La iniciación musical a través de entornos virtuales, como estrategia pedagógica para el aprendizaje en los estudiantes de nivel preescolar.

Abstract

Through this Comprehensive Teaching Practice, we wanted to give a process of "Musical Initiation", with the children of the preschool grade, in the Simón Bolívar Integrated School, as a strategy to stimulate learning in all areas, taking into account that they had not received music classes within their pedagogical activities. To develop this comprehensive teaching practice proposal, it was considered pertinent to apply the method of Shinichi Suzuki and Estela Cabezas, using the body as a basic instrument to develop rhythm, alternative instruments such as the guasá, drum, harpsichord, melodic instrument such as the flute and instrument of accompaniment like guitar. To illustrate this work, guides, colors, vinyls, colored paper, recyclable material, didactic sheets, songs and rounds allusive to musical notes were used. In addition, during the development of the Comprehensive Teaching Practice, the composition of songs was used to facilitate the musical themes addressed and children's stories that captured the attention of the students; In addition to making them known and practicing within the meetings held through the Zoom platform, these digital educational 12 resources were left to the facilitator teacher and the coordinator of the Simón Bolívar Integrated School, in order to continue strengthening the musical process that was started. Implementing the musical initiation in preschool children at the Simón Bolívar Integrated School, made the socio-affective part of the children stimulate, since, in these current conditions as a result of the health emergency that has brought the Covid 19 pandemic, the arts have been great support to complement the pedagogical processes of children and young people.