Musicalidad y cohesión social: una aproximación experimental y bibliográfica desde el trabajo en equipo.
Los maestros de música generalmente afirman que, según su experiencia, la música beneficia de diversas maneras a los estudiantes. En esta investigación evaluamos la afirmación que apunta a que la música lleva a los estudiantes a trabajar mejor en equipo. 15 grupos de 5 personas, cada uno conformado...
- Autores:
-
Moreno Buitrago, Natalia Elízabeth
Pérez Ariza, Juan Felipe
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/10443
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/10443
- Palabra clave:
- Música y sociedad
Musicalidad,
Cohesión social
Trabajo en equipo
Niños - Música
Evolución
Pedagogía y cognición
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Musicalidad y cohesión social: una aproximación experimental y bibliográfica desde el trabajo en equipo. |
| title |
Musicalidad y cohesión social: una aproximación experimental y bibliográfica desde el trabajo en equipo. |
| spellingShingle |
Musicalidad y cohesión social: una aproximación experimental y bibliográfica desde el trabajo en equipo. Música y sociedad Musicalidad, Cohesión social Trabajo en equipo Niños - Música Evolución Pedagogía y cognición |
| title_short |
Musicalidad y cohesión social: una aproximación experimental y bibliográfica desde el trabajo en equipo. |
| title_full |
Musicalidad y cohesión social: una aproximación experimental y bibliográfica desde el trabajo en equipo. |
| title_fullStr |
Musicalidad y cohesión social: una aproximación experimental y bibliográfica desde el trabajo en equipo. |
| title_full_unstemmed |
Musicalidad y cohesión social: una aproximación experimental y bibliográfica desde el trabajo en equipo. |
| title_sort |
Musicalidad y cohesión social: una aproximación experimental y bibliográfica desde el trabajo en equipo. |
| dc.creator.fl_str_mv |
Moreno Buitrago, Natalia Elízabeth Pérez Ariza, Juan Felipe |
| dc.contributor.advisor.spa.fl_str_mv |
Leongómez Peña, Juan David |
| dc.contributor.author.spa.fl_str_mv |
Moreno Buitrago, Natalia Elízabeth Pérez Ariza, Juan Felipe |
| dc.subject.spa.fl_str_mv |
Música y sociedad Musicalidad, Cohesión social Trabajo en equipo Niños - Música Evolución Pedagogía y cognición |
| topic |
Música y sociedad Musicalidad, Cohesión social Trabajo en equipo Niños - Música Evolución Pedagogía y cognición |
| description |
Los maestros de música generalmente afirman que, según su experiencia, la música beneficia de diversas maneras a los estudiantes. En esta investigación evaluamos la afirmación que apunta a que la música lleva a los estudiantes a trabajar mejor en equipo. 15 grupos de 5 personas, cada uno conformado por hombres y mujeres desconocidos entre sí, y de edades entre los 18 y 28 años de diferentes universidades de Bogotá, fueron asignados a tres condiciones: rítmica, ritmomelódica y control. Cada grupo debía componer o improvisar algo que los representara grupalmente: En la condición rítmica, los participantes debían componer o improvisar un ritmo entre los cinco e interpretarlo; en la condición ritmomelódica, los participantes debían componer una canción o cantar alguna existente que los representara; y finalmente, en el control, los participantes debían crear una frase o un slogan que no tuviera ningún tipo de rasgo musical. Acto seguido, cada grupo debía trabajar en equipo para completar dos actividades. En primer lugar, debían desenredar cinco cuerdas anudadas de manera estándar siguiendo unas reglas específicas. Luego de desenredarlas, debían armar un rompecabezas entre los cinco, para lo cual, dos integrantes del grupo debían vendarse los ojos y manipular las fichas, mientras que los tres restantes daban las instrucciones en un orden específico. El tiempo de ejecución era cronometrado desde que empezaban a desenredar las cuerdas hasta que ponían la última ficha del rompecabezas. Los datos fueron analizados realizando un análisis de covarianza, comparando el promedio del tiempo de ejecución de cada condición y controlando tres covariables: I) el promedio grupal del resultado de la prueba de musicalidad y el promedio grupal de los índices psicométricos de II) dominancia y III) prestigio. Los resultados no permiten inferir con suficiente certeza una relación entre las condiciones experimentales y el tiempo de ejecución de las pruebas de trabajo grupal (p = 0.797). Las implicaciones de estos resultados fueron analizados a la luz de una revisión bibliográfica en la que indagamos sobre las diferentes hipótesis que le aportan a la música un valor evolutivo. |
| publishDate |
2019 |
| dc.date.accessioned.none.fl_str_mv |
2019-09-23T15:56:31Z |
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2019-09-23T15:56:31Z |
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2019 |
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info:eu-repo/semantics/bachelorThesis |
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Tesis/Trabajo de grado - Monografía – Pregrado |
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http://purl.org/coar/resource_type/c_7a1f |
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info:eu-repo/semantics/bachelorThesis |
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info:eu-repo/semantics/acceptedVersion |
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http://purl.org/coar/resource_type/c_7a1f |
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acceptedVersion |
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http://hdl.handle.net/20.500.12209/10443 |
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instname:Universidad Pedagógica Nacional instname:Universidad Pedagógica Nacional |
