Desarrollo del paisaje sonoro como recurso didáctico en el aula de Educación Infantil

Abstract

The aim of this research article is to explore the potential of the soundscape as a didactic resource to foster active listening and auditory discrimination in Early Childhood Education. In an overstimulated world, students tend to divert their attention from the small sounds around them, remaining unaware of the auditory environment in which they are immersed and with which they interact daily. In response to this reality, the main objective is to promote students’ active listening, attention, and creativity through sensory experiences linked to the sound environment. Based on the theoretical framework of Murray Schafer and Hildegard Westerkamp, a proposal is designed consisting of three activities: the creation of a sound diary, auditory recognition of the environment, and a soundwalk. Each activity seeks to develop auditory perception, sound discrimination, and emotional expression through the exploration of the nearby environment. Conceptual results show that incorporating soundscapes into music education enhances auditory awareness and encourages a more sensitive and reflective attitude toward the everyday sonic world. It is concluded that educating listening means opening the ear, the mind, and the heart to the sounds of the environment through soundscapes, offering students a more human way of connecting with the world through sound.