Música, educación y nuevas tecnologías: fundamentos pedagógicos de la relación. Educación “por” la música en la formación adulta universitaria a través de las TIC
[EN] From the formative point of view, the music-education relationship let us consider Music in a triple sense as education field: music as common education field, music as specific education field and music as professional and vocational education. In this triple technical meaning, music allows us...
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | España |
| Recursos: | Consejo Superior de Investigaciones Científicas (CSIC) |
| Repositorio: | DIGITAL.CSIC. Repositorio Institucional del CSIC |
| OAI Identifier: | oai:digital.csic.es:10261/394724 |
| Acesso em linha: | http://hdl.handle.net/10261/394724 |
| Access Level: | acceso abierto |
| Palavra-chave: | Mesoaxiologic Pedagogy Arts Education Education with the Music New Technologies in Education Values on Education Pedagogía Mesoaxiológica Educación Artística Educación por la Música Nuevas Tecnologías en Educación Valores en Educación Music education |
| Resumo: | [EN] From the formative point of view, the music-education relationship let us consider Music in a triple sense as education field: music as common education field, music as specific education field and music as professional and vocational education. In this triple technical meaning, music allows us to develop common, specific and specialized educational values, respectively. The present paper it is focussed on the common and specific education fields, all of them related to music and new technologies, and from the point of view of Mesoaxiologic Pedagogy. When pedagogues talk about “Music Education”, the music becomes an instrument of education (music is not only the aim-goal of education -education ‘for’ the music-; music is also the mean or the instrument to educate, music education means education ‘through’ the music). In case of education ‘through’ the music, the music brings common educational values as any other cultural experience area –that is why “Music Education” is substantively education-. But, besides, the music gives us the opportunity to purchase specific educational values that contribute to understand its meaning and its educational value and it gives us too the chance to improve our personal decisions concerning to our actions and our sense of life –and thus, “Music Education” is adjectively musical-. To educate with music means that music as experience area is submitted to mediated processes; that is to say, each mean is educationally evaluated (mesoaxiologically processed by Pedagogy). In this context, the New Technologies are one of the most necessary means in our actual society, which are going to be used in the mediated processes of education. Therefore, the foundation of the music-education-new technologies relationship is music and media (in this case, the technological ones) must be educative and adjusted to the meaning of education; it is to say, pedagogically valued as means of Education and Music Education. Based on this, I really believe it is possible to educate through music in adult education (over 55 years old) at University. And it is possible too to integrate the Information and Communications Technology (ICT) to teach music. They develop and make easier to learn for educatees, to self-learn, to experience with music and to feel part of a community, as long as the technological mediation comes from the Mesoaxiologic Pedagogy approach (which evaluates each mean as educative). |
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