PROCESOS COGNITIVOS Y SOCIO AFECTIVOS IMPLICADOS EN EL APRENDIZAJE DEL CANTO CORAL EN LA EDUCACIÓN PRIMARIA

This work aimed to analyze the cognitive and socio-affective processes involved in the learning of choral singing in children from primary schools in a Venezuelan public school. The study was carried out with 7 girls and 3 boys from the 4th,5th and 6th grades of elementary school. The investigative techniques were participant observation, collective interrogations and the interview supported by a questionnaire, audio and video recordings; similarly, musical instruments like the Venezuelan cuatroand the piano were used. The content analysis of the information collected through observations and dialogues with the study’s participating students reveals the use of cognitive processes (perception, memory, description, imitation and evaluation) and social processes (sense of group, solidarity, etc.) and affective (satisfaction, responsibility, perseverance and respect). The recognition of the presence of all these processes offers higher quality to the teaching-learning activities of choral singing to elementary school students. In addition, when making the necessary adaptations, the results of this research can be used in the teaching of music in general at various educational levels.