Cooperative work as a strategy for developing musical skills in the classroom
DOI:
https://doi.org/10.64092/hj6wyf14Keywords:
Cooperative work, music education, musical skills, collaborative learningAbstract
The present study aimed to analyze the potential of cooperative work as a pedagogical strategy for developing musical skills in elementary school students. A qualitative documentary research was conducted, supported by a systematic review of the scientific literature. The information search was conducted in academic databases such as Scopus, ERIC, JSTOR, and ProQuest, considering articles and studies that addressed the relationship between cooperative work and music education. Inclusion and exclusion criteria were applied to ensure the relevance and quality of the sources. The findings showed that cooperative work significantly favors the development of cognitive, psychomotor, and affective musical skills by promoting positive interdependence, individual responsibility, and collaborative learning. Furthermore, it was identified that this strategy contributes to strengthening social skills and increasing student motivation. However, challenges in its implementation were recognized, such as lack of resources, teacher resistance, and difficulties in group assessment. In conclusion, the review demonstrated that cooperative work is an effective pedagogical tool for teaching music, fostering active, participatory, and meaningful learning. Further research into strategies to optimize its application in diverse educational contexts is recommended.
Downloads
References
Bandura, A. (1977). Social learning theory. Prentice-Hall.
Davidson, L. (2002). The role of collaboration in musical learning. In R. Colwell & C. Richardson (Eds.), The handbook of research on music teaching and learning (pp. 603-622). Oxford University Press.
Davidson, L., & Scripp, L. (2002). The role of collaboration in musical learning. In R. Colwell & C. Richardson (Eds.), The handbook of research on music teaching and learning (pp. 603-622). Oxford University Press.
Elliott, D. J. (1995). Music matters: A new philosophy of music education. Oxford University Press.
Espinoza Freire, E. E., Samaniego Ocampo, R. D. L., Guamán Gómez, V. J., & Vélez Torres, E. O. (2020). La metodología cooperativa para el aprendizaje. Universidad técnica de Machala. Publicaciones,50(2), 41–58. https://doi.org/10.30827/publicaciones.v50i2.13942
Espinoza-Freire, E. E. (2022). Ética en la investigación científica. Revista Mexicana de Investigación e Intervención Educativa, 1(2), 35-43. https://doi.org/10.62697/rmiie.v1i2.13
Fautley, M. (2010). Music education in the 21st century. Continuum.
Gabrielsson, A. (2001). Emotion in music: A review. In P. N. Juslin & J. A. Sloboda (Eds.), Music and emotion: Theory and research (pp. 1-28). Oxford University Press.
Gardner, H. (2006). Multiple intelligences: New horizons in theory and practice. Basic Books.
Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3). https://files.eric.ed.gov/fulltext/EJ1096789.pdf
Hallam, S. (2010). The power of music: A research synthesis of the impact of musical participation on personal and social development. International Journal of Music Education, 28(2), 149-166. https://doi.org/10.1177/0255761410370658
Higgins, J. P. T., & Green, S. (Eds.). (2011). Cochrane handbook for systematic reviews of interventions (Version 5.1.0). The Cochrane Collaboration.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2008). Cooperation in the classroom. Interaction Book Company.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Active learning: Cooperation and competition in the college classroom. Interaction Book Company.
Miell, D., & MacDonald, R. (2000). Musical communication. Oxford University Press.
National Association for Music Education. (2014). National standards for music education. NAfME. https://nafme.org/publications-resources/standards/
Paynter, J. (1992). Sound and structure. Cambridge University Press.
Reimer, B. (2002). A philosophy of music education (3rd ed.). Prentice Hall.
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice. Allyn and Bacon.
Sloboda, J. A. (1985). The musical mind: The cognitive psychology of music. Oxford University Press.
Swanwick, K. (2010). Teaching music musically. Routledge.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Verónica Jacqueline Guamán-Gómez (Autor/a)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in Sophia Research Review (SRR), agree to the following terms:
1. Copyright
Authors retain unrestricted copyright to their work. Authors grant the journal the right of first publication. To this end, they assign the journal non-exclusive exploitation rights (reproduction, distribution, public communication, and transformation). Authors may enter into additional agreements for the non-exclusive distribution of the version of the work published in the journal, provided that acknowledgment of its initial publication in this journal is given.
© The authors.
2. License
The articles are published in the journal under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). The terms can be found at: https://creativecommons.org/licenses/by-nc-sa/4.0/deed.en
This license allows:
- Sharing: Copying and redistributing the material in any medium or format.
- Adapting: Remixing, transforming, and building upon the material.
Under the following terms:
- Attribution: You must give appropriate credit, provide a link to the license, and indicate if any changes were made. You may do this in any reasonable manner, but not in any way that suggests the licensor endorses or sponsors your use.
- NonCommercial: You may not use the material for commercial purposes.
- ShareAlike: If you remix, transform, or build upon the material, you must distribute your creation under the same license as the original work.
There are no additional restrictions. You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
