Cartografía de la errancia
Trazar mapas para desalambrar el territorio metodológico
DOI:
https://doi.org/10.24215/25249215e052Keywords:
Audioperceptive, Music didactis, Praxis, Popular musicAbstract
This text critiques traditional music education, focusing on the disconnect between musical training institutions and students’ real-world practice, both during their studies and in their professional careers. Through a classroom experience at the Escuela Superior de Música de ChosMalal, the author explores methodologies that prioritize concrete musical praxis and collaborative work. The paper proposes didactic approaches that can expand existing methodological boundaries, validating diverse knowledge and promoting an alternative approach in music teacher training.Downloads
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