Why did the Spanish educational system gives so few opportunities for musical training? The universality of music education in Hungary decades ago led to an experiment that showed statistically how the students improve their average score in all subjects when they spend more time on music. Music is shown to develop attention, concentration, memory, tolerance, self-control, sensitivity, which promotes the learning of languages, mathematics, history, social and aesthetic values, that contributes to intellectual, affective, interpersonal, psychomotor, physical, neurological ... Other recent research has followed the steps of Hungarian model coming to the same conclusions about the educational effects spectacular Music: Alfred Tomatis in Paris, Martin F. Gardiner in Rhode Island, Frances H. Rauscher in California, Josef Scheidegger and Maria Spychiger in Switzerland, Hans-Günther Bastian in Germany, John Sloboda in the UK, Don Campbell in Colorado ... then why the Spanish educational system gives so few opportunities for musical training? In my opinion, there is insufficient presence of music in school and as is carrying out teaching the same in primary and secondary learning is broken and disjointed, and not to offer the opportunity to students to choose it as profession, or specialize for lack of the necessary basis, unless it is the student himself or his family who worry privately that preparation, which is an economic effort and time commitment for both the students and their families. The need for the development of the inner ear and auditory vocal education, knowledge of music theory, instrumental and vocal practice in groups and focus on an integrated music from the melody, rhythm, harmony and form is evident that students can come to understand and enjoy music consciously and fully. Why ministerial authorities do not care about integration in a more effective and coherent music in primary and secondary education?
Posted on: Sun, 04 Aug 2013 15:55:33 +0000
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