<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000100041</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-1.3</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación musical, creatividad y tecnología: Un estudio exploratorio sobre estrategias docentes y actividades creativas con software ex novo]]></article-title>
<article-title xml:lang="en"><![CDATA[Music education, creativity and technology: An exploratory study on teaching strategies and creative activities with ex novo software]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação musical, criatividade e tecnologia: Um estudo exploratório sobre estratégias de ensino e atividades criativas com software ex novo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Riaño]]></surname>
<given-names><![CDATA[María Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Murillo]]></surname>
<given-names><![CDATA[Adolf]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tejada]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Cantabria  ]]></institution>
<addr-line><![CDATA[Santander ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de Valencia  ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat de Valencia  ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>1</numero>
<fpage>41</fpage>
<lpage>63</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000100041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000100041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000100041&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo. Analizar las estrategias y las actividades creativas que el profesorado de música realiza en sus aulas mediante un software construido por las personas investigadoras que facilita la creación sonora colaborativa en contextos docentes.  Método.  El trabajo se ha realizado mediante un enfoque exploratorio-descriptivo a través de una experiencia didáctica desarrollada durante 12 semanas en aula y después se encuestó a 27 docentes de educación primaria y secundaria. La encuesta recogió información sobre actividades de aula realizadas, procesos creativos llevados a cabo, estrategias docentes adoptadas, recursos de aula y uso del software en las actividades.  Resultados.  Los resultados muestran: 1) un estilo directivo del profesorado; 2) unas actividades creativas que estuvieron limitadas en su mayoría a sonorización de imágenes y relatos; 3) una dedicación horaria en clase media-baja; 4) percepciones positivas sobre el trabajo cooperativo y la creatividad del alumnado; 5) una valoración positiva del software 6) un gran número de problemas de comprensión del software.  Conclusiones.  Se sugiere la necesidad de una mayor implicación del profesorado en los procesos creativos de composición, así como una mayor y mejor formación tecnológica de este.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective. To analyze the strategies and creative activities that music teachers carry out in their classrooms using software created by researchers that facilitates collaborative sound creation in educational contexts.  Method.  The work was carried out using an exploratory-descriptive approach through a didactic experience developed during 12 weeks in the classroom; after, 27 primary and secondary education teachers were surveyed. The survey collected information on classroom activities, creative processes conducted, teaching strategies adopted by teachers, classroom resources, and the use of software in the activities.  Results.  The findings show: 1) a managerial style of the teaching staff; 2) creative activities that were mostly limited to the soundization of images and stories; 3) a middle-lower hourly dedication in the classroom; 4) positive perceptions about cooperative work and the creativity of the students; 5) a positive evaluation of the software; 6) a large number of problems in understanding the software.  Conclusions.  It is suggested that there is a need for greater involvement of teachers in creative composition processes, as well as for more and better technological training of teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  Analisar as estratégias e atividades criativas que o corpo docente de música realiza nas suas salas de aula, utilizando um software criado por pessoas investigadoras que facilita a criação colaborativa de som em contextos educativos.  Método.  O trabalho foi realizado utilizando uma abordagem exploratória-descritiva através de uma experiência didática desenvolvida durante 12 semanas na sala de aula e depois foram entrevistados 27 docentes do Ensino Fundamental e Médio. O questionário recolheu informação sobre atividades de sala de aula realizadas, processos criativos realizados, estratégias de ensino adoptadas, recursos de sala de aula e utilização de software nas atividades.  Resultados.  Os resultados mostram: 1) um estilo de gestão do corpo docente; 2) atividades criativas que se limitaram principalmente a imagens sonoras e histórias; 3) uma dedicação de hora em classe média-baixa; 4) percepções positivas sobre o trabalho cooperativo e a criatividade do grupo de estudantes; 5) uma avaliação positiva do software; 6) um grande número de problemas de compreensão de software.  Conclusões.  Sugere-se a necessidade de um maior envolvimento do corpo docentes nos processos de composição criativa, bem como de mais e melhor formação tecnológica para docentes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Creatividad]]></kwd>
<kwd lng="es"><![CDATA[estrategias educativas]]></kwd>
<kwd lng="es"><![CDATA[educación musical]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="en"><![CDATA[Creativity]]></kwd>
<kwd lng="en"><![CDATA[educational strategies]]></kwd>
<kwd lng="en"><![CDATA[music education]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
<kwd lng="pt"><![CDATA[Criatividade]]></kwd>
<kwd lng="pt"><![CDATA[estratégias educativas]]></kwd>
<kwd lng="pt"><![CDATA[educação musical]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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