La improvisació musical, sota el microscopi.

UNA DE LES FORMES MÉS COMPLEXES de comportament creatiu és la improvisació musical, tan típica d'alguns estils com el jazz i el freestyle rap, però que tanmateix es pot aplicar a qualsevol estil, des de la música clàssica fins al rock'n'roll, passant per la música tradicional. Roger E. Beaty, de la Universitat de Carolina del Nord, als EUA, ha publicat un treball a Neuroscience and Biobehavioral Reviews on compara l'activitat neural durant la improvisació musical en músics de diferents estils. Els resultats indiquen que els processos mentals seguits per uns i altres no són exactament els mateixos, i que les principals diferències es troben en la predominança de control cognitiu durant la improvisació o alternativament de pensament divergent.

Educación musical intercultural a través de un proyecto europeo Comenius y su aportación a las competencias básicas

La experiencia se enmarca en un proyecto de intercambio Comenius desarrollado entre los años 2002-2005, con la participación de seis centros europeos. A partir de la asignatura de prácticas de los alumnos de la Universidad de Girona, se ha implicado la educación musical en el proyecto y se ha desarrollado, a lo largo de tres cursos, una rica experiencia intercultural a través de la canción, la danza y la composición. A su vez, se analizan las aportaciones del proyecto al trabajo de las competencias básicas de la etapa

Desenvolupar competències ètiques a l'educació musical i corporal. Un estudi empíric als estudis de mestre en educació infantil a la Universitat de Barcelona

This paper presents an ongoing investigation regarding ethical competence, protective factors, strengths of character and coping strategies analyzed in a sample of students in Early Childhood Education Degree from the University of Barcelona. Along with a theoretical study will be an observational study using standardized instruments and standardized, which include the VIA-IS questionnaire Seligman. With all that is expected to draw conclusions to improve the training of teachers in kindergarten, especially since the subjects of musical expression and body where they develop these skills ethics.

Gambling in Spain: update on experience, research and policy

AIMS: To describe the current situation of gambling in Spain, sketching its history and discussing the regulations and legislation currently in force within the framework of the European Union (EU), and to review the epidemiology of gambling in Spain, the self-help groups and professional treatments available, and their potential effectiveness. METHODS: A systematic computerized search was performed in three databases (EMBASE, PubMed and PsychINFO, including articles and chapters) and the reference lists from previous reviews to obtain some of the most relevant studies published up to now on the topic of pathologic gambling in Spain. RESULTS: Similar to other EU countries, Spain has a high prevalence of pathologic gambling, focused on specific culturally bounded types of gambling. Expenditure in online gaming has risen significantly in the last few years, prompting the Spanish government to draft new legislation to regulate gaming. CONCLUSIONS: The gaming industry is expected to be one of the fastest growing sectors in Spain in the coming years owing to the rise of new technologies and the development of online gaming

Entornos e-learning como soporte de aprendizaje a la asignatura educación musical en infancia

The music is a compulsory subject in the first stage of primary education. We detected several teachers from different educational areas, including the area of music, using e-learning platforms and web tools for teaching the curriculum that marks the “Department of Education of the Generalitat de Catalunya”. From the body of analysis has drawn the picture in e-learning platforms, analyzing the types and uses. Through the sample of e-learning platforms in music education, have identified four schools with e-learning platforms in advanced stage. We performed a case study on one of these platforms for content analysis and validate the interview format used; this has served to create a model that can be used in other centers with e-learning platform for music subject.

Individual Differences in Music Reward Experiences

Music is one of the most pleasant human experiences, even though it has no direct biological advantage. However little is known about individual differences in how people experience reward in music-related activities. The goal of the present study was to describe the main facets of music experience that could explain the variance observed in how people experience reward associated with music. To this end we developed the Barcelona Music Reward Questionnaire (BMRQ), which was administrated to three large samples. Our results showed that the musical reward experience can be decomposed into five reliable factors: Musical Seeking, Emotion Evocation, Mood Regulation, Social Reward, and Sensory-Motor. These factors were correlated with socio-demographic factors and measures of general sensitivity to reward and hedonic experience. We propose that the five-factor structure of musical reward experience might be very relevant in the study of psychological and neural bases of emotion and pleasure associated to music.

Open Device Lab: movement to improve web and app experience

We present here the first part of the literature review regarding our study object, the Open Device Labs. The research on ODLs emerges from the observation of worldwide non-profit movement, which, through mutual collaboration, information and devices sharing, proposes a final improvement on user’s experience with the web and app.

De la metodologia a la pràctica : anàlisi de les metodologies d'ensenyament musical i elaboració d'una proposta metodològica per a la pràctica docent en l'àmbit del llenguatge musical a les escoles de música

Aquest treball vol ser una revisió d'algunes de les principals metodologies desenvolupades al llarg del segle XX per l'ensenyament del llenguatge musical. Aquesta revisió serà completada amb una anàlisi comparada de les visions filosòfiques i els objectius didàctics de les diferents propostes, d'on extreure unes conclusions per a una possible nova proposta didàctica. Les metodologies que s'analitzen són les dels següents autors: Émile Jaques-Dalcroze, Carl Orff, Zoltán Kodály, Edgar Willems i Maurice Martenot.