Abstract:

Musical formation for future educators in primary schools is, and has been considered essential in Spanish University plans during the last decades; however, there have been a myriad of circumstances, that lead to present times for a lighter curricular itinerary weight, that Is less clear and homogeneous throughout the nation, which give birth to many different proposals implemented in teaching this subject, that derived in certain forms of an identity crisis. Despite this, current legislation states that one of the main competences that future primary school educators should achieve, is to develop abilities that allow to participate in musical activities, inside and out of the classrooms, so it seems accurate to accept instrumental or vocal musical training for future teachers as pertinent. Even so, actual data shows that in this field of competence, there is a lack of deep reflection and basis consensus when it comes to pose a translate to educative practice. Is under this context where the inclusion of ukulele has been considered, as an articulator exe, for the development of this competence in musical training for future educators.

The main objectives in this study are:
(1) design and implement a program teaching how to play the ukulele for primary future educators with a dual modality: face-to-face and virtual through video tutorials,
(2) explore the student’s perceptions of that program. Its methodology plan is rooted on practical face-to-face classrooms and on video tutorials to be watched ad hoc. The participants group was formed by the students learning “Musical Education” in its second course grade in Primary education at University of Burgos (N=106), that took place from September 2020 through February 2021. In order to collect data from students a questionary was built and put in place.

Results revealed that, despite of the 74.5% students did not know how to play guitar or the ukulele, 81% considered ukulele as an appropriate instrument for primary education and of great help for their future teaching job; in addition, 82% of participants gave a relevant role to the tutorial design videos; however, for 91% of students the face-to-face role of the teacher was vital in the learning process. Lastly, 78% of students stated that their initial expectations were met, and they felt fully competent to accompany songs with the ukulele in the primary school classrooms.

Keywords:

Primary education, Higher education, Instrumental formation, video tutorials, Ukulele.