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Autor(Es) Ha(N) Información Importante La Universidad de La Sabana informa que el(los) autor(es) ha(n) autorizado a usuarios internos y externos de la institución a consultar el contenido de este documento a través del Catálogo en línea de la Biblioteca y el Repositorio Institucional en la página Web de la Biblioteca, así como en las redes de información del país y del exterior con las cuales tenga convenio la Universidad de La Sabana. Se permite la consulta a los usuarios interesados en el contenido de este documento para todos los usos que tengan finalidad académica, nunca para usos comerciales, siempre y cuando mediante la correspondiente cita bibliográfica se le de crédito al documento y a su autor. De conformidad con lo establecido en el artículo 30 de la Ley 23 de 1982 y el artículo 11 de la Decisión Andina 351 de 1993, La Universidad de La Sabana informa que los derechos sobre los documentos son propiedad de los autores y tienen sobre su obra, entre otros, los derechos morales a que hacen referencia los mencionados artículos. BIBLIOTECA OCTAVIO ARIZMENDI POSADA UNIVERSIDAD DE LA SABANA Chía - Cundinamarca T e c n o - A r t e | 1 TECNO-ARTE ACTIVIDADES DE EDUCACIÓN ARTÍSTICA MEDIADAS POR LA TECNOLOGÍA LILIANA ANDREA ARDILA UNIVERSIDAD DE LA SABANA FACULTAD DE EDUCACIÓN LICENCIATURA EN PEDAGOGÍA INFANTIL Bogotá, Colombia 2014 T e c n o - A r t e | 2 TECNO-ARTE ACTIVIDADES DE EDUCACIÓN ARTÍSTICA MEDIADAS POR LA TECNOLOGÍA LILIANA ANDREA ARDILA *JOHN ALEXANDER ALBA UNIVERSIDAD DE LA SABANA FACULTAD DE EDUCACIÓN LICENCIATURA EN PEDAGOGÍA INFANTIL Bogotá, Colombia 2014 *ASESOR T e c n o - A r t e | 3 Doy gracias a Dios por darme la oportunidad de tener todo lo necesario para alcanzar mis objetivos y sobre todo por ser mi guía y mi fuerza interior. A mis padres por ser esos seres incondicionales y optimistas, que a pesar de la distancia siempre me brindaron su apoyo y me dieron las bases para ser la mujer que soy hoy en día. A mi asesor John Alba por su gran compromiso, por su paciencia y sobre todo por sus grandes conocimientos y profesionalismo. A mi novio por ser ese angelito que siempre me tendió la mano y fue un gran apoyo en mi vida. A mis hermanas, sobrino, cuñados y en especial a la familia Torres Turriago por brindarme su apoyo incondicional, consejos y abrirme las puertas de su hogar. A mis profesores y amigos mil gracias por ser parte de este camino. Liliana Ardila. T e c n o - A r t e | 4 TABLA DE CONTENIDO Pág. RESÚMEN………………………………………………………………………………………..9 ABSTRACT……………………………………………………………………………...............10 1. PLANTEAMIENTO DEL PROBLEMA……...……………...……………………………....12 1.1 JUSTIFICACIÓN……………………………………………………………………….…..12 1.2 ANTECEDENTES…………………………………………………………..…………..…15 1.3 OBJETIVOS GENERALES Y ESPECÍFICOS………………………………….….…17-18 2.MARCO TEÓRICO……………………………………………..............................................19 2.1 Marco legal………………………………………………………………………………......19 2.2 Educación artística……...…………………………………………………………………....21 2.2.1 Campos de la educación artística………………………...……………………………....23 2.2.2 Técnicas del arte……………………………………….………………………………...28 2.2.3 Habilidades adquiridas a través del arte………………………………..……………..... 29 2.3 Pensamiento creativo…………………………………………………………………….....32 2.3.1 Etapas de proceso creativo………………………………………………………..........36 2.3.2 Características del pensamiento creativo….…………………….…..…………….......37 T e c n o - A r t e | 5 2.4 Software educativo para la primera infancia………………………………………………..45 2.4.1 Software y hardware disponibles para una clase de educación artística.…..………......47 3. METODOLOGÍA…………………………………………………………………………....66 3.1 Enfoque y alcance…………………………………………………………………………..66 3.2 Instrumentos para la recolección de la información………………………………………..67 3.3 Población…………………………………………………………………………………...69 4. ACTIVIDADES DE AULA “Mi cantante favorito”..…..………………………………......71 4.1 Actividad 1: “Siguiendo los ritmos de mis cantantes preferidos” …………………….... 72 4.2 Actividad número 2: “Mi cantante geométrico”………………………………………..... 72 4.4 Actividad 3: “Noticiero sobre mi cantante favorito”…………………………………..…. 73 4.4 Actividad número 4: “Inventando una historia sobre mi cantante favorito”…………..…. 74 5. ANÁLISIS DE RESULTADOS…………………...….………………………………........76 5.1 Análisis de las encuestas a los maestros……………………………………………..…....76 5.2 Análisis de la actividad número 1: “Siguiendo los ritmos de mis cantantes preferidos”....92 5.3 Análisis de la actividad número 2: “Mi cantante geométrico”….…………………….......95 5.4 Análisis de la actividad número 3: “Noticiero sobre mi cantante favorito”…………........98 5.5 Análisis de la actividad número 4: “Inventando una historia sobre mi cantante favorito”100 T e c n o - A r t e | 6 6. CONCLUSIONES…………………………………………………………………….........104 7. SUGERENCIAS………………………………………………………………………........107 8. REFERENCIAS BIBLIOGRÁFICAS………………………………………………..