1.jpg)
, El aprendizaje expresivo y las diferencias de género en la Educación Superior de Música
Resumen
En un momento en el que la igualdad entre mujeres y hombres se considera necesaria en la mayoría de las culturas occidentales, el resultado de las investigaciones en el área de música muestra que se siguen produciendo diferencias de género. Lo cual afecta a aspectos como: a) la elección instrumental de los estudiantes; y b) las salidas profesionales, principalmente en composición y dirección orquestal. Desde un enfoque educativo se plantea si se observa un cambio en la actualidad de estos aspectos y si existen también diferencias de género en el uso de estrategias de enseñanza-aprendizaje de la expresividad musical. 196 alumnos ingleses y españoles de enseñanzas superiores aportaron información al respecto. Los resultados indican que persisten las diferencias en estos aspectos generales y que las mujeres respecto a los hombres consideran más relevante el uso de estrategias como las metáforas e imágenes.
Palabras clave
Texto completo:
PDFReferencias
Abeles, H.F y Porter, S.Y. (1978). The gender-stereotyping of musical instruments. Journal of Research in Music Education, 26(2), 65-75. doi: 10.2307/3344880
Agak, H. (2002). Gender difference and academic achievement in music among Form Four students in Kenya 1991-1994. Bulletin of the Council for Research in Music Education, 153/154(Spring & Summer), 94-101. Recuperado de https://www.jstor.org/stable/40319147
Bonastre, C. y Timmers, R. (2019). Comparison of beliefs about teaching and learning of emotional expression in music performance between Spanish and English HE students of music. Psychology of Music. doi: 10.1177/0305735619842366
Bennett, D., Macarthur, S., Hope, C., Goh, T. y Hennekam, S. (2018). Creating a career as a woman composer: Implications for music in higher education. British Journal of Music Education, 35(3), 237-253. doi: 10.1017/S0265051718000104.
Brenner, B. y Strand, K. (2013). A case study of teaching musical expression to young performers. Journal of Research in Music Education, 61(1), 80-96. doi: 10.1177/0022429412474826
Bruce, R. y Kemp, A (1993). Sex-stereotyping in children’s preferences for musical instruments, British Journal of Music Education, 10(3), 213-17. doi: 10.1017/S0265051700001777
Cohen, J. (1994). The earth is round (p<.05). American Psychologist, 49(12), 997-1003. Cramer, K.M., Million, E. y Perreault, L.A. (2002). Perception of musicians: Gender stereotypes and social role theory. Psychology of Music, 30(2), 164-174. doi: 10.1177/0305735602302003
De las Heras Fernández, R. y García Gil, D. (2018). Estudio de los procesos de enseñanza-aprendizaje del flamenco a través de entrevistas. La visión de las mujeres. Revista Electrónica de LEEME, 43, 50-73. doi: 10.7203/LEEME.43.13587
Department for Education and Skills (2007). Gender and education: the evidence on pupils in England. Recuperado de https://www.education.gov.uk/publications/
Diaz Mohedo, M.T. (2005). La perspectiva de género en la formación del profesorado de música. Reice. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 3(1), 570-577. Recuperado de http://www.ice.deusto.es/rinace/reice/vol3n1_e/Diaz.pdf
Eccles, J., Wigfield, A., Harold, R.D. y Blumenfeld, P. (1993). Age and gender differences in children’s self- and task perceptions during elementary school. Child Development, 64(3), 830-47. doi: 10.2307/1131221
Gordon, E. (1986). Primary measures in music audiation. Chicago: GIA Publications.
Green, L. (1997). Music, gender and education. New York: Cambridge University Press.
Hallam, S., Rogers, L. y Creech, A. (2008). Gender differences in musical instrument choice. International Journal of Music Education, 26(1), 7–19. doi: 10.1177/0255761407085646.
Hallam, S., Varvarigou y M., Creech, A., Papageorgi, I., Gomes, T., Lanipekun, J. y Tiija Rinta, T. (2017). Are there gender differences in instrumental music practice? Psychology of Music, 45(1), 116-130. doi: 10.1177/0305735616650994.
Juslin, P.N., Karlsson, J., Lindström, E.F., Friberg, A. y Schoonderwaldt, E. (2006). Play it again with feeling: Computer feedback in musical communication of emotions. Journal of Experimental Psychology: Applied, 12(2), 79-95. doi: 10.1037/1076-898X.12.2.79.
