Videoclip y emociones en el aprendizaje de Español como Lengua Extranjera
- Sánchez-Vizcaíno, M. Carmen 1
- Fonseca Mora, M. Carmen 2
- 1 Universidad Comenius de Bratislava (Eslovaquia).
- 2 Universidad de Huelva (España).
ISSN: 1576-4737
Year of publication: 2019
Issue: 78
Pages: 255-286
Type: Article
More publications in: Círculo de lingüística aplicada a la comunicación
Abstract
Language-teaching encompassing music and emotions could prove to be extremely useful. The exploratory study’s objective was to examine the use of music videos in the university classroom with female Slovak students as a component in learning Spanish as a foreign language. To this end, the students’ consumption of music videos in learning Spanish was first mapped. Next, a classroom intervention programme was presented based on working with music videos towards emotions and, finally, the students’ emotional response was measured. The study revealed that most of the students agreed to use music videos in the Spanish as a foreign language class on the basis of the designed intervention programme. As a result, the music video represents an effective tool for bringing together audiovisual communicative competence and the emotions in the foreign language classroom at university level.
Funding information
Este proyecto ha sido realizado en la Universidad Comenius de Bratislava gracias a una estancia de investigación financiada por la Fundación CEIMAR y al proyecto I+D+i del Ministerio Español de Economía y Empresa [número FFI2016-75452-R (subprograma FILO) Aptitud musical, fluidez lectora y percepción intercultural de estudiantes universitarios europeos.Funders
-
Fundación CEIMAR
- FFI2016-75452-R
-
I+D+i
Spain
- FFI2016-75452-R
Bibliographic References
- Afonso, J. y Teixeira, F. (2015). Olhares sobre a violência no namoro: um projeto com adolescentes do ensino secundário. Revista Ibero-Americana de Estudos Em Educação, 10 (2), 504–523, https://doi.org/10.21723/riaee.v10i2.7846.
- Area Moreira, M. y Ribeiro, M. T. (2011). De lo sólido a lo líquido: las nuevas alfabetizaciones ante los cambios culturales de la Web 2.0. Comunicar, 38, 13–20, https://doi.org/10.3916/C38-2012-02-01.
- Arnold, J. y Brown, H. D. (1999). A map of the terrain. En Arnold, J. (Coord.), Affect in Language Learning. Cambridge: Cambridge University Press, 1-24.
- Arnold, J. y Fonseca Mora, M. C. (2007). Affect in teacher talk. En Tomlinson B. (Coord.), Language acquisition. Londres: Continuum, 107-121.
- Arnold, J. (2011). Attention to affect in language learning. Anglistik: International Journal of English Studies, 22 (1), 11–22, http://eric.ed.gov/?id=ED532410.
- Arnold, J. y Fonseca Mora, M. C. (2014). Motivar al alumnado de español. En Programa de Desarrollo Profesional. Edinumen.
- Ávila, J. y Foncubierta, J. M. (2015). La alfabetización visual y la visualización en el desarrollo de estrategias afectivas. Marco ELE. Didáctica de la emoción: de la investigación al aula de ELE, Julio-Dic. (21), 76–94, http://xurl.es/lisf0
- .
- Berk, R. A. (2009). Multimedia Teaching with Video Clips : TV, Movies , YouTube, and mtvU in the College Classroom. International Journal of Technology in Teaching and Learning, 5 (1), 1–21.
- Berk, R. A. (2008a). Star Tech: The Net Generation! Action in Teacher Education, 29 (5–6), 131–145, http://dx.doi.org/10.1080/01626620.2008.10519439.
- Berk, R. A. (2008b). Music and Music Technology in College Teaching: Classical to Hip Hop across the Curriculum. International Journal of Technology in Teaching and Learning, 4 (1), 45–67, http://xurl.es/qlxom.
- Cayari, C. (2015). Participatory culture and informal music learning through video creation in the curriculum. International Journal of Community Music, 8 (1), 41–57, https://doi.org/10.1386/ijcm.8.1.41_1.
- Comisión Europea (2017). Standard Eurobarometer 88. Media use in the European Union. Bruselas: Unión Europea, http://doi.org/10.2775/116707.
- Comisión Europea (2013). Libro Verde. Prepararse para la convergencia plena del mundo audiovisual: crecimiento, creación y valores. Bruselas: Unión Europea, http://xurl.es/4ywir.
- Comisión Europea (2011). Standard Eurobarometer 76. Media use in the European Union. Bruselas: Unión Europea.
- Cook, N. (1998). Analysing musical multimedia. Nueva York: Oxford University Press.
- Creer, A. (2018). Introducing Everyday “Digital Literacy Practices” into the Classroom: An Analysis of Multi-layered Media, Modes and their Affordances. Journal of New Approaches in Educational Research, 7 (2), 131–139, https://doi.org/10.7821/naer.2018.7.265.
- Crowther, G.J., McFadden, T., Fleming, J, S. y Davis, K. (2016). Leveraging the power of music to improve science education. International Journal of Science Education, 38, (1), 73-95, http://xurl.es/t77p7.
