Diagnóstico de la creación musical en el aula de educación secundariapercepción técnica y planteamiento pedagógico del profesorado en la Comunidad Autónoma de Galicia

Abstract

Dynamisation of musical creation proposals in the school environment acquires an irreplaceable value in cognitive, socio-affective and musical development of students. However, the appropiate implementation of the process requires effective planning and leading by the teacher, enabling democratic access adapted to the musical knowledge of the average student. The objective of this thesis is to establish a diagnosis of the state of musical creation in the secondary school classroom in Galicia through the technical perception and pedagogical approach of the music teachers. Through a mixed methodological approach, the competence of teachers is analyzed from a triple approach: the perceived preparation based on initial training, the ideal importance given with respect to professional requirements and the use assumed in practice. Participating teachers manifest a deficient technical and pedagogical training for creation, as well as they refer a sporadic and/or simplified approach to proposals generally promoted in a directive or imitative way. Results allow to detect idiosyncratic limitations in the reality studied, concluding that the search for a methodological openness requires a related commitment on the part of the administrations and teaching staff