Rasgos estéticos en procesos de creación colectiva interdisciplinar

María Fernanda Viñas; Laia Viladot; Albert Casals

doi:10.5209/reciem.101718

María Fernanda Viñas Universitat Autònoma de Barcelona https://orcid.org/0000-0002-8331-0770
Laia Viladot Universitat Autònoma de Barcelona https://orcid.org/0000-0002-4962-141X
Albert Casals Universitat Autònoma de Barcelona https://orcid.org/0000-0002-3161-668X

DOI: https://doi.org/10.5209/reciem.101718

Keywords: artistic competence, aesthetic ability, creative process, interdisciplinarity

Abstract

The competency-based model of artistic education fosters creativity and gives students an active key role in their own learning. Aesthetic knowledge and skills are developed through challenges and creative processes based on perception, expression, imagination, sensibility, analysis, and reflection. The goal of this study was to identify and analyse the aesthetic traits and abilities displayed by students during collective interdisciplinary creative processes involving music and dance. Data was collected from 45 video recordings (each lasting approximately 50 minutes) and analysed using a custom-designed evaluation tool. The sample consisted of 100 students aged eight to twelve years old pursuing primary education at a school in Castelldefels (Barcelona). The results brought to light three main findings: a low presence of traits associated with sensibility; challenges concerning the use of symbolism during the creative process; and a notable similarity between the aesthetic traits that emerged in musical and choreographic activities. This research contributes to the field by specifying a framework of aesthetic traits and skills and thereby offering practical tools for the analysis of aesthetic expression. It identifies the key factors that support the consolidation of students’ aesthetic personality during the different phases of the creative process, encouraging sensibility, creativity and artistic expressiveness. Additionally, it underscores the importance of collective interdisciplinary creative experiences in fostering these qualities. Finally, it provides music educators with valuable information when it comes to enhancing the development of artistic competence within interdisciplinary learning environments.

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Author Biographies

María Fernanda Viñas, Universitat Autònoma de Barcelona

Ma. Fernanda Viñas completed her musical training at the Conservatory of Music and Dance of Buenos Aires and and later attained a Bachelor’s Degree in Music Education at CAECE University. After moving to Barcelona in 2003, she pursued the Bachelor’s Degree in Primary Education with a Music specialization at the University of Barcelona, followed by a Master’s Degree in Musicology, Music Education, and Early Music Performance at the Autonomous University of Barcelona. She is currently finalizing her PhD in Music Education. She serves as an adjunct professor at UB and UAB, coordinates the Higher Degree in Pedagogy at ESEM-Taller de Músics, and is secretary of the SEM-EE Board of Directors. She also collaborates as a reviewer for the journal RIDE and sits on the editorial board of Infancia Latinoamericana. Her research examines creative processes, interdisciplinarity, and teacher training in music education. She is affiliated with the research groups GIDEM-UB, SigPRIME-ISME, and RELEM

Laia Viladot , Universitat Autònoma de Barcelona

Head of the Music, Visual Arts and Physical Education Department at Universitat Autònoma de Barcelona (UAB) since 2021. Her service work has included holding positions of coordination in the Faculty of Education and Master programmes. Prior to start working at UAB in 2005, Laia taught in both music schools and secondary schools for several years. Her research interests centre on interaction in the music classroom, peer learning, and collective music composition. She has led and participated in national and European research projects and is currently hosting international pre and postdoctoral researchers. Laia has taught courses as a guest lecturer in various countries, has published several book chapters and educational materials, and has authored numerous research articles in both national and international journals.

Albert Casals, Universitat Autònoma de Barcelona

Senior Lecturer in Music Education at the Universitat Autònoma de Barcelona (UAB). He holds a PhD in Music Education, as well as degrees in Primary Music Teaching and Social and Cultural Anthropology. After ten years as a music teacher in primary schools, he has worked full-time since 2006 on the education of both pre-service and in-service teachers. His main research interests include music teacher education, the integration of music with other subjects in the school curriculum, and the role of ethnomusicology in educational innovation. He leads and participates in national and European projects and has authored numerous research articles in both national and international journals. He is currently the coordinator of the PhD programme at the Faculty of Education at the UAB.

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