Influencia de la secuenciación de contenidos y el apoyo parental en la motivación de estudiantes de violín en edad preescolar

Roberto Macián-González; Jesús Tejada Giménez

doi:10.24320/redie.2020.22.e07.2257

Authors

Roberto Macián-González Universidad Jaume I https://orcid.org/0000-0002-5765-617X
Jesús Tejada Giménez Universidad de Valencia https://orcid.org/0000-0003-0532-3960

DOI:

https://doi.org/10.24320/redie.2020.22.e07.2257

Keywords:

Music education, preschool children, motivation, parent participation, musical instrument.

Abstract

Content sequencing and the role of the family can provide a foundation for the beginning of instrumental learning, decisively influencing the students’ motivation. This research focused on that influence with 11 preschool-aged violin students in private classes. For this purpose, an action-research was carried out by the teacher as an observing participant, using two didactic approaches in beginning violin. The results show that those students whose parents or caretakers were more involved in the teaching-learning process were more motivated. Also, students who felt overwhelmed by the difficulties of the proposed tasks derived from the content sequencing were less motivated. However, there were exceptions due to the individual personalities of each student.

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