Application of visible thinking routines as a strategy to improve musical analysis and flute performance

Abstract

The study aims to evaluate the effectiveness of the use of visible thinking routines in the subject of Music and, more specifically, in the analysis and interpretation with the recorder, identifying the main benefits and disadvantages To this end, a proposal for applied educational intervention was analysed with pupils in the fourth year of Primary Education, in which different thinking routines and graphic organisers were used to make their ideas visible. The research carried out is of a qualitative nature, following the case study method, and the data collection has been carried out through participant observation, analysis of documents and self-evaluation questionnaires filled in by the students themselves. The results show that the application of visible thinking routines has increased the critical, analytical and creative capacity of the students, enhancing the acquisition of integral learning and facilitating the interpretation of a score with certain rhythmic and melodic difficulty with the recorder.