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reponame: Repositorio Institucional UPN |
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Leongómez Peña, Juan DavidMoreno Buitrago, Natalia ElízabethPérez Ariza, Juan Felipe2019-09-23T15:56:31Z2019-09-23T15:56:31Z2019http://hdl.handle.net/20.500.12209/10443instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Los maestros de música generalmente afirman que, según su experiencia, la música beneficia de diversas maneras a los estudiantes. En esta investigación evaluamos la afirmación que apunta a que la música lleva a los estudiantes a trabajar mejor en equipo. 15 grupos de 5 personas, cada uno conformado por hombres y mujeres desconocidos entre sí, y de edades entre los 18 y 28 años de diferentes universidades de Bogotá, fueron asignados a tres condiciones: rítmica, ritmomelódica y control. Cada grupo debía componer o improvisar algo que los representara grupalmente: En la condición rítmica, los participantes debían componer o improvisar un ritmo entre los cinco e interpretarlo; en la condición ritmomelódica, los participantes debían componer una canción o cantar alguna existente que los representara; y finalmente, en el control, los participantes debían crear una frase o un slogan que no tuviera ningún tipo de rasgo musical. Acto seguido, cada grupo debía trabajar en equipo para completar dos actividades. En primer lugar, debían desenredar cinco cuerdas anudadas de manera estándar siguiendo unas reglas específicas. Luego de desenredarlas, debían armar un rompecabezas entre los cinco, para lo cual, dos integrantes del grupo debían vendarse los ojos y manipular las fichas, mientras que los tres restantes daban las instrucciones en un orden específico. El tiempo de ejecución era cronometrado desde que empezaban a desenredar las cuerdas hasta que ponían la última ficha del rompecabezas. Los datos fueron analizados realizando un análisis de covarianza, comparando el promedio del tiempo de ejecución de cada condición y controlando tres covariables: I) el promedio grupal del resultado de la prueba de musicalidad y el promedio grupal de los índices psicométricos de II) dominancia y III) prestigio. Los resultados no permiten inferir con suficiente certeza una relación entre las condiciones experimentales y el tiempo de ejecución de las pruebas de trabajo grupal (p = 0.797). Las implicaciones de estos resultados fueron analizados a la luz de una revisión bibliográfica en la que indagamos sobre las diferentes hipótesis que le aportan a la música un valor evolutivo.Submitted by Maria Emilia ROJAS PINZÓN (merojas@pedagogica.edu.co) on 2019-09-23T15:56:14Z No. of bitstreams: 1 TE-20249.pdf: 1165472 bytes, checksum: 21746792c6a3786208a52fd25d495393 (MD5)Approved for entry into archive by Maria Emilia ROJAS PINZÓN (merojas@pedagogica.edu.co) on 2019-09-23T15:56:31Z (GMT) No. of bitstreams: 1 TE-20249.pdf: 1165472 bytes, checksum: 21746792c6a3786208a52fd25d495393 (MD5)Made available in DSpace on 2019-09-23T15:56:31Z (GMT). No. of bitstreams: 1 TE-20249.pdf: 1165472 bytes, checksum: 21746792c6a3786208a52fd25d495393 (MD5)Licenciado en MúsicaTesis de pregradoMusic teachers often affirm that, according to their experience, music benefits students in several ways. On this research we evaluate the hypothesis of making music promoting teamwork. 15 groups of five people, each of them composed of unknown men and women, from ages ranging from 18 to 28 years old and from different universities from Bogotá, were assigned to three different conditions: rhythmic, melodic - rhythm and control. Each group had to compose or improvise something to represent them: For rhythmic condition, participants had to compose or improvise a rhythm and interpret it together; on melodic rhythm condition, participants had to compose a song or sing an existing one to represent them; and control group had to create a sentence or slogan that didn't have any music like component. Afterwards, each group had to work together to complete two activities. First, they had to unwrap five ropes tied together in a standard way and following specific instructions. When the ropes were unwrapped, the group had to resolve a 15 pieces puzzle, in which two of the participants had their eyes covered and manipulated the pieces, while the other three gave the instructions, in a specific order, to put the pieces together. Time of completion was measured from the moment they started unwrapping the ropes until the las piece of the puzzle was correctly put together. Data was analyzed by performing an ANCOVA, comparing means of time of completion in each condition and controlling for three covariables: I) the mean of the group on a musicality test and the mean of the group on II) Dominance – III) Prestige scale. The results did not allow us to infer strongly enough a relation between conditions and the completion time on the group work activities (p = 0.797). Implications of these results were analyzed according to a literature review on which we examine different hypothesis which provide music with an evolutive valuePDFapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en MúsicaFacultad de Bellas Arteshttps://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2reponame:Repositorio Institucional de la Universidad Pedagógica Nacionalinstname:Universidad Pedagógica NacionalMúsica y sociedadMusicalidad,Cohesión socialTrabajo en equipoNiños - MúsicaEvoluciónPedagogía y cogniciónMusicalidad y cohesión social: una aproximación experimental y bibliográfica desde el trabajo en equipo.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAgustus, J. L., Mahoney, C. J., Downey, L. 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