- Dewaele, J.M. (2014). The complex emotions that drive or delay SLA. En New perspectives on multilingualism and its role in L2 acquisition. Bilbao: Universidad del País Vasco, Vitoria, http://xurl.es/shdkp.
- Dewaele, J.M. (2010). Emotions in multiple languages. Basingstoke: Palgrave Macmillan.
- Dewaele, J.M., y MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4 (25), 237–274, https://doi.org/10.14746/ssllt.2014.4.2.5.
- Enríquez Pérez, M. (2014). Cerebro que aprende: cómo apasionarnos con el conocimiento para transformar nuestra vida. Buenos Aires: Autoría Sherpa.
- Ferrés i Prats, J. (2014). Las pantallas y el cerebro emocional. Barcelona: Gedisa.
- Ferrés i Prats, J., Masanet Jordá, M.J. y Marta-Lazo, C. (2013). Neurociencia y educación mediática : carencias en el caso Español. Historia y Comunicación Social, 18 (Diciembre), 129–144, http://dx.doi.org/10.5209/rev_HICS.2013.v18.44317.
- Fields, D., Vasudevan, V. y Kafai, Y. B. (2015). The programmers’ collective: fostering participatory culture by making music videos in a high school Scratch coding workshop. Interactive Learning Environments, 23 (5), 613-633 http://dx.doi.org/10.1080/10494820.2015.1065892.
- Fonseca Mora, M. C., Villamarín, J. y Grao, L. (2015). Música y emociones para el aprendizaje de lenguas. Mosaico. Revista para la promoción y apoyo a la enseñanza del español, 33, 37–46.
- Frith, S. (1988). Music for Pleasure. Essays in the sociology of pop. Cambridge: Cambridge University Press.
- Gertrudix-Barrio, F. y Rivas Rebaque, B. (2015). Producción y diseño instructivo. Una experiencia de aprendizaje abierto y flipped classroom. Educatio Siglo XXI, 33 (1), 277–294, http://dx.doi.org/10.6018/j/222601.
- Gertrudix-Barrio, M. y Gertrudix-Barrio, F. (2010). La utilidad de los formatos de interacción músico-visual en la enseñanza. Comunicar, 17 (34), 99–107, https://doi.org/10.3916/C34- 2010-02-10.
- Goldstein, B. y Driver, P. (2015). Language Learning with Digital Video. Cambridge: Cambridge University Press.
- Hasio, C. y Chen, W. (2018). Interpreting Visual Semiotics With the Music Video Man in the Mirror in Art Education. Art Education, 71 (3), 45-50, https://doi.org/ 10.1080/00043125.2018.1437994.
- Hietajärvi, L., Salmela-Aro, K., Tuominen, H., Hakkarainen, K., y Lonka, K. (2019). Beyond screen time: Multidimensionality of socio-digital participation and relations to academic well-being in three educational phases. Computers in Human Behavior, 93 (Jun. 2018), 13– 24, https://doi.org/10.1016/J.CHB.2018.11.049.
- Illescas-Martínez, J. (2017). El contenido del videoclip dominante como reproductor cultural e ideológico. Revista Mediterránea de Comunicación, 8, 85–104, https:// doi.org/10.14198/MEDCOM2017.8.2.6.
- Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J. y Watkins, S. C. (2013). Connected learning: an agenda for research and design. Irvine: Digital Media and Learning Research Hub.
- Jameson, F. (1991). Postmodernism or, the cultural logic of late capitalism. Nueva York: Duke University Press.
- Jenkins, H., Itō, M. y Boyd, D. (2015). Participatory Culture in a Networked Era: A Conversation on Youth, Learning, Commerce, and Politics. Cambridge: Polity Press.
- Krutka, D. G. y Carpenter, J. P. (2016). Why social media must have a place in schools. Kappa Delta Pi Record, 52 (1), 6–10, https://doi.org/10.1080/00228958.2016.1123048.
- Kuchinke, L., Kappelhoff, H. y Koelsch, S. (2013). Emotion and music in narrative films: A neuroscientific perspective. En Tan, S.L., Cohen, A.J., Lipscomp, S.D. y Kendall, R.A. (Coord.), The Psychology of Music in Multimedia, Oxford: Oxford University Press, 118–140.
- Leguizamón, J.A. (2001). Exploraciones musicovisuales. Cuadernos, 2001, 17, 251-269, https://goo.gl/IR7Ztv.
- Leguizamón, J.A. (1998). Videoclips: una exploración en torno a su estructuración formal y funcionamiento sociocultural. Tesis doctoral, Universidad Nacional de Santiago del Estero, http://xurl.es/wwlwy.
- Llanque Zonta, V. E. y Tejerina Vargas, V. S. (2017). The Contributions of Hip-Hop Artists to Non-Formal Intercultural Education in Bolivia. En Cortina, R. (Coord.), Indigenous Education Policy, Equity, and Intercultural Understanding in Latin America, Palgrave Macmillan, 113–119.
