Abstract:

This paper examines a new strategy for the classroom action in order to attain several objectives: To help teachers to focus on learning as a social experience, to improve the students’ participation in a cohesive manner and to increase the knowledge in adolescents of some theoretical topics that are especially difficult to teach to them.

Teachers have to be perceptive respect to the environment into which their teaching and learning process are to be placed. More and more, the Spanish colleges are set in multicultural diversity of students and one of the goals of the educational process becomes the achievement of social cohesion.

Music becomes a singular factor of cohesion between young students and music learning results of general acceptance when connected to folkclore, ethnic, pop and rock music. Nevertheless, young students are not interested in many topics in music that instructors ought to teach. Since students’ participation in class and Internet can be used to enhance learning, a strategy of classroom action is proposed by means of a Web-based Generative Learning (WbGL). In this paper, features of this type of generative learning are described, its goals and strategies are examined and the specific role of teacher in the generative strategy in music learning is discussed. In order to a better understanding of what is needed to be done to support such a strategy, a brief overview of findings are provided followed by recommendations.

In this work, it is presented a strategy for the classroom action based on a web-based generative learning, as well as an application of this strategy in the field of music teaching. The proposal comes from a merging of several approaches in education which try to improve success in teaching and learning.

Keywords:

classroom action, students participation and interaction, generative learning.