México Lindo Y Querido - Un Análisis Sobre La Educación Musical En México

ÍNDICE



 I. Abstract...........................................................................................................................
 4


II. Introducción...................................................................................................................
 7
 III. Objetivos.........................................................................................................................
 11
 1. Un
poco
de
historia.........................................................................................................
 12
 2. La
educación
musical
en
México....................................................................................
 14


2.1 Algunos
métodos
de
educación
musical
utilizados
en
el
mundo.............................
 14
 2.2 Logros
y
faltas
de
la
educación
musical
en
México...................................................
 17


2.2.1 Órganos
de
gobierno
encargados
de
la
cultura
y
la
educación
en
la
Ciudad


 
 de
México....................................................................................................................
 21


2.2.2 Leyes
y
reglamentaciones.......................................................................................
 23
 2.2.3 Comparativa
de
algunas
soluciones
y
estrategias
adoptadas
en
el
extranjero..
 25
 2.2.3.1 
El
Sistema...........................................................................................................
 25
 2.2.3.2 
The
Quincy
Jones
Music
Consortium................................................................
 26
 2.2.3.3 
Harmony
Project................................................................................................
 27
 2.2.3.4 
La
Educación
Musical
en
el
Sistema
Alemán...................................................
 27
 2.2.3.5 
Instituciones
Internacionales...........................................................................
 27
 3. Fomento
musical.
La
otra
cara
de
la
moneda...............................................................
 28
 3.1 Apreciación
musical
de
la
sociedad
en
la
Ciudad
de
México....................................
 28
 4. La
importancia
y
beneficios
del
fomento
y
la
educación
musical..............................
 31
 5. Conclusiones...................................................................................................................
 35




 IV. Bibliografía.....................................................................................................................
 38


ABSTRACT
 
 In
 Latin
 America
 and
 particularly
 in
 Mexico,
 music
 has
 played
 a
 crucial
 role
 in
 history
 and
 to
 prove
 it
 one
 just
 has
 to
 take
 a
 look
 at
 the
 immense
 diversity
 of
 the
 area’s
 music
 collection.
 Even
 the
 conquest
 and
 evangelization
 of
 the
 “new
 continent”
 was
 done
 by
 utilizing
 music
 as
 a
 very
 powerful
 tool
 when
 the
 Franciscan
 frails
 noticed
 the
 great
 love
 for
 music
 that
 the
 indigenes
 had.
 (Turrent,
 1996).
 
 The
 musical
 and
 cultural
 richness
 of
 Mexico
 is
 not
 in
 doubt,
 then;
 however,
 nowadays
 there
 seems
 to
 be
 a
 very
 poor
 musical
 appreciation
 in
 the
 country,
 which
has
as
a
consequence
a
low
musical
offer,
falling
into
a
vicious
cycle
of
which
 is
imperative
to
get
out.
 
 This
 thesis
 intends
 to
 explore
 the
 problem
 from
 different
 perspectives
 in
 order
 to
 try
 to
 propose
 concrete
 and
 realistic
 solutions
 that
 adapt
 to
 the
 current
 circumstances
of
the
country.
Given
the
extension
of
this
work,
we
will
not
attempt
 to
 make
 a
 intensive
 analysis
 of
 the
 Mexican
 situation,
 but
 rather
 to
 evaluate
 the
 different
circumstances
and
identify
what,
on
a
first
glance
and
on
the
author’s
first
 hand
 experience
 seems
 to
 be
 true:
 the
 musical
 education
 in
 Mexico
 has
 fundamental
problems
that
need
to
be
evaluated.
 
 Such
 an
 essential
 problem
 should
 be
 reasonably
 evident
 without
 the
 need
 of
 a
 comprehensive
 analysis
 of
 all
 the
 literature
 related
 to
 the
 topic.
 Therefore,
 this
 text’s
 structure
 will
 be
 based
 on
 the
 identification
 of
 the
 problems
 and
 the
 proposal
 of
 concrete
 solutions
 by
 comparing
 different
 programs
 from
 around
 the
 world
 and
 their
 potential
 impact
 in
 the
 Mexican
 circumstances.
 This
 not
 with
 the
 purpose
 of
 being
 an
 absolute
 response
 to
 the
 country’s
 issues
 but
 to
 bring
 up
 initiatives
that
promote
change.
 
