The Co-Poem ProjectDidactic Resources and Pedagogical Projection for Musical Education in Primary School

  1. Sánchez-Jara, Javier Merchán 1
  2. González-Gutiérrez, Sara 1
  3. Navarro-Cáceres, María 1
  4. Olarte-Martínez, Matilde María 1
  5. Pedrero-Muñoz, Concepción 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
Education in the knowledge society (EKS)

ISSN: 2444-8729,  1138-9737

Ano de publicación: 2023

Número: 24

Tipo: Artigo

DOI: 10.14201/EKS.30981 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Education in the knowledge society (EKS)

Proxectos relacionados

Co-POEM: Platform for the Collaborative Generation of European Popular Music

2019/00449/001

La canción popular como fuente de inspiración. Estudio de identidades de género a través de mujeres promotoras de popular (1917-1961)

2018/00109/001

EA-DIGIFOLK "An European and Ibero-American approach for the digital collection, analysis and dissemination of folk music"

2023/00021/002

DE MUJERES E IDENTIDADES CULTURALES ROLES DE GÉNERO Y CIRCULACIÓN DEL PATRIMONIO MUSICAL ESPAÑOL

2019/00258/001

Resumo

Orally transmitted traditional music constitutes an invaluable intangible legacy for understanding the development of local cultures and observing social dynamics over time. The Co-Poem project aims to make a significant corpus of these musical cultures available to any user in the Mediterranean basin by creating the I-Folk database, which allows access and consultation through semantic technologies and artificial intelligence, to promote knowledge of this cultural reality and perpetuate its intergenerational transmission. The conceptualization of both resources is oriented to the practice of music teaching in primary education. From this point of view, the structure of metadata that musically describes each work and the implementation of access resources to the corpus under study are analyzed from the point of view of the pedagogical function. All these issues are materialized in creation of various educational resources based on the possibilities of the I-Folk database to promote meaningful and interactive learning of musical content (melody, rhythm, dance, etc.) based on the defining characteristics of this type of repertoire. Recent interventions and didactic activities in primary schools show that both the I-Folk database and the associated resources and the search and comparative analysis functionalities between repertoires from different territories constitute a tool highly appreciated by teachers and arouses great interest among students.

Referencias bibliográficas

  • Bauer, W. I. (2020). Music learning today: Digital pedagogy for creating, performing, and responding to music (2nd Ed.). Oxford University Press. https://doi.org/10.1093/oso/9780197503706.001.0001
  • Campbell, P. S. (2016). World music pedagogy. In C. R. Abril, & B. M. Gault (Eds.), Teaching general music: Approaches, issues, and viewpoints (pp. 89-111). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199328093.003.0006
  • Carvalho, N., & Bernardes, G. (2020). Towards balanced tunes: A review of symbolic music representations and their hierarchical modeling. In Proceedings of the 11th International Conference on Computational Creativity (ICCC’20) (pp. 236-242). CEUR Workshop Proceedings.
  • Carvalho, N., González-Gutiérrez, S., Merchán Sánchez-Jara, J., Bernardes, G., & Navarro-Caceres, M. (2021). Encoding, Analysing and Modeling I-Folk: A New Database of Iberian Folk Music. In Proceedings of the DLfM '21: 8th International Conference on Digital Libraries for Musicology (pp. 75-83). ACM. https://doi.org/10.1145/3469013.3469023
  • Conklin, D., & Witten, I. H. (1995). Multiple viewpoint systems for music prediction. Journal of New Music Research, 24(1), 51-73. https://doi.org/10.1080/09298219508570672
  • Fondo de Música Tradicional. (2023). A Spanish Collection of Traditional Music Heritage | Fondo de Música Tradicional. IMF-CSIC. https://musicatradicional.eu/
  • García-Matos, M. (1963). Pervivencia en la tradición actual de canciones populares recogidas en el siglo XVI por Salinas en su tratado "De musica libri septem". Anuario Musical, 18, 67.
  • García-Matos, M., & Bargalló, J. C. I. (1982). Cancionero popular de la provincia de Cáceres. Lírica popular de la Alta Extremadura. Vol. II. Consejo Superior de Investigaciones Científicas.
  • García-Peñalvo, F. J. (2015). Mapa de tendencias en Innovación Educativa. Education in the Knowledge Society, 16(4), 6-23. https://doi.org/10.14201/eks2015164623
  • Manzano, M. (1990). El folklore musical en España, hoy. Boletín Informativo de la Fundación Juan March, 204, 3-18.
  • Manzano, M. (1993). Una cuestión sobre música popular de tradición oral en La ciudad de Dios: las canciones populares y la tonalidad medieval. In Música en el Monasterio del Escorial: Actas del Simposium (1, 4-IX-1992) (pp. 731-749). Real Centro Universitario Escorial-María Cristina.
  • Merchán Sánchez-Jara, J. (2016). Lectura Musical en el ámbito digital; aplicaciones para tablets. Education in the Knowledge Society, 17(1), 109-128. https://doi.org/10.14201/eks2016171109128
  • Merchán Sánchez-Jara, J. (2019). Music Encoding Initiative (MEI), un estándar para la edición, codificación y la descripción de documentos musicales en el entorno digital: características, prestaciones y ámbitos de aplicación. Education in the Knowledge Society, 20(13). https://doi.org/10.14201/eks2019_20_a9
  • Navarro Cáceres, M. (2018). Etno-music: plataforma para la generación colaborativa basada en el análisis musical de la música popular modal en Castilla y León. [Tesis doctoral, Universidad de Salamanca]. Repositorio Documental de la Universidad de Salamanca (GREDOS). https://gredos.usal.es/handle/10366/139856
  • Olmeda, F. (2001). Folk-lore de Castilla o Cancionero popular de Burgos. Editorial MAXTOR.
Fonte de datos: Dialnet