Convergencias entre personalización educativa y aprendizaje informal en el jazz universitario
Issue | Vol. 9 Núm. 2 (2025): Ciencia y Educación |
DOI | |
Publicado | sep 2, 2025 |
Estadísticas |
Universidad Rey Juan Carlos (URJC), España.
Universidad Rey Juan Carlos (URJC), España.
Resumen
Este estudio examina los resultados de un proyecto de innovación educativa llevado a cabo en la carrera de música moderna y jazz de la Universidad de las Américas (Quito, Ecuador) desde el prisma de la personalización educativa, con el fin de describir sus posibles intersecciones con el aprendizaje informal de la música. Este estudio, con enfoque cualitativo, utiliza entrevistas semiestructuradas para la recolección de datos. En base a las definiciones de personalización educativa y aprendizaje formal propuestas, se ha elaborado una matriz de análisis cualitativo mediante la cual se han analizado dichas entrevistas. Los resultados muestran que existen diferentes convergencias entre el aprendizaje informal y la personalización educativa, especialmente en lo relativo a la identidad de los participantes (su formación previa) y su acompañamiento (el papel del grupo). Como conclusión, se plantea la necesidad de incluir la personalización educativa y el aprendizaje informal en contextos formales de educación musical.
Berliner, P. F. (1994). Thinking in jazz: The infinite art of improvisation. University of Chicago Press.
Calvi, J. C. (2018). De Gustibus si Disputandum. Una filosofía práctica del gusto y la improvisación musical. Dykinson.
Carter, W. L. (1986). Jazz pedagogy: A history still in the making. Jazz Educators Journal, 19(4), 10-13, 49-50.
Carrillo Méndez R. d. J., & González-Moreno P. A. (2021). Perfiles de aprendizaje musical formal e informal en educación superior. Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM, 18, 139-165. https://doi.org/10.5209/reciem.67923
Coll, C., Esteban-Guitart, M., & Iglesias, E. (2020). Aprendizaje con sentido y valor personal. Estrategias, recursos y experiencias de personalización educativa. Graó.
Derges, J. D. (2022). Children’s informal music learning: A phenomenological inquiry. International Journal of Music Education, 41(4), 544-556. https://doi.org/10.1177/02557614221130435
Esteban-Guitart, M., Iglesias, E., González-Patiño, J., & González-Ceballos, I. (2020). La personalización educativa en tiempos de cambio e innovación educativa: un ejemplo ilustrativo. Aula abierta, 49(4), 395-402. https://doi.org/10.17811/rifie.49.4.2020.395-404
Faulkner, R. R., & Becker, H. S. (2009). Do you know? The jazz repertoire in action. how musicians make music together. The University of Chicago Press.
Farrell, G. (1997). Indian Music and the West. Oxford University Press.
Fraser, W. A. (1983). Jazzology: A study of the tradition in which jazz musicians learn to improvise (Afro-American) [Tesis doctoral, University of Pennsylvania]. ProQuest Dissertations & Theses. https://libcatalog.usc.edu/permalink/01USC_INST/273cgt/cdi_proquest_journals_303274802
Folkestad, G. (1999). Musical learning as cultural practice: As exemplified in computer-based music-making. En M.S. Barrett, G. McPherson y R. Smith (Eds.) Children and music: Developmental perspectives. Australian and New Zealand Association for Research in Music Education (ANZARME). https://search.informit.org/doi/10.3316/informit.697127707677326
Folkestad, G. (2005). Here, there and everywhere: Music education research in a globalized world. Music Education Research, 7(3), 279–287. https://doi.org/10.1080/14613800500324390
Folkestad, G. (2006). Formal and informal learning situations or practices vs. formal and informal ways of learning. British Journal of Music Education, 23(2), 135-145. https://doi.org/10.1017/S0265051706006887
Goldman, J. I. (2010). The shape of jazz education to come: How jazz musicians develop a unique voice within academia [Tesis doctoral, McGill University]. ProQuest Dissertations and Theses Global. https://escholarship.mcgill.ca/concern/theses/k0698789p
González-Ceballos, I., Palma, M., Serra, J. M., & Esteban-Guitart, M. (2021). Meaningful learning experiences in everyday life during Pandemics. A qualitative study. Frontiers in Psychology, 12, e670886. https://doi.org/10.3389/fpsyg.2021.670886
González-Patiño, J., & Esteban-Guitart, M. (2021). La transformación hacia experiencias expandidas en educación superior: Curso #UAMskills de identidad digital. Revista de Educación a Distancia (RED), 21(65). https://doi.org/10.6018/red.433881
Green, L. (2002). How popular musicians learn. Ashgate Publishing.