 This
issue
has
two
dimensions:
the
appreciation
and
the
creation;
and
both
can
be
 traced
 back
 all
 the
 way
 to
 early
 education
 in
 children.
 Because
 of
 that
 we
 will
 talk
 about
the
context
of
the
Mexican
educational
structure
and
the
priority
that
music
 has
within
society.
 
 Given
 the
 fact
 that
 the
 size
 and
 cultural
 and
 social
 diversity
 in
 this
 country
 are
 enormous,
 throughout
 this
 work
 there
 will
 be
 an
 emphasis
 in
 its
 capital,
 Mexico
 City,
or,
as
otherwise
known,
the
Federal
District,
since
this
entity
represents
more
 than
20%
of
the
national
contribution
to
the
GDP
and
more
than
57%
of
the
direct
 foreign
inversion
is
received
by
this
metropolis
(Villa
Juárez,
2009).
Nevertheless,
I
 will
 not
 stop
 taking
 into
 account
 the
 national
 context
 in
 which
 this
 conurbation
 is
 situated
 since
 there
 is
 a
 direct
 relation
 between
 what
 happens
 in
 it
 and
 what
 happens
at
a
federal
level.
 
 Music
 is
 a
 generalized
 and
 inherently
 human
 pleasure.
 Lawrence
 Parsons,
 professor
 of
 cognitive
 neuroscience
 at
 the
 University
 of
 Shefield,
 stated
 that
 “human
 are
 special,
 no
 other
 creature
 really
 cares
 about
 consonance
 and


4

dissonance”
(World
Science
Festival,
2009).

 
 Yet,
 however
 important
 and
 fundamental
 the
 music
 is
 to
 the
 development
 of
 societies
 is
 no
 easy
 task
 to
 point
 out
 what
 is
 this
 importance
 and
 what
 are
 the
 specific
benefits
that
this
art
provides
to
social
advance.

 
 It
is
commonly
said
that
music
is
a
universal
language
but
this
is
a
vague
statement
 and
 probably
 mistaken
 given
 the
 ambiguity
 and
 the
 abstraction
 of
 the
 interpretations
 that
 can
 be
 given
 to
 the
 musical
 code.
 So,
 in
 this
 sense,
 it
 is
 not
 rationally
practical
for
its
use
in
information
exchange.
Then,
what
makes
music
so
 essential
in
human
history?

 
 Human
beings,
besides
being
rational,
we
are
sensorial
and
sensitive
beings;
all
the
 stimuli
 that
 we
 receive
 have
 a
 sentimental
 impact
 in
 our
 brain
 and
 such
 feelings
 are
originated
in
our
limbic
system
(Vorvick,
et
al,
2010).
These
sentiments
help
us
 to
 improve
 the
 quality
 of
 life
 by
 permitting
 the
 affective
 relations
 between
 the
 members
of
society.
Music
helps
us
in
precisely
that
emotional
exchange,
so
music
 may
not
have
a
value
as
apparently
functional
as
the
sciences
and
other
disciplines,
 but
it
has
the
same
importance
in
education
and
hence
in
social
development.
 
 Education
 is
 the
 cornerstone
 of
 modern
 society;
 it
 is
 what
 allows
 new
 generations
 to
 improve
 it.
 However,
 throughout
 history,
 there
 have
 been
 multiple
 strategies
 in
 the
educational
systems
and
music
has
been
an
important
factor
in
the
majority
of
 these.

We
can
see
this
reflected
from
Aristotle’s
Politics
to
Barak
Obama’s
when
he
 stated
 in
 a
 speech
 during
 his
 election
 campaign
 “These
 aren’t
 just
 extras,
 they
 are
 part
of
a
well
rounded
education”
(Obama,
2008).
 
 We
can
agree
then,
that
music
forms
an
essential
part
of
an
integral
education,
but
 when
 one
 looks
 at
 countries
 like
 Mexico
 where
 the
 educational
 system
 is
 outstandingly
inefficient
and
corrupt,
the
problem
gets
much
more
complicated.
 
 In
 Mexico,
 approximately
 fifteen
 million
 students
 enroll
 in
 primary
 education
 courses
 each
 year,
 but
 only
 two
 million
 reach
 high
 school
 (INEGI,
 2005)
 and
 in
 public
 schools
 (i.e.


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