Impact of musical training as a leisure activity on listening levels. Results of a programme with senior citizens.
DOI:
https://doi.org/10.7179/PSRI_2018.32.09Keywords:
Leisure, education, music, listening levelsAbstract
The goal of this study consisted of analysing whether educational intervention by means of a Musical Training as a Leisure Activity programme had any significant impact on sensorial, affective and analytical listening levels among senior citizens who had and had not previously studied music. To do so, we designed our own measurement scale and applied it to a sample of 37 students over 50 years of age at the University of Deusto (Bilbao, Spain). Both the scale as a whole and each of the subscales of the different listening levels presented adequate reliability, with Cronbach’s alpha values greater than 0.8. The questionnaire was administered in the classroom on the first and last day of class, after hearing the same piece of music. The measurements before and after the educational intervention were compared by applying a Student’s t-test for paired samples. The research concluded that the only listening level to have been significantly affected by the Musical Training as a Leisure Activity programme was the analytical level, and when examining this in greater detail, it is noted that the impact was only prominent among members of the sample who had not studied music before.Downloads
References
Abellán, A., & Ayala, A. (2012). Un perfil de las personas mayores en España, 2012. Indicadores estadísticos básicos. Informes Portal Mayores, 131 Obtenido de http://envejecimiento.csic.es/documentos/documentos/pm-indicadoresbasicos12.pdf (última consulta: 17 de marzo de 2013).
Albaina, M. (2015). Ocio Formativo Musical Análisis de iniciativas en los Programas Universitarios para Mayores y en las Orquestas Sinfónicas de España. Tesis doctoral no publicada. Bilbao: Universidad de Deusto.
Albaina, M. & Cámara, A. (2010). Training New Listeners for Music. Obtenido de http://depts.washington.edu/icmpc11/ICMPC11_ABSTRACTS.pdf (última consulta: 13 de julio de 2017).
Alvin, J. (1997). Musicoterapia. Barcelona: Paidós.
Ball, Ph. (2010). El instinto musical: escuchar, pensar y vivir la música. Madrid: Turner.
Benenzon, R.O. (2011). Musicoterapia: De la teoría a la práctica. Barcelona: Paidós Ibérica.
Blacking, J. (2006). ¿Hay música en el hombre? Madrid: Alianza.
Blasco, F. (1996). Evaluación de los efectos psicológicos de la música a través de un diferencial semántico. Revista Brasileira
de Musicoterapia Año I (2), 5-23.
Boerner, S., & Jobst, J. (2013). Enjoying Theater: The Role of Visitor’s Response to the Performance. Psychology of Aesthetics, Creativity, and the Arts, 7(4), 391- 408.
Bonds, M.E. (2014). La música como pensamiento. Barcelona: Acantilado.
Boulez, P, Changeux J.P., & Manoury, Ph. (2016). Las neuronas encantadas. El cerebro y la música. Barcelona: Gedisa.
Cámara, A., Cañada, M., Albaina, M., & Larrinaga, I. (2012). Programas educativos musicales en la CAPV: Miradas desde la diversidad de públicos. Obtenido de http://www.eusko-ikaskuntza.org/es/publicaciones/acercar-la-musica-a-traves-de-programas-educativos-en-la-capv-miradas-desde-la-diversidad-de-publicos/ar-22320/ (última consulta: 13 de julio de 2017).
Chin, T. Ch., & Rickard, N. S. (2012). The Music USE (MUSE) Questionnaire: An Instrument to Measure Engagement in Music. Music Perception, 29(4), 429-446. doi: 10.1525/mp.2012.29.4.429.
Copland, A. (2008). Cómo escuchar la música. Madrid: Fondo de Cultura Económica.
Cuenca, M. (2014). Ocio valioso. Bilbao: Universidad de Deusto.
Cuenca-Amigo, M., & San Salvador del Valle, Roberto. (2016). La importancia del ocio como base para un envejecimiento activo y satisfactorio. Revista de Psicología del Deporte, 25 (Suppl 2), 79-84.
Dahlhaus, C., & Eggebrecht, H.H. (2012). ¿Qué es la música? Barcelona: Acantilado.
Delalande, F. (2013). Las conductas musicales. Santander: Ediciones Universidad de Cantabria.
Drösser. Ch. (2012). La seducción de la música. Los secretos de nuestro instinto musical. Barcelona: Ariel.
