About this paper

Appears in:
Pages: 4350-4354
Publication year: 2012
ISBN: 978-84-615-5563-5
ISSN: 2340-1079

Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain

IMPACT OF THE NEW MUSIC PROGRAM BY THE PUBLIC EDUCATION SECRETARY IN MEXICO

M. Vargas, C. Vergara, E. Zaragoza

Universidad Autónoma de Tamaulipas (MEXICO)
In Mexico, basic education consists of three levels: the pre-school, primary school and secondary school. In 2000 the Ministry of Education promoted a reform whose initial phase was the Reformation in Secondary (RS) designed from the planning authorities of the mentioned Secretary (SEP).
An approximation to new stages of music education in high school is the aim of this work. Case study was used as a research process, using observations, interviews and data analysis. A music teacher shared her classroom, students and class sessions that were considered relevant.

Triangulation was performed using information provided by the teacher in interviews, observations collected during the classes development and from the policy documents published by the Ministry (RS SEP).
Four research questions guided the search: How many of the proposed changes are actually getting the students? What is the mood of the teacher about the new programs?; What are their needs and support requirements?; Has the participation of students, changed from previous programs?

New attitudes were observed in the performance of the teacher: the request for information and research, experimenting with other procedures in the classroom, questioning his own performing and at the end of the year her own satisfaction.
About students, the opportunity to express their viewpoints, to improvise and create music, and to participate in decisions and self-assessment activities were fresh air in the classroom.

Some actions to continue as a result of these considerations are:
• Training on methodology of music education, so the teacher can update and enrich the educational practice.
• Continue the analysis, discussion and sharing among colleagues.
• Continue collecting all kind of materials.

Finally, a reflection, generations of students have changed, the curriculum has changed, the music program has been reworked; now we require a new attitude of the school team. The students can and like to express their opinion. Are we ready for new programs and new generations? Will we accept that students freely express their opinion, questioning our own way of doing things?
@InProceedings{VARGAS2012IMP,
author = {Vargas, M. and Vergara, C. and Zaragoza, E.},
title = {IMPACT OF THE NEW MUSIC PROGRAM BY THE PUBLIC EDUCATION SECRETARY IN MEXICO},
series = {6th International Technology, Education and Development Conference},
booktitle = {INTED2012 Proceedings},
isbn = {978-84-615-5563-5},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2012},
year = {2012},
pages = {4350-4354}}
TY - CONF
AU - M. Vargas AU - C. Vergara AU - E. Zaragoza
TI - IMPACT OF THE NEW MUSIC PROGRAM BY THE PUBLIC EDUCATION SECRETARY IN MEXICO
SN - 978-84-615-5563-5/2340-1079
PY - 2012
Y1 - 5-7 March, 2012
CI - Valencia, Spain
JO - 6th International Technology, Education and Development Conference
JA - INTED2012 Proceedings
SP - 4350
EP - 4354
ER -
M. Vargas, C. Vergara, E. Zaragoza (2012) IMPACT OF THE NEW MUSIC PROGRAM BY THE PUBLIC EDUCATION SECRETARY IN MEXICO, INTED2012 Proceedings, pp. 4350-4354.
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