Aprendizaje musical a través de la docencia compartida con estudiantes de secundaria

Abstract

This article describes a pedagogical practice of musical learning in a Chilean context where the teacher shares the teaching with a group of high school students, who teach their classmates the basic structure of a song. This innovative practice fosters a different way of teaching music, where the teacher is no longer the only person in charge of the class, as it is usually done. The proposal made in the selected context not only provides students with a new chance to interact with their peers in the classroom, but it also gives them a new possibility to build musical knowledge. Although similar results were obtained when evaluating students working either with co-teachers or when doing it in the regular way, the implementation of this innovative practice has given students varied occasions for interaction that are not usually generated in a regular class. It has also given co-teachers the opportunity to learn better, and it has benefited tutored students by generating more active teaching encounters.