Proposal of a video-tutorial for the software Sonic Pi

Authors

  • Ignacio Sedeño-Valdellos Universidad de Málaga

DOI:

https://doi.org/10.37467/revhuman.v12.4690

Keywords:

Media literacy, Videotutorial, Gamification, Music education, Sonic Pi, Live Coding

Abstract

A tutorial is designed to teach music in Secondary Education, to deal with elements that intervene in the construction of a musical work such as melody, rhythm, harmony, timbre and tempo or dynamics. The proposal aims to be a guide or to trace a different path towards the acquisition of these same curricular contents, through a tutorial of the sound creation software through code, Sonic Pi. Through playful learning, linked to gamification, new forms of learning are promulgated, promoting motivation. A final evaluation tool is designed.

References

Barbot, B., & Lubart, T. (2012). Creative thinking in music: Its nature and assessment through musical exploratory behaviors. Psychology of Aesthetics, Creativity, and the Arts, 6(3), 231-242. DOI: https://doi.org/10.1037/a0027307

Basogain, X., Olabe, M., & Olabe, J. (2015). Pensamiento computacional a través de la Programación: Paradigma de Aprendizaje. RED Revista de Educación a Distancia, 46(6). https://doi.org/10.6018/red/46/6 DOI: https://doi.org/10.6018/red/46/6

Bernabeu, N. y Goldstein, A. (2010). Creatividad y Aprendizaje. El juego como herramienta pedagógica. Narcea.

Bers, M.J (2021). Coding, robotics and socio-emotional learning : developing a palette of virtues. Pixel-Bit. Revista de Medios y Educación, 62, 309-322 https://doi.org/10.12795/pixelbit.905 DOI: https://doi.org/10.12795/pixelbit.90537

Boden, M. (1994). La mente creativa. Mitos y mecanismos. Gedisa

Baltzer, S. (1988). A validation study of a measure of musical creativity. Journal of Research in Music Education, 36(4), 232-249 DOI: https://doi.org/10.2307/3344876

Calle, I. (15 de abril de 2017). Historia de la musicoterapia. Desde la antigüedad hasta el Prerromanticismo. Https://blogs.ucv.es/postgradopsocologia/2017/04/15/historia-musicoterapia-desde-antiguedad-hasta-prerromanticismo/

Chapman, J. R. y Rich, P. J. (2018). Does educational gamification improve students’ motivation? If so, which game elements work best? Journal of Education for Business, 93(7), p. 315–322. www.tandfonline.com/doi/full/10.1080/08832323.2018.1490687 DOI: https://doi.org/10.1080/08832323.2018.1490687

Couñago A. (2020). El test de Torrance para evaluar la creatividad en los niños. Eresmamá. https://eresmama.com/test-torrance-evaluar-creatividad-ninos/

Craft, A. (2005). Creativity in schools: Tensions and dilemmas. Routledge. https://doi.org/10.4324/9780203357965 DOI: https://doi.org/10.4324/9780203357965

Cuny, J., Snyder, L. y Wing, J. M. (2010). Demystifying computational thinking for non-computer scientists. Unpublished manuscript. www.cs.cmu.edu/~CompThink/resources/TheLinkWing.pdf

Deterding, S., Khaled, R., Nacke, L. y Dixon, D. (2011). Gamification: Toward a definition. MindTrek’11. Proceedings of the 15th International Academic MinTrek Conference: Envisioning Future Media Environments.

Digitales (s/f). Actitud Digital: Claves psicológicas para sobrevivir a una nueva era [video]. www.youtube.com/watch?v=Sopw9cqRtJA&ab_channel=Asociaci%C3%B3nDigitalES_

Duarte, M. y Sigal, J. (2019). Working with electroacoustic music in rural communities: the use of an interactive music system in the creative process in primary and secondary school education. Organised Sound, 24(3), 228-239. https://doi.org/10.1017/S135577181900030X DOI: https://doi.org/10.1017/S135577181900030X

Dunbar, R. (1992). Neocortex size as a constraint on group size in primates. Journal of Human Evolution, 22(6), p. 469-493. DOI: https://doi.org/10.1016/0047-2484(92)90081-J

Duque, R. (1993). La evaluación en la ES Venezolana. Planiuc. 17-18(X).

