Musicalidad y cohesión social: una aproximación experimental y bibliográfica desde el trabajo en equipo.

dc.contributorLeongómez Peña, Juan David
dc.creatorMoreno Buitrago, Natalia Elízabeth
dc.creatorPérez Ariza, Juan Felipe
dc.date.accessioned2019-09-23T15:56:31Z
dc.date.accessioned2022-09-23T15:50:58Z
dc.date.available2019-09-23T15:56:31Z
dc.date.available2022-09-23T15:50:58Z
dc.date.created2019-09-23T15:56:31Z
dc.date.issued2019
dc.identifierhttp://hdl.handle.net/20.500.12209/10443
dc.identifierinstname:Universidad Pedagógica Nacional
dc.identifierinstname:Universidad Pedagógica Nacional
dc.identifierreponame: Repositorio Institucional UPN
dc.identifierrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3486689
dc.description.abstractLos 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.
dc.languagespa
dc.publisherUniversidad Pedagógica Nacional
dc.publisherLicenciatura en Música
dc.publisherFacultad de Bellas Artes
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dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsAcceso abierto
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.sourcereponame:Repositorio Institucional de la Universidad Pedagógica Nacional
dc.sourceinstname:Universidad Pedagógica Nacional
dc.subjectMúsica y sociedad
dc.subjectMusicalidad,
dc.subjectCohesión social
dc.subjectTrabajo en equipo
dc.subjectNiños - Música
dc.subjectEvolución
dc.subjectPedagogía y cognición
dc.titleMusicalidad y cohesión social: una aproximación experimental y bibliográfica desde el trabajo en equipo.
dc.typeinfo:eu-repo/semantics/bachelorThesis


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