Reacción emocional en alumnos de 6° básico al someterse a diversos paisajes sonoros
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Archivos
Fecha
2024
Profesor/a Guía
Facultad/escuela
Idioma
es
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Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Son pocos los estudios sobre la vinculación entre los sonidos del entorno y las emociones producidas por estos estímulos sonoros en las salas de clases. Por este motivo, se llevó a cabo una intervención con el objetivo de caracterizar y analizar la relación entre estos conceptos, en base a un estudio descriptivo de carácter mixto y un muestreo no probabilístico intencionado, realizado en tres establecimientos educacionales en el nivel 6° básico. Así, se ha propuesto la aplicación de la concepción del paisaje sonoro propuesto por Murray Schafer en las aulas con la finalidad de reconocer aquellos sonidos que nos benefician y cuáles perjudican en nuestro entorno. Para conocer los efectos de los distintos paisajes sonoros en los estudiantes se han hecho pruebas de pre y post test, en adición a tickets de entrada y de salida como método de recolección de información. En base a esto, se pudo determinar que los estudiantes fueron capaces de caracterizar sus emociones al ser sometidos a diversos paisajes sonoros, diferenciando cuáles eran positivas y cuáles negativas. Fue posible determinar que el nivel de reconocimiento de las emociones aumentó gracias a la intervención realizada. Para concluir, podemos mencionar que los alumnos fueron capaces de comprender el significado de paisaje sonoro, relacionando de mejor manera las emociones con este concepto.
The implementation of the soundscape proposed by Murray Schafer has been carried out in classrooms with the purpose of recognizing sounds that benefit us and those that harm us in our environment, specifically addressing noise pollution. However, there are few studies on the connection between environmental sounds and the emotions produced by these sound stimuli. For this reason, an intervention was conducted with the objective of characterizing and analyzing the relationship between these concepts, based on a descriptive mixed-method study and intentional non-probabilistic sampling, conducted in three educational establishments at the 6th-grade level. This was supported by pre- and post-tests, in addition to entry and exit tickets as a method of information collection. Based on this, it was determined that students were able to characterize their emotions when exposed to various soundscapes, distinguishing between positive and negative ones. Therefore, the level of emotion recognition increased due to the intervention. In conclusion, it can be mentioned that students were able to comprehend the meaning of soundscape, establishing a better connection between emotions and this concept
The implementation of the soundscape proposed by Murray Schafer has been carried out in classrooms with the purpose of recognizing sounds that benefit us and those that harm us in our environment, specifically addressing noise pollution. However, there are few studies on the connection between environmental sounds and the emotions produced by these sound stimuli. For this reason, an intervention was conducted with the objective of characterizing and analyzing the relationship between these concepts, based on a descriptive mixed-method study and intentional non-probabilistic sampling, conducted in three educational establishments at the 6th-grade level. This was supported by pre- and post-tests, in addition to entry and exit tickets as a method of information collection. Based on this, it was determined that students were able to characterize their emotions when exposed to various soundscapes, distinguishing between positive and negative ones. Therefore, the level of emotion recognition increased due to the intervention. In conclusion, it can be mentioned that students were able to comprehend the meaning of soundscape, establishing a better connection between emotions and this concept
Notas
Tesis (Profesor de Educación Musical para la Educación Preescolar y Básica, Licenciado en Educación)
Palabras clave
Educación Musical, Enseñanza Básica, Desarrollo Emocional, Contaminación Acústica