Desarrollo del oído absoluto a través de aplicaciones móviles

  1. Rosabel Roig-Vila 1
  2. Facundo San Blas Arenes 2
  3. Buforn Lloret, Àngela 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Escola de Música Ateneu La Vila Joiosa
Journal:
Pixel-Bit: Revista de medios y educación

ISSN: 1133-8482

Year of publication: 2020

Issue: 57

Pages: 191-209

Type: Article

DOI: 10.12795/PIXELBIT.2020.I57.08 WoS: WOS:000510167800008 DIALNET GOOGLE SCHOLAR

More publications in: Pixel-Bit: Revista de medios y educación

Abstract

In this study, the influence of the use of mobile applications (apps) based on the musical method “Mago Diapasón” in two-year-old children with respect to the development of the absolute ear is analyzed. The participants of the study were 19 children enrolled in two childhood education schools. Ten of them belonged to the experimental group and the remaining nine belonged to the control group. Participants of the control group attended weekly classes of this methodology, and those of the experimental group, a part of attending the classes, manipulated the applications for six months with the help of their parents. In order to analyse the learning process, we passed a couple of questionnaires (pre-test and post-test) that consisted of a melodic dictation (without rhythm). The results showed that the students who have used the applications (experimental group), a part of attend the classes of this methodology, have begun to develop the absolute pitch in a more meaningful way than the participants who only attended the weekly music classes. This result suggests that applications can contribu-te to the development of absolute judgment from early ages.used by social organizations..

€ View funding

Funding information

El presente trabajo se enmarca en el seno del Grupo de Investigación “GIDU-EDUTIC-IN”, del Programa de Redes de Investigación en Docencia Universitaria del ICE (REDES-I3CE-2018-4423) y del proyecto Instituto Superior de Investigación Cooperativa IVITRA (Ref.: ISIC/2012/022; http://www.ivitra.ua.es), todos ellos de la Universidad de Alicante; y del proyecto “Second Round Art i Lluita a Secundària en Cinema i Audiovisuals” (UV-SFPIE_GER18-848892) de la Universitat de València.

