{"id":34386,"date":"2020-12-16T10:36:00","date_gmt":"2020-12-16T17:36:00","guid":{"rendered":"https:\/\/suzukiassociation.org\/?post_type=journalarticle&p=34386"},"modified":"2024-10-08T15:28:52","modified_gmt":"2024-10-08T21:28:52","slug":"first-online-international-suzuki-practice-challenge-hosted-by-mexican-suzuki-association","status":"publish","type":"journalarticle","link":"https:\/\/suzukiassociation.org\/es\/journalarticle\/first-online-international-suzuki-practice-challenge-hosted-by-mexican-suzuki-association\/","title":{"rendered":"Primer Desaf\u00edo Internacional de Pr\u00e1ctica Suzuki Online organizado por la Asociaci\u00f3n Suzuki de M\u00e9xico"},"content":{"rendered":"
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During the month of May, the Mexican Suzuki Association held the first online international Suzuki practice challenge, #yopracticoencasaAMMS (#ipracticeathomeAMMS), with the participation of various countries such as United States, Canada, Isla de Guadalupe, and Mexico, and a team of 70 collaborators including committees, teachers and coordinators.<\/p>\n\n\n\n

This challenge was created under the leadership of Leslie Mizrahi, president of the Mexican Suzuki Association, and executed by yours truly as head of the events committee with the support of teachers Jose Enriquez and Mildred Martinez.<\/p>\n\n\n\n

The main goal of the challenge was to encourage daily practice in Mexican Suzuki students, but it also aimed to bring support to all Suzuki teachers and studios throughout the country strengthening bonds, building a community and motivating students in this time of big changes.<\/p>\n\n\n\n

To put together this challenge several daily activities were designed aiming to be fun, creative, and energetic, since incorporating play into educational activities sets off processes that tend to increase the student\u2019s knowledge, engagement, and skills.[url=#_edn1][i][\/url] Among the activities performed we may highlight those which were the most liked or the ones that had most impact to the participants: playing in a funny position, playing with eyes closed, performing concerts for friends or family online, practice virtually with classmates of different instruments. There was a different activity for each day of the challenge. I believe that the relationship that exists between learning based on play, the motivation and engagement of the students is something we should take advantage of in our teaching practice. I believe that as teachers of a musical instrument we should not deprive ourselves of the benefits that learning based on play propose. Learning does not have to be boring if we set the goal of \u201clearning by play.\u201d<\/p>\n\n\n\n

We also provided instructional capsules for the families of the participating students, which were shared with the objective of developing and strengthening habits and skills. These capsules were made with the participation of renowned teachers in the national and international Suzuki domain.<\/p>\n\n\n\n

Another notable aspect of great impact was the incorporation of a virtual practice partner. For that we paired students that would be able to connect with one another, played the same instruments, were approximately the same age, and lived in different cities and countries. This modality had the objective of providing elements that would foment skills such as resilience, perseverance, and positive thinking in the students, since it has been proven that peer tutoring and getting support from older or same age students promotes a more focused work towards the proposed goals.[url=#_edn2][ii][\/url] For this, students presented their pieces to their practice partners, talked about their experience with their instruments, taught new challenges, and remained motivated to get successfully to the end of the 30 days. The results were extraordinary; we know this because people shared great stories about the experience, for instance this mother\u2019s testimony:<\/p>\n\n\n\n

\u201cBoth of them were looking forward to this moment with excitement and curiosity. They didn\u2019t know how having a virtual partner would work . . . what should they say to each other, what should they ask . . . until the moment came and something magical happened. They started talking as if they had been friends forever! They talked about music, about the songs they knew, they listened to each other and they accompanied each other on the piano. Antonio taught him to play a new song from the book, with blackboard and all! Lulius played for him songs that are not in the book. . . Always through play, jokes and a lot of laughter the hour went by! And they would have continued but the battery ran out!\u201d<\/p>\n\n\n\n

When the 30 days of the challenge were through we had the closing event, which consisted of 11 virtual recitals, as well as different masterclasses in each one of the participating instruments: violin, viola, piano, guitar, flute, and cello.<\/p>\n\n\n\n

For us, the organizing committee, it was a great pleasure to be part of the first edition of the project #yopracticoencasaAMMS, where students, parents, and teachers stood out in an amazing way, in a moment when despite the complicated circumstances of the lockdown they used this challenge to develop skills making the most of the stay home mandate, transforming moments of boredom and uncertainty into a lot of fun, looking forward to each day with excitement.<\/p>\n\n\n\n