- López-Rodríguez, F.J. (2017). Animación y música en los videoclips del Studio Ghibli Animation. Revista Mediterraéna de Comunicación, 8, 145–159, https://www.doi.org/10.14198/MEDCOM2017.8.2.10.
- Mericka, K. (2018). LipDub: a technology-enhanced language learning project with music. En Rosell-Aguilar, F., Beaven, T y Fuertes Gutiérrez, M. (Coord.), Innovative language teaching and learning at university: integrating informal learning into formal language education, 59–65, https://doi.org/10.14705/rpnet.2018.22.776.
- Mirra, N., Morrell, E. y Filipiak, D. (2018). From Digital Consumption to Digital Invention: Toward a New Critical Theory and Practice of Multiliteracies. Theory into Practice, 57 (1), 12–19, https://doi.org/10.1080/00405841.2017.1390336.
- Mora Teruel, F. (2014). Neuroeducación. Solo se puede aprender aquello que se ama. Madrid: Alianza Editorial.
- Pisano, C. R. (2011). Autour du développement d’ une macro-compétence langagière: les vidéoclips au service de la compréhension audiovisuelle. Synergies, 4, 125–136.
- Prensky, M. (2001). Digital Natives, Digital Immigrants. Part 1. On the Horizon, 9 (5), 1–6, https://bit.ly/2ySL1ib.
- Robillard, A. (2012). Music Videos and Sexual Risk in African American Adolescent Girls. American Journal of Health Education, 43 (2), 93-103, https://doi.org/ 10.1080/19325037.2012.10599224.
- Rodríguez-López, J. y Sedeño Valdellós, A. (2017). El videoclip y la comunicación sociopolítica: el mensaje reivindicativo en el vídeo musical. Revista de Comunicación Vivat Academia, XX (138), 1–16.
- Sánchez Navarro, J. y Lapaz Castillo, L. (2015). ¿Cómo analizar un videoclip desde un punto de vista narrativo? Barcelona: UOC.
- Sciullo, N. J. (2014). Using Hip-Hop Music and Music Videos to Teach Aristotle’s Three Proofs. Communication Teacher, 28 (3), 165–169, https://doi.org/10.1080/17404622.2014.911341.
- Sedeño Valdellós, A. M. (2002). Aplicaciones educativas del vídeo musical: Música e imagen en el aula. Comunicar, (18), 137–142.
- Selva Ruiz, D. (2012). La visualización de la música en el videoclip. Ámbitos, 21, 101–115, http://xurl.es/dsztu.
- Serrano-Puche, J. (2016). Internet y emociones: nuevas tendencias en un campo de investigación emergente. Comunicar, 46 (14), 19–26, http://dx.doi.org/10.3916/C46-2016-02.
- Sharples, M., de Roock, R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi, C-K, McAndrew, P., Rienties, B., Weller, M. y Wong, L. H. (2016). Innovating Pedagogy 2016: Open University Innovation Report 5. Milton Keynes: The Open University, https://doi.org/10.13140/RG.2.2.20677.04325.
- Shin, R. (2016). Gangnam Style and Global Visual Culture. Studies in Art Education, 57 (3), 252–264, https://doi.org/10.1080/00393541.2016.1176784.
- Sigalés, C. (2016). A modo de conclusión. En Mominó, J. M. y Sigalés, Carles (Coord.), El impacto de las TIC en educación: más allá de una promesa. Barcelona: UOC, 231–239.
- Stevick, E. W. (1980). Teaching languages: a way and ways. Rowley, Massachussetts: Newbury House.
- Stoyanov, S., Hoogveld, B. y Kirschner, P. (2010). Mapping Major Changes to Education and Training in 2025. Luxemburgo: Comisión Europea.
- Taylor, P.G. (2007). Press Pause: Critically Contextualizing Music Video in Visual Culture and Art Education. Studies in Art Education, 48 (3), 230-246, https://doi.org/10.2307/25475827.
- Van Vleet, B. J. (2017). Exploring controversial issues in the economics classroom using music video. En Russell III, W. B. y Waters, S. (Coord.), Cinematic Social Studies: A Resource for Teaching and Learning Social Studies With Film, Charlotte: Information Age Publishing, 483–494.
- Vernallis, C. (1994). The aesthetics of music video: The relation of music and image. Tesis doctoral, Universidad de California.
- Vernallis, C. (2004). Experiencing music video: aesthetics and cultural context. Nueva York: Columbia University Press.
- Vernallis, C. (2008). Music video, songs, sound : experience , technique and emotion in Eternal Sunshine of the Spotless Mind. Screen, 49 (3), 277–297, https://doi.org/10.1093/screen/hjn036.
- Walker, R., Clary, R., Jones, J. y Carlton, C. (2016). Rocking out science! Teacher’s Toolkit, Nov., 66–91.
- Webb, M. (2010). Re-viewing listening: ‘Clip culture’ and cross-modal learning in the music classroom. International Journal of Musical Education, 28 (4), 313-340, https://doi.org/ 10.1177/0255761410381821.