Principios del uso del método Kodály en la educación musical china: síntesis de elementos educativos tradicionales de la cultura musical china y los enfoques de enseñanza musical de Zoltan Kodály

• Chang Liu ^[1]
  1. [1] Academia de Música y Danza, Universidad de Hulunbuir
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 36, Nº 2 (Nùmero Monográfico: Cultura y Educación viaja a China), 2024, págs. 394-418
• Idioma: español
• Texto completo no disponible (Saber más ...)
• Resumen

  • El artículo mide la eficacia y los principios básicos del uso del método de Kodály en la educación musical china. El estudio se llevó a cabo entre 186 estudiantes de música de primer año en universidades chinas. La metodología implicó las siguientes técnicas: metodología para la evaluación de la motivación del alumno (AA Rean, VA Yakunin, modificada por NC Badmaeva), metodología para motivar a los estudiantes a estudiar en la universidad (TN Ilyina), Test de Creatividad de G. Davis. Los logros de aprendizaje se evaluaron con promedios de calificaciones y los resultados de los exámenes. Los hallazgos de la investigación demuestran el impacto de la metodología de Kodály en los componentes motivacionales y creativos del aprendizaje. La nota media del grupo en la escala "Metodología para motivar a los estudiantes a estudiar en la universidad" aumentó: de 4,2 ± 0,2 a 4,8 ± 0,1 en "Comunicación", de 4,5 ± 0,2 a 4,8 ± 0,1 en "Competencia", de 4,5 ± 0,2 a 4,8 ± 0,1 en "Aprendizaje y motivación cognitiva". El enfoque de Kodály, basado en la inclusión de canto, ritmo, movimiento y otros ejercicios complementarios en la educación musical, así como música folclórica auténtica, contribuye a la eficacia del aprendizaje.

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