Métodos pedagógicos musicales y teorías de aprendizaje en las clases de instrumento aliento metal de la FAMUNICACH

Abstract

El TDAH es de los trastornos más frecuentes en la infancia y adolescencia, caracterizado por inatención, hiperactividad e impulsividad, afectando el rendimiento escolar, la convivencia familiar y las relaciones sociales. En estudiantes de preparatoria, estas dificultades se intensifican debido a las mayores exigencias académicas y emocionales propias de la adolescencia. Factores como la relación con el padre y la madre, la impulsividad, la ideación suicida y la inteligencia emocional influyen significativamente en la experiencia del trastorno. Un entorno familiar con poco apoyo y la presencia de estigmas escolares pueden aumentar la frustración y disminuir la autoestima. La investigación se centra en identificar los correlatos psicosociales del TDAH en jóvenes de nivel medio superior en Tuxtla Gutiérrez, Chiapas, mediante un enfoque cuantitativo, correlacional y transeccional. El estudio busca comprender la interacción entre el TDAH y factores psicosociales para proponer estrategias de acompañamiento que favorezcan el bienestar emocional, familiar y académico de los adolescentes.

ADHD is one of the most common disorders in childhood and adolescence, characterized by inattention, hyperactivity and impulsivity, affecting school performance, family life and social relationships. In high school students, these difficulties intensify due to the greater academic and emotional demands of adolescence. Factors such as the relationship with the father and mother, impulsivity, suicidal ideation and emotional intelligence significantly influence the experience of the disorder. A family environment with little support and the presence of school stigmas can increase frustration and decrease self-esteem. The research focuses on identifying the psychosocial correlates of ADHD in high school youth in Tuxtla Gutiérrez, Chiapas, through a quantitative, correlational and transectional approach. The study seeks to understand the interaction between ADHD and psychosocial factors to propose support strategies that promote the emotional, family and academic well-being of adolescents. This research explores the integration of contemporary learning theories with traditional musical pedagogical methods to optimize teaching in brass instrument classes at the Faculty of Music of UNICACH (FAMUNICACH). The study is based on the premise that combining approaches improves teacher-student communication and fosters a positive learning environment, reducing frustration and stress. Through a theoretical and methodological framework, the synergies between Behaviorism and the Suzuki Method are analyzed, focusing on technical repetition, positive reinforcement, and auditory learning; as well as the connection between Constructivism and the Kodály Method, oriented toward meaningful learning, social collaboration, and the use of singing and body movement for musical internalization. The methodology included the design and application of a diagnostic survey for students in the brass academy (horns, trumpets, and trombones), the results of which confirmed that students benefit from both approaches: they employ the Behaviorism-Suzuki binomial for technical development and precision, and the Constructivism-Kodály model to enhance creativity and musicality. As a result, an integrated pedagogical proposal is presented, including practical strategies such as the sectionalization of technical problems, positive reinforcement systems, internalization through active listening, and the use of hand signs and corporal rhythmization. It is concluded that a flexible teaching approach, which adapts these tools to individual needs and learning styles, is fundamental for the development of interpretive autonomy and the comprehensive training of professional musicians at the university level.