The anglophone music as a pedagogical tool for critical analysis of world history events of the Second Half of the 20th Century[1]1
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Date
2020-06-03
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Corporación Universitaria Minuto de Dios
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Abstract
La idea de aprender historia en el ambiente educativo sigue siendo una tarea de baja
motivación basada en una encuesta realizada en la Universidad Minuto de Dios a 15 estudiantes del grupo de investigación RAVEN (radio voices in English) que está compuesto por estudiantes de Licenciatura en Idioma Extranjero Inglés y Comunicación Social- Periodismo. El objetivo de este artículo es presentar una revisión crítica de la literatura que se han desarrollado en la última década, para saber qué se ha investigado sobre este tema en términos del uso de canciones para enseñar materias de contenido tales como historia y métodos innovadores. Diferentes canciones anglófonas han sido una parte importante a lo largo de la historia de la segunda mitad del siglo XX que va desde 1951 hasta 2000, desde que la música se ha utilizado a través de los años para
facilitar el proceso de aprendizaje. El método utilizado fue el criterio de inclusión y exclusión que se basa en establecer los límites para la revisión sistemática, en este caso, la selección de estudios que resaltan la importancia de la instrucción basada en el contenido y la pedagogía crítica. Este artículo también realiza comparaciones entre las nuevas técnicas de enseñanza.
Learning History has remained as low motivating task because students perceive History as an uninteresting subject (Lara, 2015). This description has also been the result of a survey completed at the Minuto de Dios university to 15 students from the interdisciplinary seedbed research group RAVEN (radio and voices in English) in the second semester of 2019 which is composed by graduated and students from the Bachelors programs in English Language Teaching and Social Communication and Journalism . In order to find alternatives to increase the motivation and interest of students in the history subject learning process, an action research about the use of anglophone songs to teach critically events that took place during the second half of the 20th century has been proposed. The aim of this article is to present a literature review of documents that have been developed in the last decade around this topic. However, before this analysis is done, an inclusion and exclusion criteria methodology has been applied based on setting the boundaries for the systematic review, in this case, the selection of studies that highlight the importance of the content-based instruction and critical pedagogy.
Learning History has remained as low motivating task because students perceive History as an uninteresting subject (Lara, 2015). This description has also been the result of a survey completed at the Minuto de Dios university to 15 students from the interdisciplinary seedbed research group RAVEN (radio and voices in English) in the second semester of 2019 which is composed by graduated and students from the Bachelors programs in English Language Teaching and Social Communication and Journalism . In order to find alternatives to increase the motivation and interest of students in the history subject learning process, an action research about the use of anglophone songs to teach critically events that took place during the second half of the 20th century has been proposed. The aim of this article is to present a literature review of documents that have been developed in the last decade around this topic. However, before this analysis is done, an inclusion and exclusion criteria methodology has been applied based on setting the boundaries for the systematic review, in this case, the selection of studies that highlight the importance of the content-based instruction and critical pedagogy.
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Música, Historia, Pedagogía, Crítica, Music, History, Pedagogical