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Authors

  • Desirée García-Gil Universidad Complutense de Madrid
  • Consuelo Pérez-Colodrero Universidad de Granada
  • María Mar Bernabé Villodre Universidad de Valencia
No. 14 (2018), Articles, pages 37-55
DOI: https://doi.org/10.30827/dreh.v0i14.7484
Submitted: May 29, 2018 Accepted: May 29, 2018 Published: Sep 14, 2018
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Abstract

The different legislative reforms have strengthened the inclusion of a varied repertoire in the subject of Music, oriented to expand a musical bag respectful with different musical manifestations. Despite this, traditional-popular music does not have a special presence in the teaching guides of Early Childhood and Primary Education: advocates the use of a classic-romantic repertoire for Primary and the popular-traditional substrate is reserved for Pre-School Education. In this context, the autonomic competences have determined the elaboration of educational curricula, in compulsory education and in grades. Thus, this research analyzes the presence of the traditional-popular musical substrate in the teaching guides of the Grades of Infant and Primary Education, the universities of Valencia, Granada and Complutense in Madrid. The results show that, despite the legislative defense of an own musical product, it is not consolidated in these guidelines.

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How to Cite

García-Gil, D., Pérez-Colodrero, C., & Bernabé Villodre, M. M. (2018). What children songs are used in the university classroom? Educational Guides and educational realities from a comparative vision. DEDiCA. Revista De Educação E Humanidades, (14), 37–55. https://doi.org/10.30827/dreh.v0i14.7484