In this article, I address as a case study a community dance experience for boys and girls in a popular neighborhood in the city of Villa María, Córdoba, Argentina.The neighborhood has the particularity of being on the outskirts of the city center so many people who live in Villa María have never been there.In that sense, many negative preconceptions circulate about the residents of La Calera.In this framework, community dance is presented as an opportunity to publicize the creativity of the neighborhood boys and girls, breaking those value judgments.Danza al Frente lasted four years (2015)(2016)(2017)(2018), which allows us to think how from art, specifically from dance, individual, subjective, group and collective emotions can be generated.The objective of this writing is to account for the presence of these emotions in community dance from the proposal of the sociology of emotions.To account for this, I use qualitative methodological tools such as photographs, field notes and interviews from an ethnographic perspective.It is important that, in order to talk about an experience that has happened for so long and involving many people, it can have, in addition to the point of view of the writer, the memories, emotions and feelings of those who participated.In this way, I build a corpus with those inputs from the field work carried out during those years and the words of the workshop leaders.Finally, I will approach some final reflections on the case study and emotions in the social sciences.
The Aragonese jota is one of the main popular Hispanic genres, which was reflected in Spanish painting in the last decades of the 19th century and the beginning of the 20th.Knowledge of the construction of cultural identities is essential to understand the formation processes of musical and artistic genres, key contents in material and immaterial heritage education.After an artistic and musical contextualization, and an analysis of the jota as an artistic theme, a group of pictorial works is exposed in which the iconographies of this musical genre are identified, described and analyzed.This conforms a very useful material in musical and artistic education, even more so if it is linked to certain Aragonese jota repertoires, which contributes to its conservation and dissemination.La jota aragonesa es uno de los principales géneros populares hispanos, lo que quedó reflejado en la pintura española de las últimas décadas del siglo XIX y comienzos del XX.El conocimiento de la construcción de las identidades culturales es fundamental para entender los procesos de formación de los géneros musicales y artísticos, contenidos clave en la educación patrimonial, material e inmaterial.Tras una contextualización artística y musical,
Community music is commonly conceptualized as an activity of artistic creation and practice carried out in community that, framed in community art, acquires a relevant mediating function, allowing not only artistic experiences but also the creation of spaces for relationships and collaboration that favour the improvement of people and communities.This research aims to describe and analyze the contributions of community music practice to the improvement of the wellbeing of people with dementia and their family environment and to determine its potential for social and individual transformation.The study was carried out with 16 subjects, patients with Alzheimer's disease and other dementias in a psychogeriatric clinic and their family carers.It follows a descriptive method and the methodological approach is qualitative.The techniques used for data collection were observation, survey and semi-structured in-depth interview.The results indicate that community music allows generating very positive emotional experiences, associated with states of happiness and pleasure, which can be linked to people's subjective wellbeing, and provides spaces for social inclusion for people with dementia and their carers.Group singing activities that use music from the cultural and biographical heritage of its members encourage participation, interaction, and feelings of belonging to a group, as well as helping to relive life experiences, and thereby recover personal identity.Likewise, community musical practice has revealed itself as an instrument of expression and emotional management that constitutes an ideal ecosystem for the development of free expression, spontaneity and creativity.La música comunitaria es comúnmente conceptualizada como una actividad de creación y práctica artística realizada en comunidad que, enmarcada en el arte comunitario, pasa a adquirir una función mediadora relevante, al permitir no solo experiencias artísticas sino también la creación de espacios de relación y colaboración que favorecen la mejora de las personas y las comunidades.La presente investigación tiene como objetivo describir y analizar las contribuciones de la práctica de la música comunitaria para la mejora del bienestar de las personas que padecen demencias y su entorno familiar y determinar su potencial de transformación social e individual.El estudio se ha llevado a cabo con 16 sujetos, pacientes con Alzheimer y otras demencias de una clínica psicogeriátrica y sus familiares cuidadores.Sigue un método descriptivo y el enfoque metodológico es de corte cualitativo.Las técnicas utilizadas para la recogida de datos han sido la observación, la encuesta y la entrevista en profundidad semiestructurada.Los resultados obtenidos indican que la música comunitaria permite generar experiencias emocionales muy positivas, asociadas a estados de felicidad y placer, que pueden vincularse al bienestar subjetivo de las personas, y ofrece espacios de inclusión social a las personas que padecen demencias y a sus cuidadores.Las actividades de canto en grupo que utilizan la música del patrimonio cultural y biográfico de sus integrantes fomentan la participación, la interacción y los sentimientos de pertenencia a un colectivo, además de ayudar a revivir experiencias vitales y, con ello, a recuperar la identidad personal.Asimismo, la práctica musical comunitaria se ha revelado como un instrumento de expresión y gestión emocional que constituye un ecosistema ideal para el desarrollo de la libre expresión, la espontaneidad y la creatividad.
Desde el periodo de entreguerras del s. XX, la imagen sustituye a la palabra como medio dominante para retratar las apariencias, para mostrar lo real (Berger, 2008). Vivimos en un mundo eminentemente visual, en el que recibimos la mayoría de la información por medio de las imágenes. No obstante, avistamos un futuro de incertidumbre, donde la proliferación de imágenes fácilmente puede desembocar en un cansancio de la mirada que conduzca a la inacción. Por ello, se plantea un cambio de paradigma que desplace el foco desde la interpretación o lectura de imágenes hacia la transformación de las realidades desde el uso de las mismas. El siguiente estudio tiene como objetivo repensar las imágenes desde un enfoque performativo, así como explorar sus posibilidades educativas: nos acercamos a los conceptos y teorías fundamentales para entender el término performatividad, desde los estudios de performance y la filosofía del lenguaje. Igualmente, se abordan las teorías en torno a la imagen y sus posibilidades performativas, para valorar, por último, sus aplicaciones en el campo de la educación. Se concibe la imagen como un elemento vivo que genera experiencia al ser producido y percibido: que construye nuestra mirada y nuestros imaginarios, configurados de forma intersubjetiva. Frente a la hegemonía visual actual, se propone entender la creación de imágenes propias como potencias de transformación de las realidades. Esto conforma un objetivo fundamental en una educación que pretende mirar al futuro e incidir en él de manera activa. Se torna esencial generar las bases de un pensamiento crítico en torno a lo visual en el ámbito educativo para transformar realidades: para construir una sociedad más participativa y más justa.
