Aprendizaje basado en problemas: la composición en el aula como desafío para aprender música


Resumen


El Aprendizaje Basado en Problemas (ABP), uno de los modelos centrados en el estudiante, prioriza el aprendizaje cooperativo/basado en desafíos, los docentes como “facilitadores” y procesos de evaluación formativa. En música, la búsqueda de formas para mejorar la (co)construcción del aprendizaje y respuestas complementarias a los métodos expositivos resuena con propuestas de composición, algunas de las cuales se han incorporado en los planes de estudios de Educación Musical en Portugal. Lo que caracteriza el ABP, qué datos existen sobre su aplicación y qué vínculos podemos establecer con el aprendizaje musical para sistematizar su implementación y estudio a través de la composición reflejan las preguntas de esta revisión bibliográfica. Pensar en el sonido/música, aprendizaje holístico, pensamiento creativo, proporcionan los conceptos a través de los cuales discutimos los fundamentos del modelo. Los resúmenes generan las siguientes conclusiones: el estudio del ABP arroja tanto beneficios como limitaciones, y la investigación sobre sus principios teóricos es más abundante; la composición representa un proceso de resolución de problemas, y el aprendizaje musical a través de la composición puede tomar forma que se alinee con el ABP; el ABP funciona como un modelo orientador para la planificación, acción e investigación musical/educativa, particularmente a través de la composición.


Palabras clave


Aprendizaje Basado en Problemas; aprendizaje cooperativo; educación musical; composición musical.

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Referencias


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