dc.rights.license | Atribución 4.0 Internacional (CC BY 4.0) | spa |
dc.contributor.advisor | Cano, Luz Marina | |
dc.contributor.author | Jurado M., Gabriela del Mar | |
dc.date.accessioned | 2024-06-28T14:23:13Z | |
dc.date.available | 2024-06-28T14:23:13Z | |
dc.date.issued | 2024-06 | |
dc.identifier.citation | Jurado M., Gabriela del Mar. (2024). El círculo del cuidado integral en el estudiante de música. Fundación Universitaria Juan N. Corpas. | spa |
dc.identifier.uri | https://repositorio.juanncorpas.edu.co/handle/001/234 | |
dc.description | Ilustraciones, gráficas y tablas | spa |
dc.description.abstract | The objective of this research was to contribute to the improvement of the lives of musicians and performers, through the
musicians, through the awareness of the different processes that they go through, since they definitely transcend the musical
definitely transcend the level of musical interpretation. It is sought then that in the
The educational process seeks to recognize musicians as integral beings.
The professional life of a classical music performer begins at a very early age,
when he/she starts with his/her instrument or in other aspects of musical training, which means to introduce relevant changes in his/her routines and
relevant changes in their routines and lifestyle, such as getting enough sleep, knowing when to rest, stretching
when to rest, stretching correctly, making an effort to organize your life, so that the
to organize their life, so that their habits are in line with their instrumental practice. | eng |
dc.description.abstract | Esta investigación tuvo como objetivo aportar al mejoramiento de la vida de los músicos intérpretes, a través de la conciencia de los distintos procesos que estos atraviesan ya que definitivamente trascienden el plano de la interpretación musical. Se busca entonces que en el proceso educativo se reconozca a los músicos como seres integrales. La vida profesional de un intérprete de música clásica empieza desde muy temprana edad, cuando inicia con su instrumento o en otros aspectos de la formación musical, lo que significa introducir cambios relevantes en sus rutinas y estilo de vida, como dormir bien, saber cuándo descansar, realizar los estiramientos de manera correcta, dedicar esfuerzo para organizar su vida, con el fin de que los hábitos sean acordes con la práctica instrumental. | spa |
dc.format.extent | 49 hojas | spa |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | spa | spa |
dc.publisher | Fundación Universitaria Juan N. Corpas | spa |
dc.rights | Todos los derechos reservados conforme a la ley. Se permite la reproducción citando fuente. El pensamiento que se expresa en esta obra, es exclusiva responsabilidad de los autores y no compromete la ideología de la Fundación Universitaria Juan N. Corpas. | spa |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | spa |
dc.title | El círculo del cuidado integral en el estudiante de música | spa |
dc.type | Trabajo de grado - Pregrado | spa |
dcterms.audience | Comunidad académica universitaria | spa |
dc.description.degreelevel | Pregrado | spa |
dc.description.degreename | Maestro en Música | spa |
dc.description.edition | 1 edición | spa |
dc.description.program | Música | spa |
dc.identifier.instname | Fundación Universitaria Juan N. Corpas | spa |
dc.identifier.reponame | Repositorio Institucional Fundación Universitaria Juan N. Corpas | spa |
dc.identifier.repourl | https://repositorio.juanncorpas.edu.co/ | spa |
dc.publisher.faculty | Escuela de Música | spa |
dc.publisher.place | Bogotá D.C. | spa |
dc.relation.indexed | RedCol | spa |
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wellbeing in professional and nonprofessional musicians. Psychology of Music,
51(2), 508-522. https://doi.org/10.1177/03057356221096506 | spa |
dc.relation.references | Meneses, M. L. (2011). El rescate de los valores humanos en la formación del músico. Revista
Educación, 21(1), 81–89. https://doi.org/10.15517/revedu.v21i1.6870 | spa |
dc.relation.references | Montero, R. (2022). El peligro de estar cuerda. Seix Barral. | spa |
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dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.subject.proposal | música clásica | spa |
dc.subject.proposal | interpretación musical | spa |
dc.subject.proposal | formación musical | spa |
dc.subject.proposal | exigencia académica | spa |
dc.subject.proposal | apoyo emocional | spa |
dc.subject.proposal | classical music | eng |
dc.subject.proposal | musical interpretation | eng |
dc.subject.proposal | musical training | eng |
dc.subject.proposal | academic demand | eng |
dc.subject.proposal | emotional support | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_7a1f | spa |
dc.type.coarversion | http://purl.org/coar/version/c_970fb48d4fbd8a85 | spa |
dc.type.content | Text | spa |
dc.type.driver | info:eu-repo/semantics/bachelorThesis | spa |
dc.type.redcol | https://purl.org/redcol/resource_type/TP | spa |
dc.type.version | info:eu-repo/semantics/publishedVersion | spa |
dc.rights.coar | http://purl.org/coar/access_right/c_14cb | spa |
dc.subject.tdc | Estilos musicales - Clasicismo (música) | |
dc.subject.tdc | Música - Enseñanza | |
dc.subject.tdc | Emociones - Trastornos | |
dc.subject.tdc | Psicología de la educación - Motivación en la educación | |
dc.subject.tdc | Musical styles - Classicism (music) | |
dc.subject.tdc | Music - Teaching | |
dc.subject.tdc | Emotions - Disorders | |
dc.subject.tdc | Educational psychology - Motivation in education | |