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¼$ dad fily;nAf:� COMISIÓN DE ESTUDIOS OFICIALES DE POSGRADO Y DOCTORADO ACTA DE EVALUACIÓN DE LA TESIS DOCTORAL Año académico 2016/17 DOCTORANDO: MADRID MOLINA, EDUARDO D.N.1./PASAPORTE: ****0810C PROGRAMA DE DOCTORADO: D342 DOCTORADO EN PLANIFICACIÓN E INNOVACIÓN EDUCATIVA DEPARTAMENTO DE: CIENCIAS DE LA EDUCACIÓN TITULACIÓN DE DOCTOR EN: DOCTOR/A POR LA UNIVERSIDAD DE ALCALÁ En el día de hoy 05/04/17, reunido el tribunal de evaluación nombrado por la Comisión de Estudios Oficiales de Posgrado y Doctorado de la Universidad y constituido por los miembros que suscriben la presente Acta, el aspirante defendió su Tesis Doctoral, elaborada bajo la dirección de JULIO ANDRÉS BLASCO GARCÍA // FRANCISCO JOSÉ BALSERA GÓMEZ. o < o Sobre el siguiente tema: MÚSICA CLÁSICA Y ROCK PROGRESIVO DE LOS AÑOS 70: UN ENFOQUE FUNCIONAL E z INNOVADOR PARA LA ENSEÑANZA DE MÚSICA EN SECUNDARIA < ,< ::, 1 :,: Finalizada la defensa y discusión de la tesis, el tribunal acordó otorgar la CALIFICACIÓN GLOBAL de (no apto, < ...J aprobado, notable y sobresaliente): � UJ 2r?f:J\4 L i é-r{-¡-¡;- o o z o ;e; -{.. "- Alcalá de Henares, ......�de .... '1'14.i. ......... de fbJ....J ¡,.. < o.. ·< ...J < u ...J < UJ EL PRESIDENTE EL SECRETARIO EL VOCAL o o < o i\ V)" UJ > z �-o/ ::, Fdo.: .................................. Fdo. ·· ········ ······· ······· Fdo.: ............................................ ¼$ t_ A -í tJ ; _ �f�JOb ��/1-o fJM-�'#-cf� f�I<> wuwoAJ( Confccha. 25 _de a..ln,;� de_ ifuf't______ 1 a c om1· s1o·· n Delegada de la Comisión de Estudios Oficiales de Posgrado, a la vista de los votos emitidos de manera anónima por el tnlnmalque ha juzgado la tesis, resuelve: � Conceder la Mención de "Cum Laude" O No conceder la Mención de "Cum Laude" 1 La calificación podrá ser "no apto" "aprobado" "notable" y "sobresaliente". El tribunal podrá otorgar la mención de "cum laude" si la calificación global es de sobresaliente y se emite en tal sentido el voto secreto positivo por unanimidad. P R O G R A M A D E D O C T O R A D O E N P L A N I F I C A C I Ó N E I N N O V A C I Ó N E D U C A T I V A MÚSICA CLÁSICA Y ROCK PROGRESIVO DE LOS AÑOS 70: UN ENFOQUE FUNCIONAL E INNOVADOR PARA LA ENSEÑANZA DE MÚSICA EN SECUNDARIA. Doctorando: Eduardo Madrid Molina. Director: Dr. Julio Andrés Blasco García. Codirector: Dr. Francisco José Balsera Gómez. 2016 Agradecimientos. Después de pasar incalculables horas realizando este trabajo, y otras tantas pensando en él cuando no debería, siento que en realidad ha sido posible gracias a muchas de las personas de las que me he rodeado. Algunas de ellas han influido de forma determinante, mientras que otras lo han hecho de una manera más indirecta. A todas ellas se lo agradezco con las siguientes palabras. Debo citar en primer lugar a mis compañeros, colegas y amigos de la diplomatura de Magisterio, ya que de alguna manera con ellos, o junto a ellos, comenzó a cambiar mi forma de ver algunos aspectos de la vida, y aún hoy en día sigue cambiando como es natural. También quiero mencionar a mis amigos, aquellos que aunque no lo sean se les puede considerar “de toda la vida”. Gracias a ellos he podido despejar mi mente y olvidarme de la tesis cuando era necesario, algo que ha resultado utilísimo para seguir avanzando. Deseo reservar un espacio aquí para todos los músicos con los que he tocado estos últimos años, pues sin duda cada ensayo, por informal que fuera, ha resultado enriquecedor tanto emocional como intelectualmente. También quisiera incluir aquí a mis profesores de guitarra, hacia quienes mantengo un sentimiento de profundo agradecimiento. Quisiera no dejar en el tintero al Colegio Sagrado Corazón de Jesús. Los alumnos, siendo protagonistas de esta investigación, se han reservado un hueco en mi corazón. Es innegable que a ellos les debo muchísimo. También a María, la conserje, y a todos los profesores del centro, especialmente a Marisa, por su desinteresada y cálida ayuda con las traducciones, y a Montse, por ayudarme y colaborar con el diseño de actividades y unidades didácticas con la creatividad que la caracteriza. Hacia Francisco Balsera guardo también un profundo sentimiento de agradecimiento, por su incansable ayuda, su amabilidad, sus palabras de ánimo en los momentos duros, y en definitiva por su forma de ser. Me siento afortunado de haberlo conocido. A mi queridísimo Julio Blasco, que más que un profesor es un amigo, le doy las gracias por todo. Siempre es un placer hablar con alguien con quien se puede hablar, lo cual ya es decir mucho. Sin duda, conocerle supuso una suerte enorme, y aún más lo es seguir conociéndole día a día. Un agradecimiento especial le debo a Alba, pues ella ha sido el candil que me ha iluminado en las horas más oscuras. Sus ánimos en esos momentos difíciles han sido revitalizantes