JUSTIFICATION

SOCIAL RELEVANCE

It is to preschool children that this musical proposal is presented,

What is the best age to start becoming sensitized to music (2 to 6 years)? One of
The demands in music education begin with the development of sensitivity.
auditory, a very important point to work on from early childhood onwards. Today children
son el futuro musical - cultural del país y en sus manos está el desarrollo de las
cultural activities that are presented.
When one begins to understand music more deeply, the principles are found.
fundamentals of music education, it's not just about singing for the sake of singing, one must live these

songs, to feel them and express them; who better than children at this tender age, to
understand it; it is the children who really express themselves with total sincerity, and if
they have a good start in auditory sensitivity, they will come to understand the world of
a more harmonious, peaceful, and just way. The music plus the child deserve this great
opportunity they have to relate, play, and complement each other. Get involved in the
the realization of this project is to have the opportunity to contribute a grain of sand to
the development of musical education, applying knowledge as a teacher in
this field, always keeping in mind the pursuit of musical knowledge, creativity in
its development and the satisfaction of artistic results in children.

This project has many possibilities for consultation, complementing it, and taking it to the
internship in any preschool education center, does not require expensive materials,
special facilities for the practice in execution, planning, and organization
a good music class in preschool, it is a useful reference material
invaluable for music education.
 STATEMENT OF THE PROBLEM

Is the methodology of the music class important in preschool education?

When planning musical experiences for children, the teacher must keep in mind
that music is an "auditory art" and an emotional event, that is to say, it is related
with feelings and emotions, this is why learning must be structured
but open to change, avoiding any excessive tendency towards intellectualism and
seeking to manage the class with the emotion and joy that follow self-discovery
of the child.

When the teacher plans the activities, they must be carefully analyzed in
where all musical skills are given room within a single class, such as:
the singing, the interpretation of instruments (percussion), feeling the rhythm, the melody, the
qualities of sound (Timbre, Pitch, Duration, and Intensity) through stories
games, movies, and instrumental and vocal music; all this essentially leads to the
good organization of the music class in this first musical stage; according to the
book 'PRE-SCHOOL MUSICAL ACTIVITIES' by Kapeluz Publishing, the class
music should contain four parts (singing and language, psychomotor skills, expression
corporal and auditory education) in addition to the instruments.

The musical deficiencies of children largely stem from the deficiencies of

development of the music class and its lack of organization. In the forms of the
music classes must develop a broad general plan that mentions and details the
content that will be covered in each of the classes; information should be sought
suitable for the age of the children, always attaching it to daily activities.

BACKGROUND OF THE PROBLEM

In studying the musical background of preschool children at the Preschool Unit
Small Geniuses, deficiencies have been found both musically and in
information.

There is a music project called the 'Little Geniuses' Music Program.

The previous teacher contains four General Objectives, it is divided into three Units.
each one with its Objectives and the Activities to be developed; it is not mentioned the

methodology or the didactics used, nor the materials or resources needed, such as
recorder, keyboard, flute, guitar, microphone, etc.. the instruments are not even named with
that the activities have been worked on.

There is no certainty whether all these activities were carried out, and if they were achieved.

initially proposed objectives.

There is no daily planner for music classes, nor any musical follow-up on the
children, it is not known which songs they worked on, nor is it known if they were
specialized in music education, to feel the pulse, rhythm, silences or accents
musicals.

HYPOTHESIS AND VARIABLES

At the end of each music class, the children will be able to understand a
initially planned musical concept, through experimentation so that it
discover for themselves; for this, good planning and organization are necessary
of the class and appropriate methodology.

Did the child reach a sufficient level of understanding?

Is the methodology the most appropriate?

Is this lesson plan the most suitable one?

 Is the organization of the class the most objective and favorable?

A GOOD METHOD FOR TEACHING SONGS

In the initial phase of their musical training, children learn songs through a process
of imitation, which is usually called learning by repetition, so it is essential that
teachers use a good sound quality and correct diction. Clear expression
depends especially on the precise articulation of the consonants; the teacher must
focus on the exact movements of the joint's organs, that is,
tongue, lips, teeth, palate, and lower jaw. Pronunciation is usually easier.
it is clear when the teacher exaggerates lip movements while presenting a song to the
children. It is important to pay careful attention to diction, so that the children
listen and understand the lyrics of the song, for the speed at which it is learned
The song varies to some extent depending on the level of understanding of the lyrics.