Ferrari, L., & Addessi, A. (2014). A new way to play music together: the Continuator in the classroom. International Journal of Music Education, 2(2), 171-18. https://doi.org/10.1177/0255761413504706 DOI: https://doi.org/10.1177/0255761413504706

García-Peñalvo, F. J. (2016). What computational thinking is. Journal of Information Technology Research, 9(3), v-viii. https://repositorio.grial.eu/bitstream/grial/679/1/CT.pdf

Giglio, M. (2013). Cuando la colaboración creativa cambia la forma de enseñar. PUbliCan Ediciones.

González-Fiegehen, L. y Ayarza, H. (1996). Calidad, Evaluación institucional y acreditación en la educación superior en la región Latinoamericana y del Caribe. Documento preparado para la Conferencia Regional de CRESALC/UNESCO sobre Políticas y Estrategias para la Transformación de la Educación Superior en América Latina y el Caribe, La Habana, Cuba. www.researchgate.net/publication/266963961_Calidad_evaluacion_institucional_y_acreditacion_en_la_educacion_superior_en_la_region_Latinoamericana_y_del_Caribe_1996-07

Gorbunova, I., & Plotnikov, K. (2020). Music-related educational project for contemporary general music education of school children. International Journal of Innovation, Creativity and Change, 12(2), 451-46. https://www.ijicc.net/images/vol12/iss2/12235_Gorbunova_2020_E_R.pdf

Gorder, W. (1976). An investigation of divergent production abilities as constructs of musical creativity (Tesis Doctoral, Universidad de Illinois, Urbana). www.proquest.com/openview/8d1526d24040fa7642781f34d5ded5fe/1?pq-origsite=gscholar&cbl=18750&diss=y

Gorder, W. (1980). Divergent Production Abilities as Constructs of Musical Creativity. Journal of Research in Music Education, 28(1), 34-42. DOI: https://doi.org/10.2307/3345051

Gordon, E. (1993). Learning sequences in music: Skill, conten, and patterns. GIA. Publications

Guilford, J. P. (1968). Intelligence, creativity and their educational implications: beyond similarity. Psychological review, 97, 3-18

Hanrahan, F., Hughes, E., Banerjee, R., Eldridge, A. & Kiefer, C. (2019). Psychological benefits of networking technologies in children’s experience of ensemble music making. International Journal of Music Education, 37(1), 59-77. https://doi.org/10.1177/0255761418796864 DOI: https://doi.org/10.1177/0255761418796864

Hart, A. (2017). Towards an effective freeware resource for music composition in the primary classroom. London Review of Education, 3(15), 407-424. https://doi.org/10.18546/LRE.15.3.06 DOI: https://doi.org/10.18546/LRE.15.3.06

Huovinen, E., & Rautanen, H. (2020). Interaction affordances in traditional instruments and tablet computers: a study of children’s musical group creativity. Research Studies in Music Education, 42, 94-112, https://doi.org/10.1177/1321103X18809510 DOI: https://doi.org/10.1177/1321103X18809510

Innocenti degli, E., Geronazzo, M., Vescovi, D., Nordahl, R., Serafin, S., Ludovico, L., & Avanzini, F. (2019). Mobile virtual reality for musical genre learning in primary education. Computers & Education, 139, 102-117. https://doi.org/10.1016/j.compedu.2019.04.010 DOI: https://doi.org/10.1016/j.compedu.2019.04.010

International Society for Technology in Education ISTE & Computer Science Teachers Association CSTA. (2011). Operational Definition of Computational Thinking for K–12 Education. https://id.iste.org/docs/ct-documents/ct-leadershipt-toolkit.pdf?sfvrsn=4

Johnson-Laird, P. N. (1987). Reasoning, imagining and creating. Bulletin of the Council for Reaserch in Music Education, 95, p. 71-87.

