El canto y los maestros varones: un estudio de caso en un colegio público de la Comunidad de Madrid

Abstract

This investigation was motivated by concerns derived from my teaching training practice. It aimed at analyzing the specific problems faced by male music teachers in the vocal teaching and learning process in primary schools, and also at understanding those problems in context. The study tried to fill a lack of research on this issue, and also to pave the way for the development of specific teaching strategies that may render practical benefit for schools. Case study was used as strategy of enquiry, and data collection methods associated with qualitative methodology were followed. Data analysis and interpretation reveal that male teachers’ profiles are crucial in a singing class and have a significant impact on the lesson, highlighting the interactions among the teacher's own vocal training, the vocal model he follows and his classroom practice. The question of gender poses a specific set of problematic vocal issues with strong implications. In addition, significant suggestions related to the vocal training of teachers are also derived.

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