Intervención rítmica con adolescentes: implicaciones para la eficacia y habilidades musicales

María Garcia Rodríguez; Sara Carvalho

doi:10.55777/rea.v19i37.8584

Authors

María Garcia Rodríguez Universidad Internacional de La Rioja, UNIR, España https://orcid.org/0000-0002-2365-3843
Sara Carvalho Universidade de Aveiro, INET-MD, Portugal https://orcid.org/0000-0003-4391-8498

DOI:

https://doi.org/10.55777/rea.v19i37.8584

Keywords:

informal rhythmic teaching, rhythmic skills, adolescents, musical intervention, cognitive enhancement

Abstract

Rhythm perception and reproduction are key skills in the musical, cognitive and motor development of adolescents. However, the impact of rhythmic learning in non-formal music teaching contexts has been little explored. This study analyzes how an intervention focused on rhythmic teaching can influence the rhythmic skills of Secondary Education students. A quasi-experimental pretest-posttest design was applied with a sample of 105 adolescents between 13 and 16 years old. Their rhythmic skills were evaluated before and after the intervention, using Student's t-test for related samples and a two-factor analysis of variance (ANOVA) to detect significant differences. The results showed a significant improvement (p < .001) in rhythmic skills post-intervention, with a large effect size (η²_p = .46). No significant differences were found as a function of age (p = .96) or gender (p = .12), although efficacy varied between rhythmic fragments, reaching up to 56% percentage improvement. In conclusion, the intervention was effective in improving rhythmic skills, suggesting that this approach can complement the teaching-learning processes of music in Secondary Education educational contexts.

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Author Biographies

María Garcia Rodríguez, Universidad Internacional de La Rioja, UNIR, España

Doctora en Educación por la Universidad Complutense de Madrid (UCM). Licenciada en Música en la especialidad de Clarinete (CSMC). Máster en Musicoterapia Avanzada y Aplicaciones (UAM). Máster en Formación del Profesorado (UCAM). Tiene una amplia experiencia como docente en diferentes ámbitos de la enseñanza musical, así como en la práctica de la Musicoterapia. Es miembro del grupo de investigación FORMUSIC (UNIR) así como del Proyecto de Transferencia e Investigación “TCANTO” (UNIR 2025-2027). Cuenta con publicaciones en revistas indexadas en JCR y Scopus y es revisora en importantes revistas como Psychology of Music, Clinical Child Psychology and Psychiatry, Pixel-Bit y The Arts in Psychotherapy. Ha sido ponente en numerosos congresos nacionales e internacionales. Actualmente, es Profesora Contratada Doctora en la Universidad Internacional de La Rioja (UNIR), ejerciendo docencia en diferentes títulos del Área de Música: Grado en Música, Máster en Musicoterapia y Máster en Pedagogía Musical.

Sara Carvalho, Universidade de Aveiro, INET-MD, Portugal

Compositora, profesora asociada de la Universidad de Aveiro e investigadora del Instituto de Etnomusicología - Centro de Estudios de Música y Danza (INET-MD). Como compositora, explora los procesos creativos asociados al gesto, la narrativa musical y la colaboración entre intérprete y compositor. Su obra cuenta con más de 90 composiciones interpretadas internacionalmente, con partituras publicadas por MIC.PT, Babel Scores y Wirripang. Sara participa activamente en la comunidad académica como organizadora y miembro de diversos comités científicos, congresos y revistas. Recientemente, organizó el "Simposio ACTUS: El público como intérprete" (2024), un evento vinculado a su proyecto financiado "ACTUS: El público como intérprete". Sus investigaciones se presentan en congresos internacionales y se publican en diversas revistas y libros, incluyendo la serie ASHGATE/SEMPRE Studies in The Psychology of Music e Imperial College Press.

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