DIDACTIC STRATEGIES TO PROMOTE MUSICAL ABILITIES IN UNIVERSITY STUDENTS OF ELEMENTARY EDUCATION

Abstract

Most Spanish universities do not require musical knowledge for the admission of students in the Bachelor's Degree in Primary Education who choose Music as their specialisation. This fact poses a dilemma for the teaching practice of music subjects, in which musical instruction is required. The most frequented musical form in the primary grade is songs, a musical tool of enormous educational resources. Here we present a constructivist action-research proposal whose purpose is to train students musically from a practical approach through songs. This formative model has been contrasted with another one that does not expressly intend to instruct in musical aspects, which is more playful and based on repetition and imitation procedures. A control group and an experimental group were used, and three expert judges evaluated the interpretation of songs by means of an analytical rubric before and after the intervention. The Kendall's w coefficient of agreement was estimated and the data were analyzed with the Student's t-test. A significant improvement was obtained in relation to the control group in the variables rhythm, vocal quality and dynamics. To a lesser extent there were changes in the variables intonation and diction.

A significant improvement was obtained in relation to the control group in the variables rhythm, vocal quality and dynamics. To a lesser extent there were changes in the variables intonation and diction.