Singing and vocal instruction in primary schools: an analysis from six case studies in Spain

Cuadrado Fernández, Albina; Rusinek Milner, Gabriel Enrique

Singing and vocal instruction in primary schools: an analysis from six case studies in Spain

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https://www.cambridge.org/core/journals/british-journal-of-music-education/article/singing-and-vocal-instruction-in-primary-schools-an-analysis-from-six-case-studies-in-spain/BD992D784B1083DB0C4BE9A99F714366

Publication date

2016

Authors

Cuadrado Fernández, Albina

Rusinek Milner, Gabriel Enrique

Publisher

Cambridge University Press

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https://hdl.handle.net/20.500.14352/94379

Citation

Cuadrado, A., & Rusinek, G. (2016). Singing and vocal instruction in primary schools: an analysis from six case studies in Spain. British Journal of Music Education, 33(1), 101-115. https://doi.org/10.1017/s0265051715000273

Abstract

This is an analysis of how specialist music teachers sing and teach how to sing, based on data collected from six case studies carried out in Spanish primary schools. The study aimed at understanding classroom singing practices, and in particular the provision or absence of vocal instruction in relation with teachers’ singing models. The findings support claims for thorough vocal training in the preparation of music teachers to enable them to face the challenges of the profession. Also suggested is the need to provide them with a coherent theoretical framework about the teaching and learning of singing.
En este estudio se presenta un análisis de cómo cantan y enseñan a cantar los profesores especialistas en educación musical a través de seis estudios de caso realizados en escuelas de educación primaria en la Comunidad de Madrid (España). Este trabajo tiene como objetivo analizar y comprender la presencia o ausencia de canto y de instrucción vocal en las aulas de educación primaria. Los principales hallazgos de este estudio están relacionados con la importancia de los modelos vocales que ofrecen los docentes en el aula y con los diferentes estilos de didáctica del canto que utilizan. Todo ello sugiere que han de recibir una formación vocal exhaustiva para hacer frente a los desafíos de la profesión en tanto que usuarios de la voz profesional y profesores de música, a través de marcos de referencia teórico-prácticos basados en la investigación sobre la enseñanza y aprendizaje del canto en educación primaria. Esto sugiere que, los futuros docentes, han de recibir una formación vocal exhaustiva para hacer frente a los desafíos de la profesión en tanto que usuarios de la voz profesional y profesores de música. Todo ello a través de marcos de referencia teórico-prácticos basados en la investigación que proporcionen una formación individual sólida así como recursos y herramientas didácticas específicas en materia vocal para poder implementar en un futuro en las aulas de educación primaria.

Description

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