La improvisación melódica como herramienta pedagógica complementaria para la iniciación musical en el piano en niños de 4 a 8 años
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Resumen
The pedagogical experience of musical initiation in children, during the last five years, has shown me that traditional education limits the creative horizons instead of expanding the artistic perspectives. Every child has within themselves the possibility of musical creation. Listening, watching, respecting and appreciating this individual universe, establishes the origin of this proposal. The goal of this assignment is to propose a methodological design for piano improvisation practice, as a complementary way of a receptive learning process in children from 4 to 8 years old, where it is possible to apply technical and interpretative concepts that are proper of music. This design is based on the mother tong´s philosophy: an intuitive learning, based on the creation of stories with a musical representation. In this “learning by discovery”, the students also acquire a disciplined attitude, corporal relaxation, and the sensation of the tonal center. As a conclusion it´s seen that improvisation can become a potential pedagogical tool for musical initiation in the piano, because it generates freedom and joy, benefiting all learning processes for music.The experimentation was executed with workshops directed to students initiating their process in piano at the Allegreto Academie.