Green, L. (2005). The music curriculum as lived experience: Children's “natural” music-learning processes. Music Educators Journal, 91(4), 27-32. https://doi.org/10.2307/3400155
Green, L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy. Ashgate.
Herrera, L., Cremades, R., & Lorenzo, O. (2010). Preferencias musicales de los estudiantes de Educación Secundaria Obligatoria: influencia de la educación formal e informal. Culture and Education, 22(1), 37–51. https://doi.org/10.1174/113564010790935222
Hess, J. (2020). Finding the “both/and”: Balancing informal and formal music learning. International Journal of Music Education, 38(3), 441-455. https://doi.org/10.1177/0255761420917226
Jaffurs, S. E. (2004). The impact of informal music learning practices in the classroom, or how I learned how to teach from a garage band. International Journal of Music Education, 22(3), 189-200. https://doi.org/10.1177/0255761404047401
Javors, K. (2001). An appraisal of collegiate jazz performance programs in the teaching of jazz music [Tesis doctoral, University of Illinois at Urbana-Champaign]. ProQuest Dissertations & Theses. https://hdl.handle.net/2142/85688
Jorgensen, E. (1997). In search of music education. University of Illinois Press.
Kavčič Pucihar, A., Habe, K., Rotar, Pance, B., & Laure, M. (2024). The key reasons for dropout in Slovenian music schools – A qualitative study. Frontiers in Psychology, 15, e1385840. https://doi.org/10.3389/fpsyg.2024.1385840
Kvale, S. (2011). Las entrevistas en investigación cualitativa. Ediciones Morata.
Lage-Gómez, C., Cremades-Andreu, R., & Chatelain, S. (2023). Toward conceptualizations of musical creativities in secondary education: An integrative literature review between 1990 and 2020. Research Studies in Music Education, 46(1). https://doi.org/10.1177/1321103X231181559
Larsson, C., & Georgii-Hemming, E. (2019). Improvisation in general music education – A literature review. British Journal of Music Education, 36(1), 49–67. https://doi.org/10.1017/S026505171800013X
Lewis, G. P. (2008). A power stronger than itself: The AACM and American experimental music. The University of Chicago Press.
Lilliestam, L. (1996). On playing by ear. Popular Music, 15(2), 195–216. http://www.jstor.org/stable/931218
Mariguddi, A. (2021). Perceptions of the informal learning branch of Musical Futures. British Journal of Music Education, 38(1), 31–42. http://doi.org/10.1017/S0265051720000303
McMillan, J., & Schumacher, S. (2005). Investigación educativa. Pearson Addison Wesley.
Merino, M. (2023). Análisis del proyecto Whiplash: Un proyecto de innovación educativa para la revitalización de la enseñanza del jazz en Ecuador [Tesis doctoral, Universidad Autónoma de Madrid]. http://hdl.handle.net/10486/709633
Mok, A. O. (2017). Informal learning: A lived experience in a university musicianship class. British Journal of Music Education, 34(2), 169-188. https://doi.org/10.1017/S0265051716000498
Monson, I. (2009). Saying something. University of Chicago Press.
Murphy, D. (1994). Jazz studies in American schools and colleges: A brief history. Jazz Educators Journal, 26(3), 34-38.
Nettl, B. (1995). Heartland excursions: Ethnomusicological reflections on schools of music. University of Illinois Press.
