{"id":116068,"date":"2014-10-07T00:00:00","date_gmt":"2014-10-07T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/un-enfoque-didactico-emocional-para-la-ensenanza-de-la-musica-en-la-educacion-secundaria-obligatoria\/"},"modified":"2014-10-07T00:00:00","modified_gmt":"2014-10-07T00:00:00","slug":"un-enfoque-didactico-emocional-para-la-ensenanza-de-la-musica-en-la-educacion-secundaria-obligatoria","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/complutense-de-madrid\/un-enfoque-didactico-emocional-para-la-ensenanza-de-la-musica-en-la-educacion-secundaria-obligatoria\/","title":{"rendered":"Un enfoque did\u00e1ctico-emocional para la ense\u00f1anza de la m\u00fasica en la educaci\u00f3n secundaria obligatoria"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Carlos Rubio Rodr\u00edguez <\/strong><\/h2>\n<p>Esta tesis doctoral de educaci\u00f3n musical procura conocer mejor c\u00f3mo el desarrollo de la inteligencia emocional favorece el aprendizaje de la m\u00fasica. Se centra en entender c\u00f3mo un enfoque did\u00e1ctico basado en la capacidad para reconocer las emociones y los sentimientos propios \u00c2\u00bfautoconciencia\u00c2\u00bf y ajenos \u00c2\u00bfempat\u00eda\u00c2\u00bf mejora la expresi\u00f3n y la percepci\u00f3n musical, c\u00f3mo la regulaci\u00f3n emocional \u00c2\u00bfautocontrol\u00c2\u00bf optimiza la interpretaci\u00f3n musical y c\u00f3mo el estado de \u00e1nimo influye en la participaci\u00f3n activa del alumnado de eso en el aula de m\u00fasica. La investigaci\u00f3n se sit\u00faa en el paradigma sociocr\u00edtico, utiliza una metodolog\u00eda preferentemente cualitativa y emplea el m\u00e9todo de investigaci\u00f3n-acci\u00f3n. Se emplean t\u00e9cnicas cualitativas \u00c2\u00bfentrevistas y observaci\u00f3n\u00c2\u00bf y cuantitativas \u00c2\u00bfperfil de evoluci\u00f3n y cuestionarios\u00c2\u00bf.Respecto a los interrogantes de la investigaci\u00f3n se concluye que un enfoque emocional de la educaci\u00f3n musical, centrado en el desarrollo de la autoconciencia, la empat\u00eda y el autocontrol, favorece el aprendizaje significativo de la m\u00fasica porque vincula los nuevos contenidos a las experiencias emocionales personales, facilita el pensamiento hol\u00edstico enriqueciendo as\u00ed el procesamiento intelectual, mejora la interpretaci\u00f3n musical y aumenta la implicaci\u00f3n personal del alumno en la tarea educativa mejorando su actitud en la clase y elevando su nivel de participaci\u00f3n. Respecto a cuestiones emergentes durante la investigaci\u00f3n, se a\u00f1aden otras conclusiones: una pr\u00e1ctica educativa basada en el desarrollo emocional est\u00e1 m\u00e1s vinculada a las finalidades de la educaci\u00f3n musical; la empat\u00eda favorece el aprendizaje por imitaci\u00f3n; es prioritario un planteamiento pr\u00e1ctico de la m\u00fasica; el aprendizaje cooperativo o colaborativo, trabajando en equipo, es id\u00f3neo en un planteamiento did\u00e1ctico-emocional de la m\u00fasica; es imprescindible el uso activo de los medios audiovisuales en las clases de m\u00fasica; las habilidades emocionales y la actividad musical se retroalimentan beneficiosamente; y es recomendable incluir transversalmente el desarrollo de competencias emocionales en el curr\u00edculo musical de la eso. Palabras clave: educaci\u00f3n musical, inteligencia emocional, competencias musicales, competencias emocionales, autoconciencia, empat\u00eda, autocontrol, expresi\u00f3n musical, percepci\u00f3n musical.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Un enfoque did\u00e1ctico-emocional para la ense\u00f1anza de la m\u00fasica en la educaci\u00f3n secundaria obligatoria<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Un enfoque did\u00e1ctico-emocional para la ense\u00f1anza de la m\u00fasica en la educaci\u00f3n secundaria obligatoria <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Carlos Rubio Rodr\u00edguez <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Complutense de Madrid<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 10\/07\/2014<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Ignacio Sustaeta Llombart<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: nicol\u00e1s Oriol de alarc\u00f3n <\/li>\n<li>angela Morales fernandez (vocal)<\/li>\n<li>oswaldo Lorenzo quiles (vocal)<\/li>\n<li>enrique Mu\u00f1oz rubio (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Carlos Rubio Rodr\u00edguez Esta tesis doctoral de educaci\u00f3n musical procura conocer mejor c\u00f3mo el desarrollo de la 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