Gabrielsson, A. (2002). Old People’s Remembrance of Strong Experiences Related to Music. Psychomusicology 18, 103-122.
Gabrielsson, A. (2011). Strong experiences with music. Nueva York: Oxford University Press.
González, J. A., & Pazmiño, M. (2015). Cálculo e interpretación del Alfa de Cronbach para el caso de validación de la consistencia interna de un cuestionario, con dos posibles escalas tipo Likert. Revista Publicando, 2(1), 62-77.
Horowitz, S. S. (2012). The universal sense: how hearing shapes the mind. New York: Bloomsbury.
Law, L. N. C., & Zentner, M. (2012). Assessing musical abilities objectively: construction and validation of the profile of music perception skills. PLoS ONE, 7(12): e52508. https://doi.org/10.1371/journal.pone.0052508.
Levitin, D. (2011). Tu cerebro y la música. Barcelona: RBA.
MacDonald, R., Hargreaves, D.J., & Miell, D. (2012). Musical identities mediate musical development. In McPherson, G. & Welch, G. (Eds.) Oxford Handbook of Music Education. vol. 1, Oxford: Oxford University Press. doi: 10.1093/oxfordhb/9780199730810.013.0008.
Malhotra, N. K. (2004). Investigación de mercados: un enfoque aplicado. (4ª ed.). México: Pearson Educación.
Meyer, L.B. (2009). Emoción y significado en la música. Madrid: Alianza.
Nunnally, J. C. (1987). Teoría Psicométrica. México: Trillas.
Rosen CH. (2012). Música y sentimiento. Madrid: Alianza.
Rössel, J. (2011). Cultural capital and the variety of Modes of cultural consumption in the opera audience. The Sociological Quarterly 52, 83-103.
Sacks, O. (2015). Musicofilia: Relatos de la música y el cerebro. Barcelona: Anagrama.
Schafer, R.M. (2013). El paisaje sonoro y la afinación del mundo. Barcelona: Intermedio.
Sloboda, J. (2012). La mente musical. La psicología cognitiva de la música. Madrid: Machado Nuevo
Aprendizaje.
Small, Ch. (2006). Música, sociedad, educación. Madrid: Alianza.
Swanwick, K. (2006). Música, pensamiento y educación. Madrid: Morata.
Szendy, P. (2015). En lo profundo de un oído. Santiago de Chile: Metales Pesados.
Thompson, S. (2007). Determinants of listeners’ enjoyment of a performance. Psychology of Music 35(1), 20-36.
Vargas, C. (2017). El aprendizaje a lo largo de toda la vida desde una perspectiva de justicia social (21). París: UNESCO. Obtenido de https://es.unesco.org/node/262744 (última consulta: 9 de septiembre de 2017).
Willems, E. (2001). El oído musical. Barcelona: Paidós.
Downloads
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Pedagogía Social. Revista Interuniversitaria
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright and right to archive
The published version of the articles can be self-archived by their authors in open access institutional and thematic repositories. However, Pedagogía Social. Revista Interuniversitaria must authorize partial or global reutilisation on new papers or publications.
Published papers must be cited including the title of the journal Pedagogía Social. Revista Interuniversitaria, issue, pages and year of publication
Ethical responsibilities
Pedagogía Social. Revista Interuniversitaria does not accept any material that has been previously published in other documents or publications. Authors are responsible for obtaining the required permissions for partial or global reproduction any material from other publications, and to correctly quote its origin.
Pedagogía Social. Revista Interuniversitaria is obliged to detect and report fraudulent practices.
Only those who have intellectually contribute to the development of the paper must appear as authors.
The journal expects authors to declare any commercial partnership that might entail a conflict of interest with respect to the submitted article.
Authors must mention in the article, preferably in the “methodology” section, that the procedures used during the samplings and controls have been made after getting informed consent.
The journal will not use any received contribution in a way other than the goals described in these guidelines.
Copyright Notice
© Pedagogía Social. Revista Interuniversitaria. Papers published in both the printed and online versions of this Journal are property of Pedagogia Social. Revista Interuniversitaria, being required to cite the source in any partial or total reproduction.
Unless otherwise stated, all content of this electronic journal is distributed under "Creative Commons Attribution-Non commercial 3.0 Spain" (CC-by-nc) license for use and distribution. The informative version and the legal text of this license is available here. This has to be expressly stated in this way when necessary.