A special thank you to the board of directors of the AMMS and the outstanding work of Martha Ceballos, Alda Ort\u00edz y Mariana Lazos in communications, Araceli Lugo in administration, El\u00edas Flores in membership, Susana Manjarrez in academies, Maricarmen Lugo in festivals and V\u00edctor Gardoqui in education.<\/p>\n\n\n\n

We wish to continue contributing with leadership and positivity to our Suzuki community in Mexico, since our paramount goal is to add to the successful development of each one of our students, teachers, and academies.<\/p>\n\n\n\n

Notes<\/p>\n\n\n\n

[i]. Marc I. Cicchino, \u201cUsing Game-Based Learning to Foster Critical Thinking in Student Discourse\u201d in *Interdisciplinary Journal of Problem-Based Learning *9(2), 2015.<\/p>\n\n\n\n

[url=#_ednref2][ii][\/url]. Martin Krovetz, \u201cExpecting All Students and Educators to Use the Hearts and Minds Well\u201d in Educational Leadership and Administration: Teaching and Program Development<\/em> 27 (2016), 231-242.<\/p>\n\n\n\n

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Durante el mes de mayo la Asociaci\u00f3n Mexicana del M\u00e9todo Suzuki llev\u00f3 a cabo el primer reto de pr\u00e1ctica internacional Suzuki en l\u00ednea, #yopracticoencasaAMMS. El cual cont\u00f3 con la participaci\u00f3n de 304 alumnos de varios pa\u00edses como: EE. UU, Cuba, Canad\u00e1, la isla de Guadalupe y por supuesto M\u00e9xico. Y un equipo de 70 colaboradores entre comit\u00e9s, maestros y coordinadores, donde cabe destacar el valioso apoyo de todos los comit\u00e9s que forman el consejo directivo de la AMMS: comunicaci\u00f3n con Martha Ceballos, Alda Ort\u00edz y Mariana Lazos, administraci\u00f3n con Araceli Lugo, membres\u00edas con El\u00edas Flores, academias con Susana Manjarrez, festivales con Maricarmen Lugo y educaci\u00f3n con Victor Gardoqui.<\/p>\n\n\n\n

Este reto surgi\u00f3 bajo el gran liderazgo de la presidenta de la AMMS, Leslie Mizrahi, y fue ejecutado por una servidora, como cabeza del comit\u00e9 de eventos. Contando con el destacado apoyo de los profesores Jorge Enr\u00edquez y Mildred Mart\u00ednez. El reto ten\u00eda como objetivo principal incentivar la pr\u00e1ctica diaria en los alumnos del m\u00e9todo Suzuki en M\u00e9xico, pero tambi\u00e9n buscaba apoyar a cada uno de los maestros y academias Suzuki alrededor del pa\u00eds al estrechar lazos, hacer comunidad e incrementar la motivaci\u00f3n de los alumnos en esta \u00e9poca de grandes cambios.<\/p>\n\n\n\n

Para la realizaci\u00f3n del reto se dise\u00f1aron diferentes actividades diarias que buscaban ser divertidas, creativas y din\u00e1micas. Ya que cuando el juego es utilizado de manera inclusiva dentro de las actividades educativas se activan procesos que tienden a aumentar los conocimientos, el compromiso y las habilidades del estudiante (Cicchino, 2015). De las actividades realizadas podemos destacar algunas que fueron las que m\u00e1s gustaron o impactaron a los participantes: tocar en alguna posici\u00f3n chistosa, tocar con los ojos cerrados, realizar conciertos para amigos o familiares de manera virtual, practicar virtualmente con compa\u00f1eros de instrumentos diferentes. Hubo una actividad diferente para cada d\u00eda del reto. Me parece que la relaci\u00f3n que existe entre el aprendizaje basado en el juego, la motivaci\u00f3n y el compromiso de los estudiantes es algo que debemos aprovechar en nuestra pr\u00e1ctica docente. Creo que como maestros de un instrumento musical no debemos privarnos de los beneficios que el aprendizaje basado en el juego propone. El aprendizaje no tiene que ser aburrido si nos trazamos la meta de \u201caprender jugando\u201d.<\/p>\n\n\n\n

As\u00ed mismo se realizaron c\u00e1psulas educativas para las familias de los alumnos participantes, c\u00e1psulas que se compart\u00edan con el objetivo de construir y reforzar h\u00e1bitos y habilidades. Estas c\u00e1psulas contaron con la participaci\u00f3n de reconocidos maestros en el \u00e1mbito Suzuki nacional e internacional.<\/p>\n\n\n\n

