ABSTRACT

This paper explores how Chilean teachers approach fundamental aspects of rhythm, verifying their consistency with cognitive processing theory and findings. 203 music teachers completed a validated questionnaire with closed and open items regarding how they approach pulse, tempo, meter and rhythmic patterns during rhythm production and perception activities. The results show that, in general, teaching practices are congruent with the scientific evidence related to the processing of these musical aspects. Finally, the use of elements that facilitate synchronization or constant pulse is suggested: optimal tempi ranges for adults, use of binary meters, and the use of rhythmic patterns that prioritise the double-half relationship.

摘要

本文探讨了智利教师如何处理节奏的基本方面，验证其与认知处理理论和研究结果的一致性。203 名音乐教师完成了一份经过验证的调查问卷，其中包含封闭式和开放式项目，涉及他们在节奏产生和感知活动中如何处理脉搏、节奏、节奏和节奏模式。结果表明，总体而言，教学实践与与这些音乐方面的处理相关的科学证据是一致的。最后，建议使用促进同步或恒定脉冲的元素：成人的最佳节奏范围，使用二进制米，以及使用优先考虑双半关系的节奏模式。