Atribución de términos de la emoción a estilos musicales : adaptación del modelo de Flores-Gutiérrez y Díaz
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Fecha
2023
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en
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Universidad Andrés Bello
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Licencia CC
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Resumen
Este proyecto investiga el impacto de la música y sus diversos géneros en la expresión emocional e inteligencia emocional de estudiantes de 4°, 7° y 8° básico en el contexto de la educación post pandémica en Chile. La música se considera crucial para el desarrollo emocional de los alumnos, especialmente en un contexto donde el aumento de casos de bullying post pandemia está vinculado a la falta de empatía. La necesidad de mejorar la salud mental y la inteligencia emocional se destaca como imperativa. La educación emocional se presenta como respuesta clave, reconociendo su papel fundamental en la formación integral de la personalidad y en la mejora de la calidad de vida. El proyecto se alinea con los tres ejes de las bases curriculares del Ministerio de Educación de Chile y busca describir el impacto de los géneros musicales en la respuesta emocional de estudiantes, clasificar expresiones emocionales y comparar resultados entre distintos cursos. La metodología se basa en el modelo de Flores-Gutiérrez, E., & Díaz, J. L., adaptado a estudiantes de 9, 12 y 13 años. Este proyecto pretende contribuir a la comprensión de cómo la exposición a la música puede promover la expresión emocional e inteligencia emocional en estudiantes de educación básica, ofreciendo valiosos insights para mejorar la educación emocional en el actual contexto post pandémico en Chile.
Se observó que la música impactó de manera variable en distintos cursos. En el caso de 4° básico, tras la sesión, la positividad aumentó al 80%, mientras que en 7° básico, la escucha redujo la positividad al 70%. En 8° básico, la respuesta mostró cambios significativos, con un 35% de felicidad. Estas diferencias resaltan la influencia de la música en las respuestas emocionales de los estudiantes, sugiriendo una relación compleja entre la edad, la percepción musical y las emociones experimentadas.
This project investigates the impact of music and its various genres on the emotional expression and emotional intelligence of 4th, 7th, and 8th-grade students in the context of post-pandemic education in Chile. Music is deemed crucial for students' emotional development, especially in a setting where the rise in post-pandemic bullying cases is linked to a lack of empathy. The need to enhance mental health and emotional intelligence is underscored. Emotional education emerges as a key response, acknowledging its pivotal role in holistic personality formation and improved quality of life. The project aligns with the three axes of the Chilean Ministry of Education's curriculum and aims to describe the impact of musical genres on students' emotional responses, classify emotional expressions, and compare results across different courses. The methodology is based on the model by Flores-Gutiérrez, E., & Díaz, J. L., adapted for 9, 11, and 13-year-old students. This project aims to understand how exposure to music can foster emotional expression and emotional intelligence in elementary school students, providing valuable insights to enhance emotional education in the current post-pandemic context in Chile. In the study of emotional responses to different songs, it was observed that music had varying impacts across different grade levels. In the case of 4th grade, after the session, positivity increased to 80%, while in 7th grade, the listening reduced positivity to 70%. In 8th grade, the response showed significant changes, with a happiness rate of 35%. In the oldest grade level, 8th grade at Colegio Anglo Maipú, there was variability in responses, with sessions generating both high positivity and negativity percentages. These differences highlight the influence of music on students' emotional responses, suggesting a complex relationship between age, musical perception, and experienced emotions.
This project investigates the impact of music and its various genres on the emotional expression and emotional intelligence of 4th, 7th, and 8th-grade students in the context of post-pandemic education in Chile. Music is deemed crucial for students' emotional development, especially in a setting where the rise in post-pandemic bullying cases is linked to a lack of empathy. The need to enhance mental health and emotional intelligence is underscored. Emotional education emerges as a key response, acknowledging its pivotal role in holistic personality formation and improved quality of life. The project aligns with the three axes of the Chilean Ministry of Education's curriculum and aims to describe the impact of musical genres on students' emotional responses, classify emotional expressions, and compare results across different courses. The methodology is based on the model by Flores-Gutiérrez, E., & Díaz, J. L., adapted for 9, 11, and 13-year-old students. This project aims to understand how exposure to music can foster emotional expression and emotional intelligence in elementary school students, providing valuable insights to enhance emotional education in the current post-pandemic context in Chile. In the study of emotional responses to different songs, it was observed that music had varying impacts across different grade levels. In the case of 4th grade, after the session, positivity increased to 80%, while in 7th grade, the listening reduced positivity to 70%. In 8th grade, the response showed significant changes, with a happiness rate of 35%. In the oldest grade level, 8th grade at Colegio Anglo Maipú, there was variability in responses, with sessions generating both high positivity and negativity percentages. These differences highlight the influence of music on students' emotional responses, suggesting a complex relationship between age, musical perception, and experienced emotions.
Notas
Tesis (Profesor de Educación Musical)
Palabras clave
Educación Musical, Enseñanza Básica, Estilo Musical, Emociones en la Música