RESUMEN:El presente trabajo tiene como principal objetivo conocer los niveles de representatividad del libro de texto en el aula de música de Educación Primaria y describir algunos de los principales motivos que determinan su utilización. La población de este estudio está constituida por todos los centros de Educación Primaria de la Región de Murcia y se ha optado por un muestreo intencional. El instrumento utilizado ha sido una ficha de recogida de datos, a partir de los cuales se ha realizado un análisis cuantitativo mediante la utilización de estadísticos descriptivos. Los resultados revelan una importante presencia del libro de texto en las aulas de música originada, principalmente, por el apoyo que éste ofrece al profesorado en tareas de planificación y preparación de clases.Palabras clave: Educación Primaria, educación musical, libros de texto, profesorado.ABSTRACT: This paper's main objective is to know the levels of representation of the music textbooks in Primary School and describe some of the main reasons that determine their use. The population studied consists of all Primary Schools in the Region of Murcia and a purposive sampling been chosen. The instrument used was a data collection form, from which a quantitative analysis has been made using descriptive statistics. The results reveal a significant presence of the textbook in the music classrooms caused, mainly, by the support that it offers to teachers in planning tasks.

The aim of this study is to detect and analyse mistakes in musical activities included in Early Childhood Education textbooks from a musical and didactic viewpoint. The sample comprised 2,200 activities corresponding to the textbooks of four leading publishers in Spain. An instrument designed ad hoc for collection of information was developed, proposing a taxonomy of mistakes in three categories: musical, didactic and worksheet. Results revealed that 22.6% of analysed activities contained some type of mistake. The most frequent were in the musical category (concepts, terms or graphic representation), followed by didactic (level, planning or methodology) and, finally, those related to student worksheets.

No abstract

The aim of this study is to evaluate the effectiveness of an intervention program, based on music, movement, and dance, aimed at improving motor skills in children at risk of developmental coordination disorder (DCD). Participants comprised 70 primary school children (47 boys/23 girls) aged between 6 and 8 years. Participants were given the Spanish adaptation of the Movement Assessment Battery for Children–Second Edition (MABC-2) to identify difficulties and initially classify into three groups: a group of 17 at risk of DCD who participated in the intervention program (Experimental Group), a group of 18 at risk of DCD who did not participate (Control Group with Risk) and a group of 35 children, with scores higher than the cutoff point (Control Group without Risk). The results show a significant improvement in the motor skills of children who participated in the intervention program, while those in the Control Group showed no significant changes in the second evaluation compared with the first. Likewise, it could be affirmed that this intervention based on group activities involving music, movement, and dance is a very successful blend for motor improvement in children with coordination problems, due to the combination of cognitive stimulation areas and techniques.

El presente trabajo ofrece una visión general del fenómeno de la danza en el ámbito de la educación. En un primer momento se realiza una exposición de los diferentes componentes o aspectos del ser humano sobre los que la danza incide de forma más evidente. Posteriormente se presenta una revisión de las definiciones propuestas por diferentes autores que consideramos más relevantes y se incluye una definición propia del concepto. También se destacan las aportaciones de la danza a la educación desde el punto de vista social, físico, intelectual y afectivo y se señalan los mayores problemas que esta disciplina ha tenido para ser incluida como una materia más: falta de formación del profesorado, falta de recursos y espacios adecuados y discriminación de género. Finalmente, se concluye con una reflexión sobre las formas de danzas más adecuadas en el ámbito educativo.Palabra clave: danza, baile, educación, movimiento, expresión corporal.Abstract: This paper provides an overview of the phenomenon of dance in the field of education. At first, it is made a presentation of the different components or aspects of human beings on that dance impacts in a more obvious way. Subsequently, we present a review of the definitions proposed by different authors that we consider most relevant and it is included a personal definition of the concept. It also highlights the contributions of dance to education in terms of social, physical, intellectual and emotional development and identifies the major problems that this discipline has had to be included as a subject: lack of teacher training, lack of adequate space and resources and gender discrimination. Finally, it concludes with a reflection on the most appropriate forms of dance in the educational context.Key words: dance, education, movement, corporal expressión.

El objetivo de este trabajo es analizar el currículum de música de Educación Primaria en España desde una perspectiva del movimiento expresivo y la danza con la finalidad de enfatizar sus aspectos positivos, subrayar las posibles incoherencias que contiene y reflexionar sobre su viabilidad en las aulas. Contextualizados en una metodología de análisis documental, en primer lugar, se ha realizado una revisión de los diferentes documentos legales que desde mediados del siglo xx han estado vigentesen las aulas españolas. En segundo lugar, se ha analizado el currículum nacional actual, así como los diferentes documentos legales que de este surgen en su proceso de adaptación a los diferentes contextos autonómicos. Los resultados de este análisis revelan que las imprecisiones detectadas en los elementos curriculares que hacen mención al movimiento expresivo y la danza son más de las esperadas, sobre todo en el proceso de secuenciación por cursos o ciclos que realizan las diferentes comunidades autónomas. Por este motivo, se insta a los agentes educativos que diseñan las normas para que elaboren un currículum claro y preciso, que pueda ser considerado como unconjunto de elementos secuenciados que ayuda al profesorado a planificar mejor su docencia. Igualmente, se hace un llamamiento al profesorado para que mantenga una actitud crítica ante los requerimientos legales y se sienta partícipe en la adaptación y reelaboración de los mismos.

El continuo crecimiento de la población mayor junto al mantenimiento de la calidad de vida, hacen de la actividad física un aspecto fundamental en el tratamiento integral de los efectos negativos que el paso de los años tiene en nuestra salud, aumentando la esperanza de vida y sobre todo mejorando la calidad de la misma. El Tai Chi y el Chi Kung son modalidades de actividad física muy recomendadas para este grupo poblacional, debido a sus características, a su bajo impacto, posibilidad de practicarlo sin necesidad de instalaciones, materiales o equipamientos especiales, pudiendo practicarse en lugares al aire libre (plazas, parques y jardines), lo que añade igualmente un disfrute del medio ambiente a través del contacto con la naturaleza. Todo esto la hace una práctica ideal para el fomento y promoción de la actividad física en los mayores.Abstract: The continuous growth of elderly people and the high standards of their quality of life, makes the physical activity an important element in the integral treatment of the age negative effects, in order to length the life expectancy and improve the quality of it. The Tai Chi and the Qigong are modalities of physical activity very suitable for this population group, due to their characteristics, to his low impact, not needing facilities, nor material or special equipment for their practice, being able to practice in outdoors spaces (squares, parks and gardens), which also entails to enjoy environment and the nature contact. All this makes an ideal practice for the encouragement and promotion of the physical activity in elderly people.

The aim of this work has been to detect the differences and similarities from the point of view of Music Education among the Programas Renovados (Renewed Programs), the last document published in Spain before the emergence of the curriculum concept and how we conceive it today, and the Real Decree 1006/1991, that established the curricula for Primary School. For this, a comparative analysis of the aforementioned texts has been carried out through a documentary analysis that has allowed to contrast the legal framework, the character, the curricular functions, the configuration of the music area, structure, elements, musical areas, as well as the degree of concretion of both documents. The results reveal a high degree of difference between the Renewed Programs and Royal Decree 1006/1991 regarding the curricular functions, because the former served as a guide for the teaching staff, while the latter, in addition to the previous function, made explicit the intentions of the educational system for the stage. Likewise, a high degree of difference between the structure of the Musical Education elements of both documents has been verified. However, it has been observed a common presence of contents related to different areas of Music Education (singing, instrumentation, listening, movement and dance...), as well as a dual approach that includes the perceptual dimension and expressive of them.