Música, aprendizaje cooperativo y experiencia emocional: análisis de una intervención literario-musical en la formación inicial del docente

This study presents the benefits of music in educational processes through a proposal for intervention and research carried out at higher education levels (Degree in Primary Education). Based on the link between music, emotions, interpersonal skills and literary art, we propose a methodological strategy of cooperative learning (learning together) which used musical resources to teach literature content. In order to verify its effectiveness, this quasi-experimental intervention was compared with two other ones: another learning together intervention without musical resources, and a jigsaw action. We tapped into students’ development of literary competence, their emotional experimentation, their evaluation of the intervention and their perception of the degree of interdisciplinarity involved in the intervention. The conclusions indicate that the intervention with music, which obtains better results in the majority of categories, is held by these students as an essential educational option for holistic teacher training. In order to verify its effectiveness, it is put it into practice together with another learning together intervention without musical resources, and another jigsaw action. We follow an experimental system comparing the results according to the development of literary competence, emotional experimentation, its evaluation and the perception of its grade of interdisciplinarity. The conclusions indicate that music, which obtains better results in the majority of sections, stands as an argumentative and essential educational alternative in integral training. El estudio presenta una investigación acerca de los diferentes beneficios de la música en los procesos educativos gracias a sus vínculos con la expresión lírica y los ámbitos emocional e interpersonal. Plantea y recoge para ello una intervención en los niveles de educación superior -la formación inicial del maestro- basada en una estrategia metodológica de aprendizaje cooperativo learning together y apoyada en recursos musicales para el aprendizaje de contenidos literarios. El diseño experimental de esta investigación será contrastado con una segunda propuesta learning together sin intervención musical y una tercera intervención jigsaw con el fin de determinar su impacto comparativo no solo en el desarrollo de la competencia literaria y la competencia emocional, sino también con el de conocer su percepción como estrategia metodológica y su reconocimiento como metodología interdisciplinar. Las conclusiones indican que la música, con mejores resultados en la mayoría de los apartados, se erige como una alternativa fundamentada y esencial en la formación integral e interdisciplinar del futuro maestro.