Métodos de enseñanza inicial del violín en Barranquilla: Un estudio de caso
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Fecha
2021
Autores
Flórez Oyaga, Luz Ángela
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El propósito de la investigación fue conocer cuales son los métodos de
iniciación al violín que utilizan los docentes en Barranquilla, además de por qué y
cómo utilizan estos métodos. El diseño de la investigación es un estudio de caso.
Para cumplir con los objetivos se hizo un análisis de 5 metodologías de iniciación al
violín, además, se crearon dos instrumentos que fueron aplicados a 10 docentes de
la ciudad.
Se encontró que todos los docentes utilizan la metodología Suzuki, las
diferencias están en el papel que le otorgaban a esta, así algunos la utilizan
únicamente por el repertorio, otros afirman seguir con la programación didáctica
como lo indica la metodología. También se mencionaron otras metodologías como
Wolfhart y Rolland. Sobre los criterios tenidos en cuenta para seleccionar una
metodología se encontró que estos eran: la edad del estudiante, el repertorio que
propone el método, el objetivo previo del estudiante, las herramientas que ofrece la
metodología, y la propuesta que tiene este sobre cómo abordar una temática.
Además, se generó como producto “Guía para los procesos de enseñanza de
iniciación al violín” que contiene orientaciones pedagógicas sobre las 5
metodologías analizadas en esta investigación, así como las consideraciones
obtenidas en los resultados. Se señala la utilidad de estos resultados para actuales
y futuros procesos en los que servirán como insumos al momento de los docentes
estructurar su proceso de enseñanza, además de realizar las adaptaciones que
sean pertinentes teniendo en cuenta una actuación intencionada.
The purpose of the research was to know which are the violin initiation methods used by teachers in Barranquilla, as well as to know why and how they use these methods in their practices. The design of the research is a study case. To accomplish the objectives an analysis of 5 violin initiation methodologies was made. The sample consisted of 10 teachers to whom a checklist and an interview were applied. These with the objective of knowing the technical, pedagogical and didactic characteristics that they consider, besides learning about their experience as violin teachers in this level in the city of Barranquilla. It was found that all teachers use the Suzuki methodology, the differences are in the role they gave it, so few use it only for the repertoire, others claim to continue with the didactic programming as indicated by the methodology. Other methodologies such as Wolfhart and Rolland were also mentioned. Regarding the criteria taken to select a methodology, it was found that these: the age of the student, the repertoire that the method proposes, the student's previous objective, the tools offered by the methodology, and the proposal that it has on how to address a theme. In addition, the product "Guide for the violin initiation processes" was generated, which contains pedagogical guidelines on the 5 methodologies analyzed in this research in addition to the considerations obtained in the results.The usefulness of these results for actual and future processes is pointed out, in which they will serve as inputs when teachers structure their teaching process in addition to making the appropriate adaptations taking into account an intentional action.
The purpose of the research was to know which are the violin initiation methods used by teachers in Barranquilla, as well as to know why and how they use these methods in their practices. The design of the research is a study case. To accomplish the objectives an analysis of 5 violin initiation methodologies was made. The sample consisted of 10 teachers to whom a checklist and an interview were applied. These with the objective of knowing the technical, pedagogical and didactic characteristics that they consider, besides learning about their experience as violin teachers in this level in the city of Barranquilla. It was found that all teachers use the Suzuki methodology, the differences are in the role they gave it, so few use it only for the repertoire, others claim to continue with the didactic programming as indicated by the methodology. Other methodologies such as Wolfhart and Rolland were also mentioned. Regarding the criteria taken to select a methodology, it was found that these: the age of the student, the repertoire that the method proposes, the student's previous objective, the tools offered by the methodology, and the proposal that it has on how to address a theme. In addition, the product "Guide for the violin initiation processes" was generated, which contains pedagogical guidelines on the 5 methodologies analyzed in this research in addition to the considerations obtained in the results.The usefulness of these results for actual and future processes is pointed out, in which they will serve as inputs when teachers structure their teaching process in addition to making the appropriate adaptations taking into account an intentional action.
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Palabras clave
Métodos de enseñanza, Violín, Aprendizaje inicial, Educación musical, Teaching methods, Musical education, Learning