Otro factor muy destacado, de gran impacto y trascendencia fue la incorporaci\u00f3n de un compa\u00f1ero de pr\u00e1ctica virtual. Para esto se busc\u00f3 que los alumnos pudieran conectarse entre s\u00ed cuidando que practicaran el mismo instrumento, que tuvieran m\u00e1s o menos la misma edad y que vivieran en diferentes ciudades y pa\u00edses. Esto se hizo con el objetivo de proporcionar factores que contribuyeran a fomentar habilidades como la resiliencia, la perseverancia y una mentalidad positiva en los alumnos, pues se ha demostrado que la tutor\u00eda entre pares, ya sea al recibir apoyo de estudiantes de mayor edad o de la misma edad, contribuye a que los estudiantes trabajen de una manera enfocada en el logro de los objetivos propuestos (Krovetz, 2016). Para esto los alumnos presentaban sus piezas a sus compa\u00f1eros de pr\u00e1ctica, hablaban de su experiencia con el instrumento, ense\u00f1aban nuevos retos y se manten\u00edan motivados para llegar al final de los 30 d\u00edas con \u00e9xito. Los resultados fueron extraordinarios<\/em>, lo sabemos porque nos compartieron grandes historias de esta experiencia, por ejemplo, el siguiente testimonio de una madre:<\/p>\n\n\n\n

\u201cLos dos esperaban este momento con emoci\u00f3n, con curiosidad. No sab\u00edan como era esto de tener un compa\u00f1ero virtual\u2026que se iban a decir, a preguntar\u2026hasta que lleg\u00f3 el momento y algo m\u00e1gico sucedi\u00f3. \u00a1Empezaron a platicar como si hubieran sido amigos desde siempre! Hablaron de m\u00fasica, de las canciones que se sab\u00edan, se escucharon y se acompa\u00f1aron en el piano. Antonio le ense\u00f1\u00f3 tocar una canci\u00f3n nueva del libro, con todo y el pizarr\u00f3n! Lulius le toc\u00f3 canciones que no est\u00e1n en el libro\u2026 \u00a1Siempre a trav\u00e9s del juego, de las bromas y muchas carcajadas se fue la hora! \u00a1Y este cuento no se hubiera terminado si la bater\u00eda no se hubiera acabado!\u201d<\/p>\n\n\n\n

Al finalizar los 30 d\u00edas del reto se llev\u00f3 a cabo el evento de clausura que consisti\u00f3 en 11 recitales de manera virtual, as\u00ed como la realizaci\u00f3n de diferentes clases magistrales en cada uno de los instrumentos participantes: viol\u00edn, viola, piano, guitarra, bater\u00eda, flauta y violonchelo<\/p>\n\n\n\n

Para nosotros, el comit\u00e9 realizador del reto, fue un gusto muy grande poder ser parte de la primera edici\u00f3n del proyecto #yopracticoencasaAMMS, donde los alumnos, padres y maestros destacaron de una manera incre\u00edble. En un momento donde a pesar de las circunstancias complicadas de la cuarentena, utilizaron este reto para construir habilidades y aprovechar al m\u00e1ximo el momento de quedarse en casa, cambiando momentos de aburrimiento e incertidumbre por mucha diversi\u00f3n, esperando cada d\u00eda con ilusi\u00f3n.<\/p>\n\n\n\n

Esperamos seguir contribuyendo con liderazgo y de manera positiva con nuestra comunidad Suzuki en M\u00e9xico ya que nuestro objetivo primordial es aportar al desarrollo exitoso de cada uno de nuestros alumnos, maestros y academias.<\/p>\n\n\n\n

Bibliograf\u00eda:<\/strong><\/p>\n\n\n\n

Marc I. Cicchino. Using Game-Based Learning to Foster Critical Thinking in Student Discourse<\/em>.<\/strong><\/p>\n\n\n\n

Interdisciplinary Journal of Problem-Based Learning, 9(2), 2015.<\/p>\n\n\n\n

Frank M. Diaz. Intrinsic and Extrinsic Motivation among Collegiate Instrumentalists<\/em>. Contributions to Music Education Vol.37, No. 1, pp. 23-35. 2010.<\/p>\n\n\n\n

Krovetz, M. (2016). Expecting All Students and Educators to Use the Hearts and Minds Well.<\/p>\n\n\n\n

Educational Leadership And Administration: Teaching And Program Development<\/em>, *27 *231-242.<\/p>\n","protected":false},"excerpt":{"rendered":"

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