Cuando Louis Armstrong entra en el aula: propuesta didáctica para fomentar la creatividad musical mediante prácticas propias del jazz en la Educación Secundaria Obligatoria

Abstract

Creativity is an essential capacity for student development during compulsory secondary education. However, numerous studies indicate that it declines during adolescence. In this context, jazz, due to its improvisational nature, is presented as an ideal tool to stimulate it. Although the presence of popular music in research and educational regulations has increased, its application in the classroom requires specific methodologies. This article aims to present and analyze a jazz-based teaching proposal to foster musical creativity in secondary education students. The methodology used is based on a qualitative educational action research approach, focusing on the initial diagnosis, planning, and development, and review of the students’ creative process during the implementation of the project. The results demonstrate that a well-structured jazz-based teaching proposal can become an effective pedagogical resource to foster creativity, improvisation, and cooperation in the music classroom. Experience shows that methodologies based on practice and experimentation can transform music teaching into a more participatory, inclusive, and meaningful process for secondary school students.