Papazachariou-Christoforou, M. (2022). Incorporation of informal music learning practices in a primary classroom in Cyprus. International Journal of Music Education, 41(2), 330-341. https://doi.org/10.1177/02557614221096149
Pérez Guerrero, J., & Ahedo Ruiz, J. (2020). La educación personalizada según García Hoz. Revista Complutense de Educación, 31(2), 153-161. https://doi.org/10.5209/rced.61992
Prawat, R. S. (1992). From individual differences to learning communities: Our changing focus. Educational Leadership, 49(7), 9-13.
Prouty, K. (2004). From Storyville to State University: The intersection of academic and non-academic learning cultures in post-secondary jazz education [Tesis doctoral, University of Pittsburgh]. ProQuest Dissertations & Theses.
Prouty, K. (2006). Orality, literacy, and mediating musical experience: Rethinking oral tradition in the learning of jazz improvisation. Popular Music and Society, 29(3), 317-334. https://doi.org/10.1080/03007760600670372
Prouty, K. (2011). Knowing jazz: Community, pedagogy, and canon in the information age. University Press of Mississippi.
Ramírez Martínez, M. F., & Rodríguez-Quiles, J. A. (2020). Educación musical performativa en la formación de intérpretes: Un estudio de caso. Revista Electrónica de LEEME, 34(45), 17-34. https://doi.org/10.7203/LEEME.45.16231
Rogers, A. (2007). Non-formal education: Flexible schooling or participatory education? Springer Science & Business Media.
Siljamäki, E., & Kanellopoulos, P. A. (2020). Mapping visions of improvisation pedagogy in music education research. Research Studies in Music Education, 42(1), 113–139. https://doi.org/10.1177/1321103X19843003
Strauss, A., & Corbin, J. (2016). Bases de la investigación cualitativa: Técnicas y procedimientos para desarrollar la teoría fundamentada. Universidad de Antioquia.
Weintraub, A. N. (1993). Theory in institutional pedagogy and “theory in practice” for Sundanese gamelan music. Ethnomusicology, 37(1), 29–39. https://doi.org/10.2307/852243
Williams, M. (1973). Jazz classics: The missing essential in jazz education. Council for Research in Music Education Bulletin, 96(1), 1-6.
Ziehe, T. (1986). Ny ungdom. Om ovanliga lärprocesser [New youth: On uncommon learning processes]. Norstedts.
Calvi, J. C. (2018). De Gustibus si Disputandum. Una filosofía práctica del gusto y la improvisación musical. Dykinson.
Carter, W. L. (1986). Jazz pedagogy: A history still in the making. Jazz Educators Journal, 19(4), 10-13, 49-50.
Carrillo Méndez R. d. J., & González-Moreno P. A. (2021). Perfiles de aprendizaje musical formal e informal en educación superior. Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM, 18, 139-165. https://doi.org/10.5209/reciem.67923
Coll, C., Esteban-Guitart, M., & Iglesias, E. (2020). Aprendizaje con sentido y valor personal. Estrategias, recursos y experiencias de personalización educativa. Graó.
Derges, J. D. (2022). Children’s informal music learning: A phenomenological inquiry. International Journal of Music Education, 41(4), 544-556. https://doi.org/10.1177/02557614221130435
Esteban-Guitart, M., Iglesias, E., González-Patiño, J., & González-Ceballos, I. (2020). La personalización educativa en tiempos de cambio e innovación educativa: un ejemplo ilustrativo. Aula abierta, 49(4), 395-402. https://doi.org/10.17811/rifie.49.4.2020.395-404
Faulkner, R. R., & Becker, H. S. (2009). Do you know? The jazz repertoire in action. how musicians make music together. The University of Chicago Press.
Farrell, G. (1997). Indian Music and the West. Oxford University Press.
