743211560760

Torre, J. C. (2008). Estrategias para potenciar la autoeficacia y la autorregulación académica. En L. Prieto (coord.), La enseñanza universitaria centrada en el aprendizaje (pp. 61-90). Octaedro. http://diposit.ub.edu/dspace/bitstream/2445/143997/1/PRIETO_La-ensen%CC%83anzauniversitaria-centrada-en-el-aprendizaje_p.pdf

UNESCO (2015). 2013 Asia-Pacific Education Research Institutes Network (ERI-Net) regional study on transversal competencies in education policy & practice.

UNESCO (2018). Council recommendation on Key Competences for Lifelong Learning. https://eurlex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A52018SC0014

Walker, R. (2007). Music education: Cultural values, social change and innovation. Charles C Thomas Publisher.

White, A. (2001). Meta-analysis of service-learning research in middle and high schools (Tesis doctoral). Denton, University of North Texas. https://digitalcommons.unomaha.edu/slcedt/67/

Yardley, L. (2017). Demonstrating the validity of qualitative research. Journal of Positive Psychology, 12(3), 295-297. https://doi.org/10.1080/17439760.2016.1262624

Yob, I. M. (2000). A feeling for others: Music education and service learning. Philosophy of Music Education Review, 8(2),67-78.

Yoo, H. & Kang, S. (2021). Teaching as Improvising: Preservice Music Teacher Field Experience With 21st-Century Skills Activities. Journal of Music Teacher Education, 30(3), 54-68. https://doi.org/10.1177/10570837211021373

Yorio, P. L. & Ye, F. (2012). A Meta-Analysis on the Effects of Service-Learning on the Social, Personal, and Cognitive Outcomes of Learning. Academy of Management Learning &Education, 11(1), pp. 9-27. https://doi.org/10.5465/amle.2010.0072

Zhang, S. (2022). Interactive environment for music education: developing certain thinking skills in a mobile or static interactive environment. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2049826