Lee, L., & Ho, H. (2018). Exploring young children’s communication development through the soundbeam trigger modes in the “Holistic music educational approach for young children’s programme”. Malasyan Journal of Music, 7, 1-19. https://doi.org/10.37134/mjm.vol7.1.2018 DOI: https://doi.org/10.37134/mjm.vol7.1.2018

Leman, M. (1999). Music. En M. A. Runco y S. Pritzker (Eds.), Encyclopedy of Creativity (p. 285-295). Academic Press.

Llorens-Largo, F. (2015). Dicen por ahí. . . que la nueva alfabetización pasa por la programación. ReVisión, 8(2), p. 11-14.

Llorens Largo, F., García-Peñalvo, F. J., Molero Prieto, X., & Vendrell Vidal, E. (2017). La enseñanza de la informática, la programación y el pensamiento computacional en los estudios preuniversitarios. Education in the Knowledge Society, 18(2), 7-17. https://doi.org/10.14201/eks2017182717 DOI: https://doi.org/10.14201/eks2017182717

Manzano-Leó n, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., Aguilar-Parra, J. M., Trigueros, R. y Alias, A. (2021). Between level up and game over: A systematic literature review of gamification in education. Sustainability, 13(4.) https://doi.org/10.3390/su13042247 DOI: https://doi.org/10.3390/su13042247

Manzano-León, A. Rodríguez-Ferrer J.M., Aguilar-Parra J.M. et al. (2022). Juega y aprende: Influencia de la gamificación y aprendizaje basado en juego en los procesos lectores de alumnado de secundaria, Revista de Psicodidáctica, 27(1), 38-46. https://doi.org/10.1016/j.psicod.2021.07.001 DOI: https://doi.org/10.1016/j.psicod.2021.07.001

Maslow, A. (1983). La personalidad creadora. Kairós

McKinsey Global Institute (MGI). (2017). Un futuro que funciona: Automatización, Empleo y Productividad. McKinsey&Company. www.mckinsey.com/~/media/mckinsey/featured%20insights/digital%20disruption/harnessing%20automation%20for%20a%20future%20that%20works/a-future-that-works-executive-summary-spanish-mgi-march-24-2017.pdf

Moldovan, M. (2021). Technologies and their impact in music education. Information and Communication Technology in Musical Field, 1(12), 13-19. www.tic.edituramediamusica.ro/reviste/2021/1/ICTMF_ISSN_2067-9408_2021_vol_12_issue_1_pg_no_013-019.pdf

Mora, A. (2004). La evaluación educativa: concepto, períodos y modelos. Revista Electrónica “Actualidades investigativas en Educación”, 4(2). https://doi.org/10.15517/aie.v4i2.9084 DOI: https://doi.org/10.15517/aie.v4i2.9084

Morin, A. (2002), Finding the music “within”: An instructional model for composing with children. En L. R Bartel (Ed.), Creativity and music education (p. 152 -178). Britannia

Pamos, A. (2019). Actitud Digital. Claves para sobrevivir a una nueva era. Letrame

Paule, M., Álvarez, V., Pérez, J., Álvarez, M., & Trespalacios, F. (2017). Music learning in preschool with mobile devices. Behaviour and Information Technology, 36(1), 95-111. http://dx.doi.org/10.1080/01 44929X.2016.1198421 DOI: https://doi.org/10.1080/01

Peñalver, J. (2021). Evaluación de la Creatividad Musical: Avances hacia un instrumento de medición para la improvisación. AV NOTAS revista de investigación musical, 12, 113-132.

