El flamenco como herramienta educativa para el desarrollo de la inteligencia emocional
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Fecha
2016-06-14
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Jaén: Universidad de Jaén
Resumen
Este trabajo de investigación-acción está enmarcado dentro del sistema educativo español,
concretamente en Educación Infantil, consta en primer lugar de una reflexión sobre la inteligencia
emocional, su unión con la música y la posible relación entre flamenco y emoción, realizando un
repaso sobre los autores que han trabajado sobre todo este proceso y revisando las aportaciones
teóricas más recientes.
Partimos de la base, de que en esta etapa educativa se imparten clases de educación
musical y emocional, como así viene legislado, aunque esta última no a parezca de forma
implícita. Aún así consideramos que no tienen el protagonismo que merecen, por lo tanto
concluiremos con una propuesta didáctica basada en una amplia serie de actividades para así
integrar en el currículum de Educación Infantil el flamenco y la educación emocional.
This piece of research and action plan lies within the context of the Spanish education system, in particular, the pre-school and early learning stages. It is primarily a reflection on emotional intelligence, its connection to music and the potential relationship between flamenco and emotion. It also provides an overview of the authors who have explored this field and reviews the most recent theoretical contributions. We assume that both music and emotional learning are taught during this learning stage, as provided for in the legislation, altough the emotional sphere is not so obviously present. However, we believe that this area does not receive sufficient attention and we therefore present an educational proposal based on a wide range of activities to include flamenco and emotional learning in the curriculum used in pre-school and early learning.
This piece of research and action plan lies within the context of the Spanish education system, in particular, the pre-school and early learning stages. It is primarily a reflection on emotional intelligence, its connection to music and the potential relationship between flamenco and emotion. It also provides an overview of the authors who have explored this field and reviews the most recent theoretical contributions. We assume that both music and emotional learning are taught during this learning stage, as provided for in the legislation, altough the emotional sphere is not so obviously present. However, we believe that this area does not receive sufficient attention and we therefore present an educational proposal based on a wide range of activities to include flamenco and emotional learning in the curriculum used in pre-school and early learning.
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Desarrollo artístico y corporal en Educación Infantil.