The Vygotskian Theory and the Musical Pedagogical Method of Karl Orff: Actuality of the Proposal

Abstract

The educational paradigms of Psychology together with the active school movements have influenced the birth of a variety of musical pedagogical methods. Violeta Hemsy de Gainza identifies six periods in the emergence of didactic-musical proposals, born in 1900 with the Chevais method to the contemporary methods of the end of the 20th century, passing through the methods of Jacques Dalcroze, Martenot, Willems, Kodaly, Orff or Suzuki. This work aims to address the approach of L.S. Vygotsky, who is credited with the birth of the constructivist educational paradigm, whose principles are identified with the pedagogical method of the German composer Carl Orff; It is selected because it considers the socio-cultural field (inter and multicultural for musical practice), the development of language, tradition and, the application of the game as a creative recreational tool in the zone of proximal development, own approaches to the theory of Vygotsky.

KEYWORDS: Vygotski, musical pedagogical methods, constructivism, language, playful.