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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. [ABSTRACT FROM AUTHOR]

The rhythmic aspect is fundamental in the Music Education class at school. The aim of this article was to collect the opinions of Chilean music teachers regarding the approach to rhythmic elements -isochronic pulse, tempo, meter (metrical accent) and rhythmic phrases or patterns- in the third and fourth year of Primary Education. For this purpose, two focus groups were carried out. One group was made up of 6 initial teachers (3-4 years of service) and the other was made up of 5 advanced or expert teachers (more than 12 years of service). The results show that the most frequently used means are body movement and verbal language, which are worked mainly considering auditions related to the musical preferences and previous experiences of the students. For the future, it is important to strengthen the elements indicated for music teaching and to continue analyzing the praxis of music teachers in relation to the teaching of rhythm in the classroom. [ABSTRACT FROM AUTHOR]