Didactic model with digital technology for musical initiation in primary education in a Colombian context

Abstract

This article proposes a didactic model with digital technology for musical initiation in primary education, aimed at overcoming the challenges of implementation in the Colombian context, where the lack of teaching specialization, resources and infrastructure limit children's musical development. The research followed a theoretical-practical modelling approach in four stages: theoretical framework, model construction, model experiment with the Virtualmusic technological tool, which constitutes the integrating axis of the model, and practical validation through a pre-experiment with 26 students. The results showed significant improvements in the auditory, rhythmic, melodic and creative components, while the harmonic component showed moderate progress. Improvements were also observed in creative performance. In musical sensitivity, measured as an integrating variable, minor progress was evidenced, affected by the results of the harmonic component and creative performance. The model proved to be functional, pedagogically coherent and accessible, validating its potential to support non-specialized teachers and foster musical development in the environment for which it was designed.