Bibliographic citations
Robles, H., (2024). El aprendizaje basado en proyectos para fortalecer la identidad cultural en los estudiantes de quena del curso Taller de Música Tradicional Peruana en una escuela superior de formación artística en Lima Metropolitana [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/29595
Robles, H., El aprendizaje basado en proyectos para fortalecer la identidad cultural en los estudiantes de quena del curso Taller de Música Tradicional Peruana en una escuela superior de formación artística en Lima Metropolitana []. PE: Pontificia Universidad Católica del Perú; 2024. http://hdl.handle.net/20.500.12404/29595
@mastersthesis{renati/1663548,
title = "El aprendizaje basado en proyectos para fortalecer la identidad cultural en los estudiantes de quena del curso Taller de Música Tradicional Peruana en una escuela superior de formación artística en Lima Metropolitana",
author = "Robles Gonzales, Hugo Ramiro",
publisher = "Pontificia Universidad Católica del Perú",
year = "2024"
}
This thesis aims to contribute to the didactics of the quena at the higher education level. This innovation proposed for a workshop course of traditional Peruvian music, proposes to achieve the following objective: to strengthen the cultural identity of quena students in a School of performing arts in Metropolitan Lima, through the inclusion of the phases of Project Based Learning. In this way, it is expected to generate a more conscious and reflexive musical interpretation of the socio-cultural elements around the praxis of this instrument. Based on a bibliographic review on the state of the art of the didactics of the quena and on conceptual elements linked to cultural identity and music teaching at the higher level, the analysis of the inquiry on the institutional context in which the innovation is intended to be carried out is carried out. Based on the findings of this research, the innovation project entitled “The quena on a journey: strengthening our cultural identity through music” is designed, which is taken to a pilot experience in which the achievement of learning, the development of university teaching, the relevance of the proposal and its feasibility are evaluated. Among the conclusions, it was found that the insertion of the Project Based Learning phases allows articulating spaces for reflection on cultural identity and traditional music, as well as research and cultural immersion activities to generate reflection in students on socio-cultural and identity elements inherent to the praxis of the quena. It was also evidenced that this process strengthened the students' own cultural identity.
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