THE SOUNDSCAPE IN MUSIC EDUCATION

In this chapter we discuss a pedagogical model which employs the concept of soundscape as a fundamental element of the teaching-learning process to improve access to music education in rural areas of Michoacán, Mexico. The model was implemented in two areas in Michoacán in which students faced various barriers with regards to accessing music education as the areas had a lack of educational resources and the participants had no prior musical training. The pedagogical proposal was implemented in four stages. The first stage was the realization of listening exercises to explore the concept of soundscape. The second phase involved the creation of personal graphic notations. The third step was the realization of soundwalks and sound storyboards, and the final activity encompassed the use of graphic notation for creating soundscape compositions. The skills that the students developed when using soundscape as a pedagogical tool can be used as a base from which to introduce more complex musical theoretical concepts in future sessions and in higher educative levels. The pedagogical techniques outlined in this chapter could be used by any teacher regardless of their level of musical training and without the need to access expensive educational resources.