Children with Autism Spectrum Disorder (ASD) show difficulties of socialization and communication giving rise to attention and cognitive development problems. Different types of intervention have been used to help improving those disabilities, among them, art interventions. In this paper we present an art educative intervention in a group of 14 children with ASD, intending to analyze its effects in improving their emotional and social competencies. METHOD. We use an experimental design, with a control group. Instead of individual intervention, we here have a group format. To detect changes in behavior, a questionnaire, filled up by parents, therapists and researchers, before and after the intervention was used. The questions are grouped into four categories: Social and emotional reciprocity; Non-verbal communication; Inflexibility to changes; and Stereotypes and sensorial reactivity. RESULTS. Two different types of results emerge: on the one hand, a good adaptation to the dynamics of the sessions. On the other hand, significant progress after the intervention in the treated group, in particular in Stereotypes and sensorial reactivity and Inflexibility to changes. Two different procedures to analyze the data were used, to add robustness. DISCUSSION. Our results suggest that art interventions in a group format could be an efficient tool to help children with ASD to improve socialization and sharing emotions. The design and dynamics of the sessions adapted to the sensorial preferences of the children, favoring the interaction between the participants. This work is a preliminary study about the potential of group art interventions for children with ASD.
This study aims at evaluating the effectiveness of an instructional activities based program in developing some economic values for kindergarten children. 60 kindergarten children in public schools were included . The average age was 5.5 years. They were divided into two groups with equal number of children in both( one experimental, n=30 children, and the other was control group n=30 children). A Pictured Economic Values Questionnaire for Children was used to collect and analyze data. The t-test was employed, run by SPSS V18.0. Findings obtained from the study showed that there was a statistically significant difference between the mean scores of the children of the experimental and control groups in the total score of Pictured Economic Values Questionnaire for Children(sub- scales and composite score)in the post test, after applying the instructional activities based program, which is in favour of the experimental group.
Continually monitoring student learning, improving tutoring, predicting academic risks such as performance drops or dropouts, assessing more objectively or understanding the behavior of student groups are some of the tasks that have been beyond the reach of music teachers. The current technology of massive data processing (Big Data) and its analysis (Learning Analytics-LA) allows to achieve these goals with relative ease. The possibility of extracting individual behavior patterns facilitates attention to diversity, reduces school dropout and failure, and opens the possibility of implementing new educational strategies. The phenomenon of data-based education has led to different types of studies. This paper reflects on three trends or fundamental perspectives in the use of the collection of massive information applied to learning and teaching. We offer an overview of research and applications of Learning Analytics specifically in the field of music education, as well as a reflection on its possible practical uses in higher music education in conservatories. For this purpose, we discuss some practical examples of how this technological methodology could be incorporated into music and music education research, and its influence on possible new educational paradigms that lead to innovation on teaching-learning process through new technological resources.
Parents' expectations towards their children's musical performance can exert a decisive influence on their performance. Given the importance of this issue, this study explores the interconnection between the performance of a student attended elementary piano lessons at a conservatory in Spain and her parents' expectations regarding these studies. In addition, it is also intended to respond to the lack of literature that addresses this issue. To do this, the parents' and student's expectations were inquired through a semi-structured interview. Also, the teacher-researcher monitored the student throughout the entire school year within the framework of the piano subject in order to collect data related to the student's musical performance through participant observation. The results suggest that parent's expectations exert a significant influence on the child's musical performance.
This article is part of a research project entitled Eco-aesthetics and aims to: 1) make a historical review of the dominant relationship of humanity over nature from the origins of modern philosophy; 2) examine the notion of struggle or competition between world and earth in Martin Heidegger's aesthetics as an approach that distances itself from quarrel and discord; 3) observe the characteristics of contemporary art works that were made in the open field, proposing new relationships between art and nature from the Land art artistic movement; 4) understand the characteristics of works of art that use living beings as an artistic medium or bioart; 5) delimit the concept of eco-aesthetics applied to works of art that establish a harmonious relationship with the environment and not competitive with nature to, finally; 6) apply the knowledge of this study to artistic production, resulting in the development and placement of two eco-theme installations made by the members of the (Anonimo para revision) in the city of Pachuca, Mexico, in the year 2022. To achieve the objectives, the methodology used was hermeneutics through the following steps: understanding and delimitation of the problem, compilation of specialized bibliography and all kinds of bibliographic references for its interpretation and analysis, and finally, application of what was understood to the production or artistic creation, resulting in two site specific installations: Nestbed by (Anonimo para revision) and The Edge
Bullying, as it is known by its international name, is a serious problem that is still found in the classrooms of the 21st century. As an educational response, our proposal was based on artistic projects, taking music as the backbone of the performing arts. The first objective was to analyze the incidence of school violence behaviors according to the school's own students, with the hypothesis that such behaviors did exist in a percentage worthy of our attention. A mixed qualitative and quantitative methodology was used to know the profiles and detect possible cases of bullying, through a questionnaire. The purpose of this scenic project was to offer an easy tool so that students could become aware of the meaning of bullying. Finally, a didactic proposal was developed aimed at the prevention and awareness of bullying.
