Aesthetic appreciation of music and visual arts: Its relationship with affective communication in Early Education children
DOI:
https://doi.org/10.17561/rtc.25.7785Keywords:
affective communication., artistic appreciation, artistic languages, emotional learningAbstract
Art at the service of education, as an affective, effective and significant tool for learning and human development, motivated this research work. The aim was to demonstrate the incidence of musical and visual arts appreciation experiences in the development of affective communication in children from 4 to 5 years of age. Reading different papers about the subject, no studies were found in this regard, but evidence was found on the importance of affective development and its relationship with learning. The study of aesthetic appreciation and affective communication required theoretical study on these issues, plus those related to them: family, emotions, neuroscience, meaningful learning, mediation, artistic languages, among others. Once the didactic proposal was prepared by the researcher and validated by experts, a qualitative look was carried out, which allowed describing the perception of families, educators of the establishment, experts in the area of artistic languages and records of the implementation of the artistic experiences of the proposal. In the study, from a quantitative point of view, an elaborated and validated instrument was used, which measured the development of affective communication in children from 4 to 5 years of age. It was applied before, during and after the experiences of aesthetic appreciation. The triangulation, analysis and interpretation of the different qualitative sources, allowed us to conclude the existence of a positive relationship between the experiences of artistic appreciation and affective communication. And, from the quantitative point of view, the incidence of the variable "experiences of artistic appreciation" was appreciated in the variable "affective communication", by applying a Student's t test that showed a significant difference between the first and the third measurement. The main conclusion is the need to investigate the relevance of artistic languages as a didactic strategy in early childhood education and possibly in all human education.
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