THE IMPORTANCE OF MUSICAL EDUCATION
First, before starting this programming, we must know the importance given to auditions in the primary education stage. But what is a hearing?
Auditions are defined as the act of listening, perceiving and understanding the sounds. Thus, people can introduce themselves into the aesthetic elements of music, which represent different historical moments. If we stop a little more, the various contributions of the composers can be known to their respective historical periods Edgar Willems (1981).
On the other hand, it is said that one of the fundamental objectives of primary education is to develop the perceptions of the different processes related to art. Among these processes, music occupies a very important position, since it helps to capture the sensitivity of the sound world. Hearing education is a primary part of music and music education. It is indispensable for the complete development of the child, at the cognitive and emotional level Gregorio Vicente (2004). On the other hand, it is important to know the difference between hearing and listening. Hearing is defined as the activity carried out by the auditory apparatus, and listening is carried out intentionally Judith Akoschky (1996).
Following this line, there are three terms that are necessary to place the different moments of hearing: hear, listen and understand. It has been proven that, although at first it was believed that the musical audition depended only on auditory perception, there is no doubt that it is influenced by intelligence, imagination and feelings. It is necessary to emphasize that the ear is related to auditory memory. The brain keeps the memories produced by sound stimuli and recovers that information at the time you need it. Regarding the audition of music, in general, each person has expectations prior to the audition in an involuntary way. Subsequently, the composer will respond or not to the expectations of each person Cristóbal Halffter (2004).
The Musical Education Master must participate in the audition, guiding students and trying to promote that, during the hearing process, students have a comfortable space. It can be said that it is necessary to try to motivate students and create expectations, look for ways to capture their attention, look).
It is known that music brings a great variety of benefits such as improvement relationships between people;It motivates the students, since the students are the creation of their material and are very involved in the teaching-learning process;In music, recreational activities are carried out, which makes students pay more attention and acquire knowledge more easily;Music allows to develop self-knowledge, working in turn emotional education;And finally, music encourages creativity, since students create their own works and interpret them in the classroom, perform dances and sing, among others, thus developing their trust and security in themselves. Personally, I consider one of the most important benefits the capacity of transversality that music education possesses. With music you can work different areas of the curriculum, being able to work in most curricular subjects.
Regarding music, it can be said that he is able to awaken emotions and feelings. Through it, a variety of emotions can also be expressed. But you have to know how to turn music into emotions, or how to get us to help them educate them. For this reason, ideas such as Cannon and Bard (Poch, 1999, cited by Gómez, 2018) are proposed. Both authors affirm that the hypothalamus of the brain has schemes and models of expression, understanding and transformation of emotions, which, when generating certain reactions in it when listening to music, generate some emotions or other.
There are other hypotheses such as the one that speaks of cerebral hemispheres, which states that there are two hemispheres, the right side and the left side, each with a different function. Upon listening to music, we would work with the right hemisphere, and the left, in this case, is responsible for the most concrete way of the Poch (1999, cited by Gómez, 2018).
Currently, although there are many technological and scientific advances, there is no much information about the brain and its functioning, but some characteristics are known that make emotions react to music. Some of these characteristics are Poch (1999, cited by Gómez, 2018):
- the ability of each person for music to affect him;
- the predisposition to listen to a certain type of music in specific situations;
- personal conditions at that specific moment;
- The conditions of the environment where music is heard.
Music produces very positive reactions that manifest in the physical, social, intellectual and affective level (Vaillancourt, 2009).
In short, it is observed that musical education is very important in people’s lives and is a resource that serves as great use within a classroom. Therefore, to achieve comprehensive education, it would be convenient for music schedule in primary education to be expanded, thus being able to deepen the contents and work as important concepts as emotional education.
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