School-University Partnerships

Emparejamientos Escuelas-Universidades

Public School - Private Univeristy Partnerships

As part of a Collaborative Action Research Process, by joining forces between university-based researchers and public school educators we were able to design, implement, and assess the impact of curricular interventions. The processes were oriented toward fulfilling the collective needs of students, teachers, and researchers involved.

Music Technology Curriculum Inquiry Using the National Standards and Learning Domains

Music Technology Curriculum Inquiry Using the National Standards and Learning Domains (FMEA Poster)
Music Technology Curriculum Inquiry Using the National Standards and Learning Domains (FMEA Abstract).pdf

We collaborated to study a music technology curriculum where we learned that the changes we implemented led to creative and joyful environments for students. We also realized collaborating in the curriculum design process helped transition towards a project-based approach, and learned how selected national standards (music technology-creating) related with the proposed objectives designed in the curriculum.

Colaboramos para estudiar un currículo de tecnología musical donde aprendimos que los cambios que implementamos llevaron a entornos creativos y alegres para los estudiantes.. También nos dimos cuenta de que colaborar en el proceso de diseño curricular ayudó a la transición hacia un enfoque basado en proyectos, y aprendimos cómo los estándares nacionales seleccionados (creación de tecnología musical) se relacionaban con los objetivos propuestos en el plan de estudios.

Implementing Music Technology In Upper Elementary Grades

Implementing Music Technology Units in Upper Elementary Grades.pdf

In this presentation, we turned part of our findings into practical strategies as well as made public our curriculum design. To access supplemental materials: https://drive.google.com/drive/folders/1BFKhNnXVBhj7KVjUNOEmLU2SKrJ_ZP4X?usp=sharing

En esta presentación, convertimos parte de nuestros hallazgos en estrategias prácticas y también hicimos público el diseño curricular. Para acceder a materiales complementarios: https://drive.google.com/drive/folders/1BFKhNnXVBhj7KVjUNOEmLU2SKrJ_ZP4X?usp=sharing

Rap Education: Struggle, Freedom, and Creativity

In this article we dove deeper to understand the particularities of rap in the context of music classrooms in the public school. With rap, often popular in many cities, music educators are confronted with tensions which can be ethically and methodologically difficult to face. We used a another cycle of reflection on our practical process to learn about rap education.

En este artículo profundizamos para comprender las particularidades del rap en el contexto de las aulas de música en la escuela pública. Con el rap, a menudo popular en muchas ciudades, los educadores musicales se enfrentan a tensiones que pueden resultar éticamente y metodológicamente difíciles de afrontar. Usamos otro ciclo de reflexión sobre nuestro proceso práctico para aprender sobre la educación del rap.

Rubio Carrillo, V. M., & Argueta, J. (2021). Rap education: Struggle, freedom, and creativity. Florida Music Director, (74)6. 18–23. https://issuu.com/cfaefl/docs/florida_music_director_feb-march_2021?fr=sMjBlZTIwMTc4MDA


Reflective Teaching Practices: Creativity, Standards, and Educational Domains

Music Standards, Educational Objectives, and Reflective Practices in Early Elementary Music - FMEA Poster (Víctor Rubio and Natalie Lopez).pdf
Music Standards, Educational Objectives, and Reflective Practices in Early Elementary Music (Víctor Rubio and Natalie Lopez).pdf

In a second-grade class, we collaborated to develop a curriculum which showed that creativity-based environments were able to reduce violent tendencies that some students were displaying. We also realized that having a system of support can be empowering for music educators, and managed to raise further hypotheses related to music standards (national and state) and their relationship with the cognitive, affective, and psychomotor learning domains.

En una clase de segundo grado, colaboramos para desarrollar un currículo que demostró que los entornos basados ​​en la creatividad podían reducir las tendencias violentas que mostraban algunos estudiantes. También nos dimos cuenta de que tener un sistema de soporte puede ser empoderador para los educadores musicales, y logramos plantear más hipótesis relacionadas con los estándares musicales (nacionales y estatales) y su relación con los dominios de aprendizaje cognitivo, afectivo y psicomotor.