Funders

Bibliographic References

  • Arlandis, S., & Reyes-Torres, A. (2018). Thresholds of Change in Children’s Literature: The Symbol of the Mirror. Journal of New Approaches in Educational Research, 7(2), 125-130. http://dx.doi.org/10.7821/naer.2018.7.275
  • Baharloo, S., Johnston, P. A., Gitschier, J., & Freimer, N. B. (1998). Absolute pitch: an approach for identification of genetic and nongenetic components. The American Journal of Human Genetics, 62(2), 224-231. https://doi.org/10.1086/301704
  • Baharloo, S., Risch, N., Gitschier, J., & Freimer, N. B. (2000). Familial aggregation of absolute pitch. The American Journal of Human Genetics, 67(3), 755-758. https://doi.org/10.1086/303057
  • Barkowsky, J. J. (1987). An investigation into pitch identification behavior of absolute pitch and relative pitch subjects. Doctoral dissertation, University of Illinois at Urbana-Champaign.
  • Cabero-Almenara, J. & Roig-Vila, R. (2019). The Motivation of Technological Scenarios in Augmented Reality (AR): Results of Different Experiments. Applied Sciences, 9(14). https://doi.org/10.3390/app9142907
  • Claro, M. (2010). Documento de Proyecto: Impacto de las TIC en los aprendizajes de los estudiantes. Estado del arte. Recuperado en: http://goo.gl/3Cvfp4
  • Creer, A. (2018). Introducing Everyday Digital Literacy Practices into the Classroom: An Analysis of Multi-layered Media, Modes and their Affordances. Journal of New Approaches in Educational Research, 7(2), 131-139. http://dx.doi.org/10.7821/naer.2018.7.265
  • Dohn, A., Garza-Villarreal, E.A., Heaton, P., & Vuust, P. (2012). Do Musicians with Perfect Pitch Have More Autism Traits than Musicians without Perfect Pitch? An Empirical Study. PloS One 7(5): e37961.
  • Froehlich, D. (2018). Non-Technological Learning Environments in a Technological World: Flipping Comes To The Aid. Journal of New Approaches in Educational Research, 7(2), 88-92. doi: http://dx.doi.org/10.7821/naer.2018.7.304
  • García-Umaña, A., & Tirado-Morueta, R. (2018). Digital Media Behavior of School Students: Abusive Use of the Internet. Journal of New Approaches in Educational Research, 7(2), 140-147. doi: http://dx.doi.org/10.7821/naer.2018.7.284
  • Heaton, P. (2009). Assessing musical skills in autistic children who are not savants. Philosophical Transactions of the Royal Society B. Biological Sciences, 364(1522), 1443-1447. https://doi.org/10.1098/rstb.2008.0327
  • Hincapié, V. M., & Graciano, M. (2016). La música en los procesos de lectoescritura para la educación inicial a partir de las TICS y las artes visuales. Bachelor’s thesis, Escuela de Educación y Pedagogía.
  • Lánchez, M. (2014). TICS, lectura y música: una aproximación al diseño instruccional desde el enfoque de la neuroeducación. TFM: UNED, Facultad de educación.
  • Llargués, M., Niño, S., Rodríguez, N., & Segura, E. (2015). Tic y clases de música. En M. Ramos, A. Reynaldi, L. Pinto, y A. Fulgueiras, Primera Jornada de teoría y práctica de la enseñanza musical (pp. 43-52). Universidad Nacional de la Plata.
  • Marín-Díaz, V., Morales-Díaz, M., & Reche-Urbano, E. (2019). Educational Possibilities of Video Games in the Primary Education Stage According to Teachers in Training. A Case Study. Journal of New Approaches in Educational Research, 8(1), 42-49. http://dx.doi.org/10.7821/naer.2019.1.330
  • Martino G., & Frida M. (2014). Las tecnologías de la información y comunicación y el bienestar psicológico en la generación net. Revista Hamut’ay, 1(1). Recuperado en: https://bit.ly/2pI3q11
  • Miyazaki, K. (1988). Musical pitch identification by absolute pitch possessors. Perception & Psychophysics, 44(6), 501-512.
  • Miyazaki, K. (1994). Recognition of transposed melodies by absolute pitch listeners. En Proceeding of the 3rd International Conference for Music Perception and Cognition Proceedings (pp. 295-296). Liège : Irène Deliège, editor. Université de Liège.
  • Miyazaki, K. (1995). Perception of relative pitch with different references: Some absolute-pitch listeners can’t tell musical interval names. Perception & Psychophysics, 57(7), 962-970.
  • Morel, T. T. (2016). Música y tecnología: taller para la integración de las TIC en el aula de educación musical. Contextos: Estudios de Humanidades y Ciencias Sociales, 27, 109-124.
  • Moulton, C. (2014). Perfect pitch reconsidered. Clinical Medicine, 14(5), 517-519.
  • Nering, M. E. (1991). A study to determine the effectiveness of the David L. Burge technique for development of perfect pitch. Michigan: UMI Dissertation Services
  • Pastor, A. (2008). Matemáticas en la música. SUMA 59, 17-21.
  • Radocy, R. E., & Boyle, J. D. (1988). Affective behaviors and music Affective behaviors and music. Psychological foundations of musical behavior, 14(5), 195-242.
  • Reinking, A., & Martin, B. (2018). The Gender Gap in STEM Fields: Theories, Movements, and Ideas to Engage Girls in STEM. Journal of New Approaches in Educational Research, 7(2), 148-153. doi:http://dx.doi.org/10.7821/naer.2018.7.271
  • Roig-Vila, R., Lorenzo-Lledó, A., & Mengual-Andrés, S. (2019). Utilidad percibida de la realidad aumentada como recurso didáctico en Educación Infantil. Campus Virtuales, 8(1), 19-35. Recuperado de: https://bit.ly/2nVDyO0
  • Sánchez, J. (2003). Integración Curricular de TICs. Concepto y Modelos. Revista Enfoques Educacionales, 5(1), 51-65.
  • Shuter-Dyson, R. & Gabriel, C. (1981). The Psychology of Musical Ability. London: Methuen.
  • Stumpf, C. (1883). Tonpsychologie. Leipzig: Hirzel.
  • Vanzella, P. & Schellenberg, E. G. (2010). Absolute pitch: Effects of timbre on note-naming ability. PloS one, 5(11), e15449.
  • Zielinska, H., & Miklaszewski, K. (1992). Memorising two melodies of different style. Psychology of Music, 20(2), 95-111.
  • The Design-Based Research Collective (2003). Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher, 32(1), 5-8. https://doi.org/10.3102/0013189X032001005
Data source: Dialnet