Real Decreto 1105/2014, de 26 de diciembre, que establece el currículo básico de la Educación Secundaria Obligatoria y Bachillerato. Boletín Oficial del Estado, núm. 3, de 3 de enero de 2015. www.boe.es/buscar/act.php?id=BOE-A-2015-37

Revista, UNIR (10 de diciembre de 2019). «Alfabetización digital: ¿Qué es?, ¿Cuál es su importancia?». www.unir.net.

Román-González, M. (2016). Codigoalfabetización y pensamiento computacional en Educación Primaria y Secundaria: validación de un instrumento y evaluación de programas. [Tesis Doctoral], Universidad Nacional de Educación a Distancia. http://e-spacio.uned.es/fez/eserv/tesisuned:Educacion-Mroman/ROMAN_GONZALEZ_Marcos_Tesis.pdf

Ruiz, G. y Rodríguez, F. (2021). Mindfulness and online music for channeling stress in primary school students during the COVID-19 pandemic in Spain. Music Scholarship, 1, 125-136. http://dx.doi. org/10.33779/2587-6341.2021.1.125-136 DOI: https://doi.org/10.33779/2587-6341.2021.1.125-136

Sternberg J. y O´Hara L. (2005). Creatividad e Inteligencia. Cuadernos de Información y Comunicación, 10, 113-149. https://revistas.ucm.es/index.php/CIYC/article/view/CIYC0505110113A/7295

Torrance, E. P. (1984). The Torrance Tests of Creative Thinking streamlined (revised) manual Figural A and B. Scholastic Testing Service.

Valverde J., Ferrando M., Sáinz M., Soto G. y Prieto L. (2014). Estudio piloto sobre una tarea para medir la creatividad musical. Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM, 11, 17-33. https://doi.org/10.5209/rev_RECIEM.2014.v11.43399 DOI: https://doi.org/10.5209/rev_RECIEM.2014.v11.43399

Valencia-Quecano, L. I., y Orellana-Viñambres, D. (2019). Barreras en la implementació n de la gamificació n en educació n superior: Revisió n de literatura. Crescendo, 10(3), 635–650. DOI: https://doi.org/10.21895/incres.2019.v10n4.06

Valverde Martínez, F. (2015). Creatividad y Aptitudes en Alumnos de Educación Secundaria en los Dominios Figurativo y Musical. Región de Murcia [Tesis Doctoral, Universidad de Murcia. https://digitum.um.es/digitum/bitstream/10201/46799/1/TESIS%20FCO.%20JAVIER%20VALVERDE%20MART%c3%8dNEZ.pdf

Vater, H. (1934). Musikalische production. Archiv fuer die Gesamte Psychologie, 90, 1-60

Vidor, M. (1931). Was ist musikalität?. Beck.

Vold, J. N. (1986). A study of musical problem solving behavior in kindergarten children and a comparison with other aspects of creative behavior (Tesis Doctoral, Universidad de Alabama). Tuscaloosa. www.proquest.com/openview/9c1be9077c51bd94c37823498a017eba/1?pq-origsite=gscholar&cbl=18750&diss=y

Webster, P. (1990). Creativity as creative thinking. Music educator Journal, 76(9), 22- 28. DOI: https://doi.org/10.2307/3401073

Wing, J. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://dl.acm.org/doi/10.1145/1118178.1118215 DOI: https://doi.org/10.1145/1118178.1118215

Wing, J. M. (2008). Computational Thinking and Thinking about Computing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366, 3717e3725. https://doi.org/10.1098/rsta.2008.0118 DOI: https://doi.org/10.1098/rsta.2008.0118

Zapata-Ros, M. (2015). Pensamiento computacional: Una nueva alfabetización digital. RED, Revista de Educación a distancia, p. 46 DOI: https://doi.org/10.6018/red/46/4

Published

2023-02-08

How to Cite

Sedeño-Valdellos, I. (2023). Proposal of a video-tutorial for the software Sonic Pi. HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades, 16(5), 1–17. https://doi.org/10.37467/revhuman.v12.4690