Music is born with us. The mother's heartbeat is our first percussion and our money in her womb our first choreography. Then palms clicks, mumbling, swaying and falling. Everything is music education but then systematically restricted to the preparation of school events and the media to repeat imposed by the recording market.
If something should be proposed since the areas linked to school curriculum or teaching music within the private sector in all its forms is the child's experiential contact with the SOUND from and beyond auditory perception, in a constant intervention OWN BODY AND THE REST OF THE SENSES, and with great stimulation to the MOTION and THE PROPER USE OF EQUIPMENT phonation. CONTENTS proposed development with the interrelated disciplines MUSIC in the artistic field, such as BODY and DANCE EXPRESSION. That is, to propose working from purely COLLABORATIVE projects. This integration occurs through multiple strategies: games, using voice, instruments, conventional or not, the exploration of the body in its reach and scope rhythmic sound of the unit itself phonation. That work includes auditory recognition, travel management, coordination, sound, gesture, and audio-motor coordination.
The design of a comprehensive music project for children should include slogans such as: recognize, respond, imitate, create, recreate, COORDINATE, CONNECT, DISCOVER, INVCORPORAR, Research, explore, based on a conception of human beings in relation to others.
With regard to the period of school entry is trying to regain, maintain and promote sound and musical expression, which currently seems to be lost or diluted after passage through kindergarten, by the small child's exposure to musical experiences to start primary schooling. This perceptual development is of vital importance to the reading-writing skills in this cycle, the child must include, in which the difficulties for the production of written messages clearly has its origin in speech rhythm disturbances, invalid registry breaks or motor difficulties.
When passing few years, these acquisitions may begin to sound world systematized, classified, valued and aesthetically challenged, in relation to identify elements of artistic language with previously recorded material from temporal-spatial experiences-bodily. The links with the other aspect at this stage reaches the beginning of his presence, being the child ages and mental and motor experience situations such as the early experience of choral singing, including simple forms of polyphony, or dance choreography traditional folklore.
attitudes promoted from such projects are quite encompassing: enjoy the production expressive value of teamwork, confidence in their ability, assessment of their own potential, assessment of the artistic languages \u200b\u200bin their communicative and representative aspects, autonomy and self-esteem. The latter is no less, and is the first step in the construction of the citizen as critical spectators, in the fierce media world where MASS is not always popular legitimacy, nor frequent quality parameters. Prof. Grace M.
Gutiérrez
If something should be proposed since the areas linked to school curriculum or teaching music within the private sector in all its forms is the child's experiential contact with the SOUND from and beyond auditory perception, in a constant intervention OWN BODY AND THE REST OF THE SENSES, and with great stimulation to the MOTION and THE PROPER USE OF EQUIPMENT phonation. CONTENTS proposed development with the interrelated disciplines MUSIC in the artistic field, such as BODY and DANCE EXPRESSION. That is, to propose working from purely COLLABORATIVE projects. This integration occurs through multiple strategies: games, using voice, instruments, conventional or not, the exploration of the body in its reach and scope rhythmic sound of the unit itself phonation. That work includes auditory recognition, travel management, coordination, sound, gesture, and audio-motor coordination.
The design of a comprehensive music project for children should include slogans such as: recognize, respond, imitate, create, recreate, COORDINATE, CONNECT, DISCOVER, INVCORPORAR, Research, explore, based on a conception of human beings in relation to others.
With regard to the period of school entry is trying to regain, maintain and promote sound and musical expression, which currently seems to be lost or diluted after passage through kindergarten, by the small child's exposure to musical experiences to start primary schooling. This perceptual development is of vital importance to the reading-writing skills in this cycle, the child must include, in which the difficulties for the production of written messages clearly has its origin in speech rhythm disturbances, invalid registry breaks or motor difficulties.
When passing few years, these acquisitions may begin to sound world systematized, classified, valued and aesthetically challenged, in relation to identify elements of artistic language with previously recorded material from temporal-spatial experiences-bodily. The links with the other aspect at this stage reaches the beginning of his presence, being the child ages and mental and motor experience situations such as the early experience of choral singing, including simple forms of polyphony, or dance choreography traditional folklore.
attitudes promoted from such projects are quite encompassing: enjoy the production expressive value of teamwork, confidence in their ability, assessment of their own potential, assessment of the artistic languages \u200b\u200bin their communicative and representative aspects, autonomy and self-esteem. The latter is no less, and is the first step in the construction of the citizen as critical spectators, in the fierce media world where MASS is not always popular legitimacy, nor frequent quality parameters. Prof. Grace M.
Gutiérrez
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