@misc{10481/39919,
year = {2015},
url = {http://hdl.handle.net/10481/39919},
abstract = {El cuento musical se presenta en la actualidad como un género con diversas posibilidades
didácticas, debido principalmente a su triple configuración semiótica textual, musical e
ilustrada y a su diseño artístico hipertextual, que permiten la activación de la conciencia
metaficcional e intertextual de los alumnos. En la presente investigación, se analiza el potencial
de los cuentos musicales, como material didáctico, para el desarrollo de las ocho competencias
básicas en Educación Primaria. No solo se comprueba el planteamiento de diferentes colecciones
en la adquisición de dichas competencias, sino que también se describe la función del triple
soporte aludido y la tipología de actividades incluidas en las propuestas didácticas finales de
ciertos cuentos musicales. Con tales fines, se emplea una metodología descriptiva, centrada en
la técnica del análisis de contenido. Finalmente, tras el análisis e interpretación de los
resultados, se comprueba la idoneidad educativa de este género en el actual contexto curricular,
género que puede constituirse en un auténtico y original material didáctico por medio del cual plantear tareas que procuren direcciones interdisciplinares, holísticas y contextualizadas de
aprendizaje.},
abstract = {This article presents the results of the Innovation Teaching Project Creativity Networks. Our aims
are to analyze the various collaborative classroom networks, explain its usefulness in current
education systems, determine the adaptability of students to a collaborative network that
includes several professors and identify the university teaching techniques that the students
consider as the most useful and creative. The group of students with whom we launched the
Innovation Project had a major innovative core: 46.3% of students accepted studying and learning
through a new system that included several professors. We found out that the variety of teaching
methods was the factor that attracted them the most to the project but, at the same time, the one
that more insecure generated them. In an educational context as the Spanish, where the
traditional teaching methods prevail, it’s difficult to change established habits. Projects like this
demonstrate the need for flexibility in the structures of education to make it more proactive,
more active or experimental about innovations and allow professors and students to change their
roles. Although there is resistance from students to immediate assimilation of an educational
innovation, observability, i.e., implementation and treatment as such, and even the act of
requesting the participation of innovators among students "links", ends up increasing acceptance
of innovations.},
organization = {Universidad de Granada. Departamento de Didáctica y Organización Escolar. Grupo FORCE (HUM-386)},
publisher = {Universidad de Granada},
keywords = {Competencias básicas},
keywords = {Cuento musical},
keywords = {Material didáctico},
keywords = {Aprendizaje interdisciplinar},
keywords = {Hipertextualidad},
keywords = {Educación primaria},
keywords = {Basic competences},
keywords = {Musical history},
keywords = {Educational tools},
keywords = {Interdisciplinary learning},
keywords = {Hypertextuality},
keywords = {Primary education},
title = {El cuento musical. Análisis de sus componentes textuales musicales e ilustrados para el desarrollo de las competencias básicas en educación primaria},
author = {Vicente-Yagüe Jara, María Isabel de and Guerrero Ruiz, Pedro},
}