Validación de un modelo de enseñanza musical para la educación en general
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Date
2024
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Abstract
Introducción: El presente artículo revisa el estado del arte en base a la visión actual y antiguade la enseñanza de la música, mostrando concordancias y discordancias, con el objetivo deconstruir y validar un modelo de enseñanza de la música. Metodología: Se realizó una revisiónde literatura para determinar las categorías de construcción y posterior diseño del modelo, elcual fue validado por docentes de distintos rangos etarios de la educación. Resultados: Semuestra una valoración alta al modelo en sí mismo, así como también, por el lado contrario,algunas discrepancias para docentes de enseñanza formal y no formal. Asimismo, existió unatensión entre si el uso de la teoría de la música es estrictamente necesaria en la educación, asícomo el orden jerárquico en interpretación musical respecto al ritmo, melodía y armonía,respectivamente. Discusión: Según lo relevado en este estudio, el modelo se valida para todonivel educativo, y, además, los paradigmas antiguos y modernos pueden convivir en vez deser excluyentes. Conclusiones: Un modelo para la enseñanza de la música en general en elsiglo XXI debe tener la suficiente flexibilidad para que cada docente lo utilice confiando en suexperticia.
Introduction: The present article reviews the state of the art on both current and historical views on music education, highlighting agreements and disagreements, with the aim of constructing and validating a model for music teaching. Methodology: A thorough literature review was conducted to determine the construction categories and subsequent design of the model, which was then validated by teachers from different age groups within the education sector. Results: There is a high valuation of the model itself, but on the other hand, there are some discrepancies for teachers of formal and non-formal education. Additionally, there was tension regarding whether the use of music theory is strictly necessary in education, as well as the hierarchical order in music concerning rhythm, melody, and harmony, respectively. Discussions: According to the findings of this study, the model is validated for all educational levels. Furthermore, both old and modern paradigms can coexist instead of being mutually exclusive. Conclusions: A model for general music teaching in the 21st century must be flexible enough for each teacher to use it confidently, relying on their expertise.
Introduction: The present article reviews the state of the art on both current and historical views on music education, highlighting agreements and disagreements, with the aim of constructing and validating a model for music teaching. Methodology: A thorough literature review was conducted to determine the construction categories and subsequent design of the model, which was then validated by teachers from different age groups within the education sector. Results: There is a high valuation of the model itself, but on the other hand, there are some discrepancies for teachers of formal and non-formal education. Additionally, there was tension regarding whether the use of music theory is strictly necessary in education, as well as the hierarchical order in music concerning rhythm, melody, and harmony, respectively. Discussions: According to the findings of this study, the model is validated for all educational levels. Furthermore, both old and modern paradigms can coexist instead of being mutually exclusive. Conclusions: A model for general music teaching in the 21st century must be flexible enough for each teacher to use it confidently, relying on their expertise.
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Modelo, Música, Enseñanza, Inicial, Básica, Media, Superior, No-formal, Model, Music, Teaching, Preschool, Primary, Secondary, Bachelor, Non-formal