Problemas técnicos en iniciación al violín: un estudio exploratorio en el aula con alumnos preescolares de 4 y 5 años

Abstract

Resumen. Conocer los errores técnicos de los alumnos en la enseñanza de la música puede ser de gran ayuda en la planificación de la enseñanza instrumental en sus fases iniciales. Esto es particularmente valioso en el trabajo con alumnado de 4-5 años. Este estudio explora esta cuestión mediante una Investigación-Acción realizada con 11 estudiantes voluntarios de dichas edades. A lo largo de 30 sesiones individuales de 30 minutos, se recogieron datos mediante observación participante realizada por el profesor en una Escuela Municipal de Música, comparándose dos aproximaciones didácticas de iniciación al violín. Una aproximación se centró en el manejo de la mano derecha (aproximación MD), introduciendo el manejo de los dedos de mano izquierda de forma gradual. La otra se centró en el estudio simultáneo de ambas manos (aproximación AM). Los resultados muestran que existen diferencias a favor de una u otra aproximación dependiendo del parámetro estudiado. Palabras clave: Iniciación al violín; errores técnicos; métodos de enseñanza; aproximaciones didácticas; aprendizaje musical temprano.

An Analysis-Synthesis of the Pedagogical Literature on Intonation in Initial Learning of Violin and Viola: Pitch Contents, Teaching Approaches, and Auxiliary Resources

“…This pattern coincides with the D major scale, which has been considered by pedagogue and violinist Joseph Joachim to encourage the natural position of the LH fingers on the violin fingerboard (Yampolsky, 1967). As previously stated, this spacing is very relevant in violin initiation, since it represents one of the typical problems of the LH (Hamann & Gillespie, 2004; Macián-González & Tejada, 2018). However, the order of pitches presentation can be different in the same teaching approach (Macián-González & Tejada, 2020).…”

“…Finally, the effects of the teaching approach in initial violin lessons were addressed by Macián-González and Tejada (2018) in an intervention-based study involving 11 preschoolers aged 4-5 years in two different groups. One group started studying with the right hand (RH) and then included the LH.…”

“…Students beginning to learn the violin and viola must pay attention to many factors during their practice, especially in the first year of study, such as grasping and holding the instrument, holding and moving the bow, finger spacing and intonation (Macián-González & Tejada, 2018), and reading the score and associating it with motor movements. However, of all these skills, and together with rhythm and tone production, intonation is probably the most important factor when learning these instruments (Galamian, 2013).…”

Examining the Interaction Between Motor Development and Early Violin Learning

“…Between the ages of 5 and 7, approximately half of all children still exhibit excessive flexion of the index finger when using a pencil (Payne & Isaacs, 2016). In bow holds, flexion of fingers is an often observed problem among 4- and 5-year-old children (Macián-González & Tejada Giménez, 2018).…”

“…While the left hand performs intricate finger-stopping movements, the right-hand fingers ideally should not mirror these movements while bowing. Macián-Gonzáles and Tejada Giménez (2018) observed that 4- and 5-year-old violinists inadvertently moved the fingers of both hands when trying to play their instrument. This added challenge of inhibiting involuntary movement in addition to performing appropriate movement sequences makes the asymmetrical motor requirements of playing the violin difficult to execute for young children.…”