…....108 8.1 Referencias de páginas web ……………………………………………………………...113 9. ANEXOS……………………………………………………………………………..….....120 T e c n o - A r t e | 7 LISTA DE ANEXOS Pág. Anexo 1: Transcripciones de las entrevistas a los maestros………………………..…………..120 Anexo 2: Formato de consentimiento de los padres para la grabación de la actividad………...131 Anexo 3:Formato de registro de observación…………………………………………………..132 Anexo 4: Registros de observación de las actividades realizadas en la investigación.......…….133 T e c n o - A r t e | 8 ÍNDICE DE CUADROS Pág. Cuadro 1: Educación en artes plásticas……………………………………………………...48-49 Cuadro 2: Educación en diseño gráfico………………………………………………………...54 Cuadro 3: Educación audiovisual………………………………………………………………56 Cuadro 4: Educación en música………………………………………………………………..57 Cuadro 5: Educación en danza………………………………………………………………...59 Cuadro 6: Educación en teatro………………………………………………………………...60 Cuadro 7: Educación en literatura…………………………………………………………......61 Cuadro 8: Características de la muestra…………………………………………………. 69-70 Cuadro 9: Categorías y subcategorías de las entrevistas a maestros…………………………..77 T e c n o - A r t e | 9 RESÚMEN El presente trabajo investigativo fue realizado con el objetivo de explorar la posibilidad de incluir las nuevas tecnologías dentro de las clases de educación artística, cómo un apoyo al desarrollo de las habilidades del pensamiento creativo en estudiantes de 3 a 9 años. La investigación se desarrolló desde un enfoque cualitativo, con alcance descriptivo. Para el alcance de los objetivos se diseñaron varias actividades de aula para el desarrollo de la clase de educación artística, utilizando como elemento de mediación recursos tecnológicos. Se realizó una planeación semi-dirigida para cuatro actividades, en donde se tuvo en cuenta un campo específico de la educación artística y la implementación de un recurso tecnológico acorde a la dimensión trabajada. Las actividades diseñadas fueron implementadas en aulas de preescolar a fin de documentar y analizar las ventajas y desventajas del uso del recurso tecnológico. Por esta razón fueron empleados como instrumentos de recolección de datos, los registros de observación de la ejecución de cada una de las cuatro actividades, que se complementan con sus respectivos registros audiovisuales. Adicionalmente se realizó una serie de entrevistas semi-estructuradas a cinco profesoras de diferentes planteles educativos, con el fin de entender las percepciones que cada una posee ante el uso de tecnología en una clase de educación artística. Los resultados obtenidos muestran algunas posibilidades de implementar la tecnología como apoyo al desarrollo de clases de arte y cómo, a través del desarrollo de estas, se presentan algunas manifestaciones de habilidades del pensamiento creativo en los estudiantes. Del mismo T e c n o - A r t e | 10 modo se mantienen la transversalidad e integralidad en el currículo escolar, al introducir la tecnología en una clase de educación artística. Finalmente, las entrevistas muestran una postura dividida de los profesores de preescolar sobre el uso de tecnología en las clases de artes, donde un grupo de profesoras se abstiene de usarlas, ya que se considera que esta área debe ser manejada de una forma vivencial y teniendo contacto directo con los materiales; mientras que otro grupo lo considera una herramienta útil y complementaria a las clases de educación artística. Palabras clave: Tecnología, educación artística, habilidades del pensamiento creativo. ABSTRACT This research was conducted to explore the possibility of including new technologies in art education classes, such as developing creative thinking skills in students 3-9 years old. The research was conducted from a qualitative approach with descriptive scope. To achieve the objectives, different activities for the development of arts education were designed using technological resources as an element of mediation. At the same time, were made a semi-directed planning for four activities, which took into account a specific field of arts education and the implementation of a technological resource for each dimension. The different activities were implemented in classrooms of preschool in order to document and to analyze the advantages and disadvantages of the use of the technological resource. For this reason they were used as instruments of data collection, the observation records of the execution of each one of four activities, which complement each other with his respective audio- visual records. T e c n o - A r t e | 11 Additionally there was realized a series of semi-structured interviews to five teachers of different educational nurseries, in order to understand the perceptions that each one have on the use of technology
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