Rhythm teaching strategies in primary education: An exploratory study with Mexican teachers

Öz

Rhythmic training in primary music education is essential for the development of perceptual and expressive skills. This study is based on previous research conducted in Chile, adopting its theoretical foundations and purposes to explore similar elements in Mexico. The aim is to identify and analyze the ways in which Mexican Primary Education teachers approach rhythm in the classroom, contrasting their perceptions with previous findings linked to the cognitive processing of rhythm and related teaching strategies. Two focus groups were conducted with music teachers in Mexico, who shared experiences and practices related to their pedagogical approaches and resources used for rhythmic training. The teachers use methodologies adapted to the available resources and spaces, combining body movement, percussion with small instruments, and musical repertoires. Rhythm teaching relies on experiential approaches, although the effectiveness of these practices is hampered by the lack of infrastructure perceived by participants. Still, the use of popular repertoires, such as Cri-Cri music, facilitates a meaningful cultural connection in the classroom, while teaching strategies foster rhythmic comprehension in students and interconnect with findings in rhythmic cognition research.

Anahtar Kelimeler

• musical rhythm
• rhythmic training
• teaching strategies
• music teachers’ perceptions
• Mexico

İlköğretimde ritm öğretim stratejileri: Meksikalı öğretmenlerle yapılan keşifsel bir çalışma

Öz

İlköğretim müzik eğitiminde ritim eğitimi, algısal ve ifade becerilerinin gelişimi için çok önemlidir. Bu çalışma, Şili’de yapılan önceki araştırmalara dayanarak, teorik temellerini ve amaçlarını benimseyerek Meksika’daki benzer unsurları araştırmaktadır. Amaç, Meksikalı ilköğretim öğretmenlerinin sınıfta ritime yaklaşımlarını belirlemek ve analiz etmek, onların algılarını ritimin bilişsel işlenmesi ve ilgili öğretim stratejileriyle bağlantılı önceki bulgularla karşılaştırmaktır. Meksika’daki müzik öğretmenleriyle iki odak grup çalışması gerçekleştirilmiş ve öğretmenler, ritim eğitimi için kullandıkları pedagojik yaklaşımlar ve kaynaklarla ilgili deneyimlerini ve uygulamalarını paylaşmışlardır. Öğretmenler, mevcut kaynaklara ve alanlara uyarlanmış metodolojiler kullanmakta, vücut hareketleri, küçük enstrümanlarla perküsyon ve müzik repertuarlarını bir araya getirmektedir. Ritim öğretimi deneyimsel yaklaşımlara dayanmaktadır, ancak katılımcıların algıladığı altyapı eksikliği bu uygulamaların etkinliğini engellemektedir. Yine de, Cri-Cri müziği gibi popüler repertuarların kullanılması, sınıfta anlamlı bir kültürel bağlantı kurmayı kolaylaştırırken, öğretim stratejileri öğrencilerin ritim anlayışını geliştirir ve ritim biliş araştırmalarındaki bulgularla bağlantılıdır.

Anahtar Kelimeler

• müzikal ritim
• ritmik antrenman
• öğretim stratejileri
• müzik öğretmenlerinin algıları
• Meksika

Kaynakça

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