Playing or learning? Playful learning in teacher’s musical training

Playing or learning? Playful learning in teacher’s musical training

Playing or learning? Playful learning in teacher’s musical training

By Miquel Alsina and Ivet Farrés Cullell

Abstract

“The various methods and strategies of playful learning (game, gamification, simulation, etc.) have become elements of methodological innovation increasingly used in university teaching. This article presents a study on a gamified musical education practice, carried out in a core subject of artistic education of the Degree in Primary Education, with a group of second-year students (n = 90) from a Spanish university. The application is carried out in groups of five students, over six weeks, and the final implementation of the project is carried out with primary school students from the Middle and the Upper Cycle (8 to 11). Following a mixed, qualitative and quantitative case study methodology, different aspects of the designed activities are coded and evaluated in order to be analysed: a) the interactions among participants, b) the curricular musical contents, and c) the gamification strategies used. The results reveal a high degree of involvement, collaboration and adaptation to the curricular musical content, moreover, they underline game strategies linked to classification, obtaining feedback and challenges.”

Reference

Alsina Tarrés, M., & Farrés Cullell, I. (2021). Playing or learning? Playful learning in teacher’s musical training. Revista Electrónica Complutense De Investigación En Educación Musical - RECIEM, 18, 83-110. doi:10.5209/reciem.67853 https://www.researchgate.net/publication/352056366_Playing_or_learning_Playful_learning_in_teacher's_musical_training

Keyword

Playful learning, music pedagogy, primary education, teacher training, research