Fraser, W. A. (1983). Jazzology: A study of the tradition in which jazz musicians learn to improvise (Afro-American) [Tesis doctoral, University of Pennsylvania]. ProQuest Dissertations & Theses. https://libcatalog.usc.edu/permalink/01USC_INST/273cgt/cdi_proquest_journals_303274802
Folkestad, G. (1999). Musical learning as cultural practice: As exemplified in computer-based music-making. En M.S. Barrett, G. McPherson y R. Smith (Eds.) Children and music: Developmental perspectives. Australian and New Zealand Association for Research in Music Education (ANZARME). https://search.informit.org/doi/10.3316/informit.697127707677326
Folkestad, G. (2005). Here, there and everywhere: Music education research in a globalized world. Music Education Research, 7(3), 279–287. https://doi.org/10.1080/14613800500324390
Folkestad, G. (2006). Formal and informal learning situations or practices vs. formal and informal ways of learning. British Journal of Music Education, 23(2), 135-145. https://doi.org/10.1017/S0265051706006887
Goldman, J. I. (2010). The shape of jazz education to come: How jazz musicians develop a unique voice within academia [Tesis doctoral, McGill University]. ProQuest Dissertations and Theses Global. https://escholarship.mcgill.ca/concern/theses/k0698789p
González-Ceballos, I., Palma, M., Serra, J. M., & Esteban-Guitart, M. (2021). Meaningful learning experiences in everyday life during Pandemics. A qualitative study. Frontiers in Psychology, 12, e670886. https://doi.org/10.3389/fpsyg.2021.670886
González-Patiño, J., & Esteban-Guitart, M. (2021). La transformación hacia experiencias expandidas en educación superior: Curso #UAMskills de identidad digital. Revista de Educación a Distancia (RED), 21(65). https://doi.org/10.6018/red.433881
Green, L. (2002). How popular musicians learn. Ashgate Publishing.
Green, L. (2005). The music curriculum as lived experience: Children's “natural” music-learning processes. Music Educators Journal, 91(4), 27-32. https://doi.org/10.2307/3400155
Green, L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy. Ashgate.
Herrera, L., Cremades, R., & Lorenzo, O. (2010). Preferencias musicales de los estudiantes de Educación Secundaria Obligatoria: influencia de la educación formal e informal. Culture and Education, 22(1), 37–51. https://doi.org/10.1174/113564010790935222
Hess, J. (2020). Finding the “both/and”: Balancing informal and formal music learning. International Journal of Music Education, 38(3), 441-455. https://doi.org/10.1177/0255761420917226
Jaffurs, S. E. (2004). The impact of informal music learning practices in the classroom, or how I learned how to teach from a garage band. International Journal of Music Education, 22(3), 189-200. https://doi.org/10.1177/0255761404047401
Javors, K. (2001). An appraisal of collegiate jazz performance programs in the teaching of jazz music [Tesis doctoral, University of Illinois at Urbana-Champaign]. ProQuest Dissertations & Theses. https://hdl.handle.net/2142/85688
Jorgensen, E. (1997). In search of music education. University of Illinois Press.
Kavčič Pucihar, A., Habe, K., Rotar, Pance, B., & Laure, M. (2024). The key reasons for dropout in Slovenian music schools – A qualitative study. Frontiers in Psychology, 15, e1385840. https://doi.org/10.3389/fpsyg.2024.1385840
Kvale, S. (2011). Las entrevistas en investigación cualitativa. Ediciones Morata.
Lage-Gómez, C., Cremades-Andreu, R., & Chatelain, S. (2023). Toward conceptualizations of musical creativities in secondary education: An integrative literature review between 1990 and 2020. Research Studies in Music Education, 46(1). https://doi.org/10.1177/1321103X231181559
Larsson, C., & Georgii-Hemming, E. (2019). Improvisation in general music education – A literature review. British Journal of Music Education, 36(1), 49–67. https://doi.org/10.1017/S026505171800013X
Lewis, G. P. (2008). A power stronger than itself: The AACM and American experimental music. The University of Chicago Press.
