<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672017000100265</article-id>
<article-id pub-id-type="doi">10.23913/ride.v7i14.284</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desarrollo de la creatividad en la primaria a partir del cuento musical]]></article-title>
<article-title xml:lang="en"><![CDATA[Creativity development in primary school throughout musical story]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento da criatividade na primária do conto musical]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borislavovna Borislova]]></surname>
<given-names><![CDATA[Nadezhda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>7</volume>
<numero>14</numero>
<fpage>265</fpage>
<lpage>298</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672017000100265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672017000100265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672017000100265&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En años recientes se puede observar un creciente interés por estudiar a las personas creativas desde distintos enfoques y perspectivas, así como el rol y la función que la escuela tiene en todos los niveles educativos para el desarrollo de la creatividad. La creatividad es abordada y estudiada no solamente por los psicólogos, también por educadores, artistas, filósofos, biólogos, empresarios, entre otros. En las primeras dos décadas del siglo XXI, la creatividad se ha vuelto un sinónimo de educación, porque existe una necesidad urgente de educar a nuestros niños y jóvenes de una forma creativa, cambiar los esquemas convencionales por los esquemas del pensamiento divergente, creativo y original que incentive el estudio y desarrollo de la creatividad. Escuchar el cuento musical como parte de las actividades de la educación artística dentro del currículo escolar, es una herramienta muy valiosa para el desarrollo de este potencial. El análisis de los resultados del estudio realizado con 582 niños de 1º a 6º grado de una escuela primaria pública de la ciudad de Puebla, conduce a la necesidad de incluir el cuento musical como parte del currículo de la educación artística. A pesar de una gran variedad del acervo literario-musical que nos ha dejado la historia, sobre todo en los últimos años. El cuento musical, por diversas razones, aún no ha sido explorado y utilizado con fines pedagógicos en la educación primaria. Por lo tanto, este trabajo plantea la necesidad de generar líneas de investigación específicas, enfocadas al estudio y desarrollo de la creatividad a partir de las artes que permitan el desarrollo integral de los niños en la educación básica a nivel primaria, al demostrarse que el cuento musical grabado motivó una transformación estadísticamente considerable del promedio de puntaje de creatividad (mismo que se incrementó de forma estadísticamente significativa en el post-test) en los grados 1º, 2º, 4º y 5º en específico, y al juntar a todos los niños de todos los grados (1º al 6º) que tomaron el test después del cuento musical.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In recent years we can see a growing interest in studying creative people from different viewpoints and perspectives, as well as the role and function of the school at all educational levels for the development of creativity. Creativity is approached and studied not only by psychologists, but also by educators, artists, philosophers, biologists, entrepreneurs, among others. In the first two decades of the 21st century, creativity has become synonymous of education, because there is an urgent need to educate our children and young people in a creative way, to change conventional schemes by divergent, creative and original thinking schemes which encourages the study and development of creativity. The development of creativity depends on the opportunities the child has to experiment with his fantasy and imagination. Listening to the musical story as part of artistic education activities within the school curriculum is a very valuable tool for the development of this potential. The results analysis of the study carried out with 582 children from 1st to 6th grade of a public primary school in the Puebla city, leads to the need to include the musical story as part of the curriculum of artistic education. Despite a great variety of literary-musical heritage that has left us the history, especially in recent years, the musical story, for various reasons, has not yet been explored and used for educational purposes in elementary education. Therefore, this work raises the need to generate specific research lines, focused on the study and development of creativity based on the arts that allow the integral children development in basic education at primary level, demonstrating that the recorded musical story motivated a statistically significant transformation of the average of the creativity score (which increased in a statistically significant way in the post-test) in grades 1, 2, 4 and 5 in specific, and bringing together all The children of all grades (1st-6th) who took the test after the musical story.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nos últimos anos, pode-se observar um crescente interesse em estudar pessoas criativas de diferentes abordagens e perspectivas, bem como o papel e função que a escola tem em todos os níveis educacionais para o desenvolvimento da criatividade. A criatividade não só é abordado e estudado por psicólogos, também por educadores, artistas, filósofos, biólogos, empresários, entre outros. Nas duas primeiras décadas do século XXI, a criatividade se tornou sinônimo de educação, porque há uma necessidade urgente de educar nossos filhos de uma forma criativa, alterar os esquemas convencionais por esquemas de pensamento divergente, criativa e original que incentiva o estudo e desenvolvimento de criatividade. Ouça o conto musical como parte das atividades de educação artística no currículo escolar, é uma ferramenta muito valiosa para o desenvolvimento deste potencial. A análise dos resultados do estudo com 582 crianças de 1ª a 6ª série de uma escola pública na cidade de Puebla, leva à necessidade de incluir o conto musical como parte do currículo da educação artística. Apesar de uma variedade de herança literária e musical que nos deixou a história, especialmente nos últimos anos. O conto musical, por diversas razões, ainda não foi explorado e utilizado para fins educacionais no ensino primário. Portanto, este artigo discute a necessidade de desenvolver linhas específicas de investigação incidiu sobre o estudo e desenvolvimento da criatividade das artes que permitam o desenvolvimento integral das crianças na educação básica no nível elementar, para provar que a história música gravada levou a uma criatividade médio estatisticamente significativa ponto de transformação (o mesmo que aumentou de forma estatisticamente significativa no pós-teste) em graus 1, 2, 4 e 5, em particular, e para reunir todos os filhos de todos notas (1 a 6) que fizeram o teste depois que a história musical.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[cuento musical]]></kwd>
<kwd lng="es"><![CDATA[creatividad en la primaria]]></kwd>
<kwd lng="es"><![CDATA[cuento y música]]></kwd>
<kwd lng="en"><![CDATA[musical stories]]></kwd>
<kwd lng="en"><![CDATA[creativity at primary school]]></kwd>
<kwd lng="en"><![CDATA[stories and music]]></kwd>
<kwd lng="pt"><![CDATA[conto musical]]></kwd>
<kwd lng="pt"><![CDATA[criatividade no ensino primário]]></kwd>
<kwd lng="pt"><![CDATA[história e música]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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