Sistematización de una experiencia pedagógica que tiene como eje central el juego, el ritmo y el canto en la enseñanza de la música en niños en iniciación musical, transversalizada por los métodos Suzuki, Dalcroze y Orff

Abstract

The following monograph pretends to place in a preponderant place three items and that for the music teacher it should be when pretending to be a teacher of children in musical initiation: rhythm, song and play, fulfilling the latter the important function of exercising as cohesive element of the previous two. It is not at all a pedagogical treaty nor a manual of didactic exercises, but the author does pick up through the own experiences that both as a student and as a teacher he has been traveling throughout his own life, perhaps without knowing at first that this trip in itself would become a resource that would feed in his life after his way of teaching class; In addition, the very importance of the professor as the supremely observant, analytical and constructive critic character of the apprentices he has to his credit is implicitly questioned. The pedagogies and some other important references that are named, are appearing in the chronological order that gives the same process of the life of the writer of the project, without pretending to do a deep analysis or description of them, but if wanting to highlight the deepest ideas that it characterizes them. Finally, there is evidence of the systematization exemplifying a real session before children of musical initiation, which leads to draw the respective conclusions and proposals.