Educar con la música: fundamentos pedagógicos de la relación música-educación y aproximación a la formación y a las competencias del docente del ámbito musical desde la perspectiva mesoaxiológica de la pedagogía
[EN] Music understood as a problem of Education gives rise to the triple technical distinction in the formative discipline: music as a problem of common education, music as a problem of specific education and music as a problem of specialized education. These three meanings correspond to the concept...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Consejo Superior de Investigaciones Científicas (CSIC) |
| Repositorio: | DIGITAL.CSIC. Repositorio Institucional del CSIC |
| OAI Identifier: | oai:digital.csic.es:10261/394722 |
| Acceso en línea: | http://hdl.handle.net/10261/394722 |
| Access Level: | acceso abierto |
| Palabra clave: | Relación Artes-Educación Educación por y para la Música Valores educativos Pedagogía Mesoaxiológica Competencias para educar Music education |
| Sumario: | [EN] Music understood as a problem of Education gives rise to the triple technical distinction in the formative discipline: music as a problem of common education, music as a problem of specific education and music as a problem of specialized education. These three meanings correspond to the concept of “education with music” from Pedagogy. The first two give rise to the expression “education through music” and the third gives rise to the expression “education for music”. To “educate with music” means that it is possible to generate common, specific and specialized educational values and develop basic and professional competencies in the educatees. And all of these have their meeting point at the teacher, who is responsible for the pedagogical intervention in the educational relationship that is established with each educatee. experience “music” must master music as an instructive and formative content of the school subject that he teaches at a sufficient level to achieve the instructional objectives within the educational system. But, in addition, the teacher must possess competencies to teach and competencies to educate, either “through music” or “for music”. Knowing music is not the same as teaching music, nor is it the same as educating with music. Therefore, the training of the teacher who educates is a unique and different issue, which requires argued discourse and attention in practice from their pedagogical training (not only didactic training).This work is framed into the Music-Education relationship, from the perspective of Education. Music education is substantively education. The mesoaxiological perspective of Pedagogy (assessing and understanding each medium used in the intervention as educational) requires reviewing music education as a concept of Education and as a competence of teachers. It is about educating with music, which is an educational value and allows to acquire common, specific and specialized educational values and to acquire competencies to educate “with” values; in this case, those that correspond to music as an educational subject.This proposal stems from a personal and professional concern of the author as a musicologist interested in the problems of education and with the aim of giving to Education the value it deserves, because it is not enough to have specialized knowledge in music to educateThe teacher who educates with the area of cultural. |
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