Experiencia estética en la educación musical interactiva : una mirada desde la escuela

Abstract

This thesis presents the results of an ethnography with five experiences of music education using digital media, located in four public schools in Bogotá. The five experiences were selected after making a massive call to the music teachers of the Capital District through the Internet. The research emerged as a response to the problem that rigid artistic education pedagogies still exist in Colombia that have not included the use of digital media in their practices (Bamford, 2009). As part of the research, a view through the history of music education in Colombia was conducted through the consultation of primary and secondary sources, in which it was found that in music education in Colombia a colonialist division between Colombian popular music and European classical music has predominated. Among the main conclusions an interactive music education as an emerging pedagogy is proposed (Adell and Castañeda, 2015: Gros, 2015: Magro, 2016) to take advantage of the current digital revolution and to materialize the proposals made in the 20th century on aesthetic experience by John Dewey (2008) and on the pedagogy of communication proposed by Mario Kaplún (2002), and adapt them to the technological, social and cultural conditions of the 21st century. In addition, it is proposed that interactive music education enhances the role of students as co-creators (Siemens, 2010) and also includes expressions of Colombian popular music in music education, in order to overcome the colonialist division found and give some possible guidelines to future experiences of music education with digital media in Bogotá and Colombia.