There are many ways to teach a song to children, the following are mentioned
two of the most functional and practical methods:

FULL SONG METHOD:

Children are encouraged to learn the song by using pictures, stories, or

appropriate questions

Children are asked to pay attention to the lyrics of the song.

The song is presented to the class.

2. Questions are asked about how the children understood and enjoyed.
the song.
The song is sung one or more additional times, depending on the group's arrangement.
to participate.
 4. The group is ordered to join in the execution of the song.

METHOD BY PHRASES:

Steps 1 to 5 are the same as in the full song procedure.

The teacher sings one line at a time and then the children repeat it.

In the end, the complete song must be played at least once from beginning to end.

MANAGEMENT OF THE CARL ORFF AND KODÁLY METHODS:

Music teachers must become fully familiar with these methods of

musical training, because if ideas from them are taken, the learning is more meaningful.
musical.

CARL ORFF METHOD:

Carl Orff is considered one of the main German composers, and works
like Carmina Burana, Antigonae, are well known in the musical world. The aim
The basic principle of the Orff method is "the development of the child's creative ability, which is

manifesto for the ability to improvise.” The starting point of Orff is rhythm, which
In the initial phase, verbal patterns are taught that the child can
understand easily.

Orff has designed a complete game of instruments that take into account the
physical limitations of children. It is about the glockenspiel (soprano and alto),
metalophone (soprano, alto, and bass), xylophone (soprano, alto, and bass), drone
(two-string instrument), timbales (small, medium, and large), a drum
low, small drums, round, cymbals, triangle, rattles or bells. Others
The instruments used are the recorder and tuned water glasses.

KODÁLY METHOD:

Zoltan Kodály, eminent Hungarian composer, dedicated himself to the improvement of education.

musical, Kodály believed that the musical education of children should not
start after kindergarten and that the years between 3 and 7 were very
educational and the most important period of child development. Kodály wrote the pieces
of Pentatonic music and 333 elementary exercises, to be used as songs and
tunes while walking and marching.

METHODOLOGICAL DESIGN
During the research and preparation for this project, the following were accessed
methodological resources:

CREATIVITY IN MUSIC TEACHING

A GOOD PROCEDURE FOR TEACHING SONGS

MANAGEMENT OF THE METHODS OF CARL ORFF AND KÓDALY

METHODOLOGY FOR MUSIC CLASS IN PRESCHOOL AGES

FROM 2 TO 5 YEARS

GENERAL OBJECTIVE

Design a methodology for conducting music classes for children aged 2 to 5 years.
preschool Preschool Unit 'Little Geniuses'.

OBJETIVOS ESPECÍFICOS

1. Execute the sense of pulse, movement, and rhythm in music class.

through a small pre-orchestra.

2. Create the necessary environment to introduce children to the musical atmosphere.

 3. Record the moments of each music class using a spreadsheet.
registration.

4. Contribute a grain of sand to the musical methodology and share with teachers and
students the result of this study.

BIBLIOGRAPHY

PRESCHOOL MUSIC ACTIVITIES. Mexico: Kapelusz Mexicana Publishing

1984.
ESCUDERO, María del Pilar, ACTIVE MUSICAL DIDACTICS. Madrid: Real Musical
Editors, 1999
LUDUEÑA, Marta, MONTOBBIO, Adriana, SALITA DE 2. España: Editorial
HispanoLatina S. A, 1990.
Http://[Link]
Http://[Link]/[Link]

Http://[Link]/Vienna/strasse/4431/

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SCHEDULE OF ACTIVITIES:
Activities, initiatives, or ways to start the class

Teaching strategies, activities in which children participate with the aim

to achieve or accomplish the objectives.

Culminating activities, annotations of the 'concepts' that the children

they discover.
NATIONAL UNIVERSITY OF ASUNCION

FACULTY OF ARCHITECTURE DESIGN AND

ART

Bachelor's Degree in Music

METHODOLOGY OF THE
RESEARCH

Music class for preschool children

school

Nombre: Diana Violeta Quiñones Ivaszuk

CI: 3,372,035
Professor: Sony Rodriguez
Semester: First
Año: 2013
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