Juslin, P.N. y Laukka, P. (2004). Expression, perception, and induction of musical emotions: A review and a questionnaire study of everyday listening. Journal of New Music Research, 33(3), 217-238. doi: 10.1080/0929821042000317813
Karlsson, J. y Juslin, P.N. (2008). Musical expression: An observational study of instrumental teaching. Psychology of Music, 36(3), 309-334. doi:10.1177/0305735607086040.
Ley Orgánica 8/2013 para la mejora de la calidad educativa (2013). BOE 10 de mayo de 2013, 106, 97858-97921.
Lindström, E., Juslin, P.N., Bressin, R. y Williamon, A. (2003). Expressivity comes from within your soul: A questionnaire study of music students’ perspectives on expressivity. Research Studies in Music Education, 20(1), 23-47. doi: 10.1177/1321103X030200010201
López-Iñiguez, G., Pozo, J. y de Dios, M.J. (2013). The older, the wiser? Profiles of string instrument teachers with different experience according to their conceptions of teaching, learning, and evaluation. Psychology of Music, 42(2), 157-176. doi: 10.1177/0305735612463772
Lugo Mawang, L., Kigen, E.M. y Mutweleli, S.M. (2019). The relationship between musical self-concept and musical creativity among secondary school music students. International Journal of Music Education, 37(1), 78-90. doi: 10.1177/0255761418798402
Macarthur, S. (2010). Towards a Twenty-First-Century Feminist Politics of Music. New York: Ashgate.
Marugán de Miguelsanz, M., Catalina Sancho, J., Martín Antón, L.J., del Caño Sánchez, M., Hernández Ortega, C. y Carbonero Martín, M.A. (2011). Estrategias de elaboración en alumnos universitarios. International Journal of Developmental and Educational Psychology. INFAD Revista de Psicología, 1(3), 621-630. Recuperado de http://www.redalyc.org/articulo.oa?id=349832330065
Meissner, H. y Timmers, R. (2019). Teaching young musicians expressive performance: An experimental study. Music Education Research, 21(1), 20-39. doi: 10.1080/14613808.2018.1465031.
Müller, J., Norris, C., Hernández, F. y Goodson, I. (2010). Restructuring teachers´ work-lives and knowledge in England and Spain. Compare, 40(3), 265-277. doi: 10.1080/03057920902830061
Müllensiefen, D., Gingras, B., Musil, J. y Stewart, L. (2014). The musicality of non-musicians: an index for assessing musical sophistication in the general population. Plos One, 9, e101091. doi: 10.1371/journal.pone.0089642
Parsons, L. y Ravenscroft, B. (2016). Analytical Essays on Music by Women Composers: Concert Music, 1960–2000. Oxford: Oxford University Press.
Raglio, A., Bellandi, D., Gianotti, M., Zanacchi, E., Gnesi, M., Monti, M.C. e Imbriani, M. (2019). Daily music listening to reduce work-related stress: a randomised controlled pilot trial. Journal of Public Health. Prepublicación online. doi:10.1093/pubmed/fdz030
Sheldon, D.A. y Price, H.E. (2005). Gender and Instrumentation distribution in an international cross-section of wind and percussion ensembles. Bulletin of the Council for Research in Music Education, 163, 43-51. Recuperado de https://www.jstor.org/stable/40311594
Sloboda, J. A., Gayford, C. y Minassian, C. (2003, septiembre). Assisting advanced musicians to enhance their expressivity: An intervention study. Communication presented at the Fifth Triennial Conference of the European Society for the Cognitive Sciences of Music, Hannover.
Soler Campo, S. (2016). Mujeres y música. Obstáculos vencidos y caminos por recorrer. Dossiers Feministes, 21, 157-174. doi:10.6035/Dossiers.2016.21.10.
Williamon, A. (2014). Implications for education. En D. Fabian, R. Timmers y E. Schubert, Expressiveness in music performance. Empirical approaches across styles and cultures (pp.348-352). Oxford: Oxford University Press.
Woody, R.H. (2006). The effect of various instructional conditions on expressive music performance. Journal of Research and Music Education, 54(1), 21-36. doi:10.1177/002242940605400103
World Economic Forum (2018). The Global Gender Gap Report. 2018. Ginebra: World Economic Forum.
Young, V, Burwell, K. y Pickup, D. (2003). Areas of study and teaching strategies in instrumental teaching: A case study research project. Music Education Research, 5(2), 139-155. doi: 10.1080/1461380032000085522
Zervoudakes, J. y Tanur, J. (1994). Gender and musical instruments: Winds of change. Journal of Research in Music Education, 42(1), 58–67. doi: 10.2307/3345337
Enlaces refback
- No hay ningún enlace refback.
Copyright (c) 2022 Carolina Bonastre, Roberto Nuevo