Rhythm teaching strategies in primary education: An exploratory study with Mexican teachers

Rhythmic training in primary music education is essential for the development of perceptual and expressive skills. This study is based on previous research conducted in Chile, adopting its theoretical foundations and purposes to explore similar elements in Mexico. The aim is to identify and analyze the ways in which Mexican Primary Education teachers approach rhythm in the classroom, contrasting their perceptions with previous findings linked to the cognitive processing of rhythm and related teaching strategies. Two focus groups were conducted with music teachers in Mexico, who shared experiences and practices related to their pedagogical approaches and resources used for rhythmic training. The teachers use methodologies adapted to the available resources and spaces, combining body movement, percussion with small instruments, and musical repertoires. Rhythm teaching relies on experiential approaches, although the effectiveness of these practices is hampered by the lack of infrastructure perceived by participants. Still, the use of popular repertoires, such as Cri-Cri music, facilitates a meaningful cultural connection in the classroom, while teaching strategies foster rhythmic comprehension in students and interconnect with findings in rhythmic cognition research.