Lilliestam, L. (1996). On playing by ear. Popular Music, 15(2), 195–216. http://www.jstor.org/stable/931218
Mariguddi, A. (2021). Perceptions of the informal learning branch of Musical Futures. British Journal of Music Education, 38(1), 31–42. http://doi.org/10.1017/S0265051720000303
McMillan, J., & Schumacher, S. (2005). Investigación educativa. Pearson Addison Wesley.
Merino, M. (2023). Análisis del proyecto Whiplash: Un proyecto de innovación educativa para la revitalización de la enseñanza del jazz en Ecuador [Tesis doctoral, Universidad Autónoma de Madrid]. http://hdl.handle.net/10486/709633
Mok, A. O. (2017). Informal learning: A lived experience in a university musicianship class. British Journal of Music Education, 34(2), 169-188. https://doi.org/10.1017/S0265051716000498
Monson, I. (2009). Saying something. University of Chicago Press.
Murphy, D. (1994). Jazz studies in American schools and colleges: A brief history. Jazz Educators Journal, 26(3), 34-38.
Nettl, B. (1995). Heartland excursions: Ethnomusicological reflections on schools of music. University of Illinois Press.
Papazachariou-Christoforou, M. (2022). Incorporation of informal music learning practices in a primary classroom in Cyprus. International Journal of Music Education, 41(2), 330-341. https://doi.org/10.1177/02557614221096149
Pérez Guerrero, J., & Ahedo Ruiz, J. (2020). La educación personalizada según García Hoz. Revista Complutense de Educación, 31(2), 153-161. https://doi.org/10.5209/rced.61992
Prawat, R. S. (1992). From individual differences to learning communities: Our changing focus. Educational Leadership, 49(7), 9-13.
Prouty, K. (2004). From Storyville to State University: The intersection of academic and non-academic learning cultures in post-secondary jazz education [Tesis doctoral, University of Pittsburgh]. ProQuest Dissertations & Theses.
Prouty, K. (2006). Orality, literacy, and mediating musical experience: Rethinking oral tradition in the learning of jazz improvisation. Popular Music and Society, 29(3), 317-334. https://doi.org/10.1080/03007760600670372
Prouty, K. (2011). Knowing jazz: Community, pedagogy, and canon in the information age. University Press of Mississippi.
Ramírez Martínez, M. F., & Rodríguez-Quiles, J. A. (2020). Educación musical performativa en la formación de intérpretes: Un estudio de caso. Revista Electrónica de LEEME, 34(45), 17-34. https://doi.org/10.7203/LEEME.45.16231
Rogers, A. (2007). Non-formal education: Flexible schooling or participatory education? Springer Science & Business Media.
Siljamäki, E., & Kanellopoulos, P. A. (2020). Mapping visions of improvisation pedagogy in music education research. Research Studies in Music Education, 42(1), 113–139. https://doi.org/10.1177/1321103X19843003
Strauss, A., & Corbin, J. (2016). Bases de la investigación cualitativa: Técnicas y procedimientos para desarrollar la teoría fundamentada. Universidad de Antioquia.
Weintraub, A. N. (1993). Theory in institutional pedagogy and “theory in practice” for Sundanese gamelan music. Ethnomusicology, 37(1), 29–39. https://doi.org/10.2307/852243
Williams, M. (1973). Jazz classics: The missing essential in jazz education. Council for Research in Music Education Bulletin, 96(1), 1-6.
Ziehe, T. (1986). Ny ungdom. Om ovanliga lärprocesser [New youth: On uncommon learning processes]. Norstedts.
aprendizaje informal
jazz
enseñanza superior
personalización educativa
comunidad de práctica
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© Ciencia y Educación, 2025
Afiliaciones
Marcos Merino
Universidad Rey Juan Carlos (URJC), España.
Juan Carlos R. Calvi
Universidad Rey Juan Carlos (URJC), España.
Cómo citar
Merino, M., & Calvi, J. C. R. (2025). Convergencias entre personalización educativa y aprendizaje informal en el jazz universitario. Ciencia Y Educación, 9(2), 99–117. https://doi.org/10.22206/ciened.2025.v9i2.3497