Methodology to achieve instrumental diversification in students aged between 5 and 7 years

Abstract

In view of the observed problem of the little or no instrumental diversification of children attending music classes, from the 1991-92 academic year, we considered the following hypotheses at the Juan Antxieta Music Studies Center: • The fact that students predominantly choose The same instruments (piano, violin, guitar ...) may be due to the lack of contact with the other instruments, so giving them the opportunity to "play" with them, this concentration can be remedied.If said " Game "is won by specialist teachers, the instrumental choice will not only be based on the tastes but also on the aptitudes and attitudes towards him. Method: At 5 years, children will attend 1 hour a week to Musical Language and another to Instrumental Rotation. The students are divided into 3 groups, each of which is always accompanied by the same teacher-tutor (pianist), making contact each quarter with an instrumental family (rope, wind, various), with which it is achieved that the student " Has rotated "throughout the course for all the instruments that are taught in the center. In addition, students are always in contact with the Orff instrument. At the end of each quarter, a report is drawn up which includes both the student's preferences and the opinions of the teachers. Taking into account the chosen instrument, in the following course the child begins the subject of Classroom Instrumental where he will be in class with all the family of the chosen instrument. He will periodically maintain contact with the non-elected groups. Already, to the following course, through the same evaluation process of the report, the student will choose an individual instrument and next to the hour of Musical Language, the student attends an hour (shared with another student) of individual instrument.We have achieved that instrumental choice Is given by the preferences and aptitudes of the student and not by the obligation of the center to cover schedules of teachers. Having obtained "choices" in lesser known and valued instruments justifies the whole process described, a process that reinforces the connection of Musical Language with the instrument at an early age.