Publication: La psicología de la música en la Educación Primaria: el desarrollo musical de seis a doce años
Authors
Lacárcel Moreno, Josefa
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El niño entre los seis y doce años se encuentra en un período de desarrollo en el que va a sufrir, en primer lugar, el paso de un pensamiento pre-operatorio al operacional concreto y, en segundo lugar, la maduración y transformación progresiva hacia una consciencia reflexiva de las estructuras. En música el niño pasa de la experiencia musical vivida en la Educación Infantil a un proceso que le permite emitir juicios reflexivos ante una situación perceptivo-musical, ya sea desde la perspectiva melódica, rítmica o de expresión musical. Superará en esta etapa los conceptos de cuantificación, que le permitirán comprender diversas manifestaciones musicales de nuestro sistema musical: métrica, agrupamientos rítmicos, cadencias melódicas, escritura musical, etc.
The child form six to twelve is in a developmental stage firstly he goes through a change from the pre-operative to the operative concrete thinking and then he undergoes a progressive transformation of maturation towards a reflexive awareness of structures. As far as the musical field is concerned the pupil goes from the musical experience of Infant school to a process that allows him to express reflective reasoning in a musical perceptive situation either from a melodie perspective and rhythmical perspective on from the view of musical expression. On this state he will master the quantification problems that will permit him to understand a wide range of musical aspects involved in our musical system: metrics, rhythmical groupings, melodic cadences, musical writing, etc.
The child form six to twelve is in a developmental stage firstly he goes through a change from the pre-operative to the operative concrete thinking and then he undergoes a progressive transformation of maturation towards a reflexive awareness of structures. As far as the musical field is concerned the pupil goes from the musical experience of Infant school to a process that allows him to express reflective reasoning in a musical perceptive situation either from a melodie perspective and rhythmical perspective on from the view of musical expression. On this state he will master the quantification problems that will permit him to understand a wide range of musical aspects involved in our musical system: metrics, rhythmical groupings, melodic cadences, musical writing, etc.
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Citation
Revista interuniversitaria de formación del profesorado, V. 6(1), N. 13, 1992
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