y tranquilizadores, y su alegría y vitalidad en los momentos buenos han sido el motor para continuar paso a paso. En definitiva, me ha dado energías. Ella sabe lo importante que ha sido su ayuda para mí. Por último quisiera dar las gracias a mi familia, porque con ellos empezó todo. A mi hermano porque es mi héroe. De él he aprendido a no dejarme avasallar por las adversidades. A mi madre y a mi padre porque me han enseñado valores como la humildad, el respeto y la constancia. Pero sobre todo por haber confiado y creído en mi desde siempre. También por sus consejos, por su apoyo incondicional y por hacer que yo mismo crea en mí. ÍNDICE CAPÍTULO 1: INTRODUCCIÓN ................................................................................... 7 1.1 El tema y su importancia. ....................................................................................... 7 1.2 Río musical: una breve historia de vida. .............................................................. 12 1.3 Factores que nos han llevado a plantear el tema de investigación. .................... 17 1.4 Objetivos. .............................................................................................................. 18 1.5 Estructura general de la tesis. .............................................................................. 18 1.6 A modo de síntesis. ............................................................................................... 21 CAPÍTULO 2: ESTADO DE LA CUESTIÓN .............................................................. 22 2.1 Estado de la cuestión. ........................................................................................... 22 2.2 Fuentes sonoras y otros recursos. ........................................................................ 35 2.3 A modo de síntesis. ............................................................................................... 38 CAPÍTULO 3: FUNDAMENTACIÓN METODOLÓGICA E ITINERARIOS DE INVESTIGACIÓN ......................................................................................................... 39 3.1 Principios metodológicos. .................................................................................... 39 3.2 Validación de los datos: la triangulación. ........................................................... 40 3.3 Criterios de credibilidad. ..................................................................................... 42 3.4 Cronología de los estudios. .................................................................................. 43 3.4.1 Análisis musical. ............................................................................................ 43 3.4.2 Entrevistas a personal docente. ..................................................................... 44 3.4.3 Estudio analítico de libros de texto de música en la ESO. ............................ 45 3.4.4 Estudio de observación .................................................................................. 45 3.4.5 Panel Delphi. ................................................................................................. 50 3.5 A modo de síntesis. ............................................................................................... 51 CAPÍTULO 4: EL ROCK PROGRESIVO EN LOS LIBROS DE TEXTO DE LA ESO ........................................................................................................................................ 52 4.1 Relación de entrevistas a profesores. ................................................................... 53 4.2 Análisis e interpretación de los datos. ................................................................. 64 4.3 Estudio analítico de los libros de texto de la ESO. .............................................. 69 4.4 Panel Delphi. ........................................................................................................ 77 4.4.1 Participantes. ................................................................................................. 79 4.4.2 Cuestiones planteadas y recogida de datos. .................................................. 80 4.4.3 Análisis de los datos. ..................................................................................... 96 4.5 Una breve reflexión sobre la música en la Educación Secundaria. ..................... 97 4.6 A modo de síntesis. ............................................................................................. 109 CAPÍTULO 5: ARMONÍA, TONALIDAD Y ESCALAS .......................................... 110 5.1 Armonía y tonalidad. .......................................................................................... 110 5.2 Tríadas y cuatríadas. .......................................................................................... 111 5.3 Dominantes
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