Music, as a means of expression, possesses qualities similar to those of language. In this sense, it contains both verbal and nonverbal elements, creative possibilities, and structural components. Through its teaching-learning process, it enables the understanding of other cultures within the framework of interculturality and from a critical perspective on transculturality, mediated by interdisciplinary dialogues. In this way, music not only fulfills its purpose of developing disciplinary skills and basic competencies, but also creates an environment that stimulates inquiry, creativity, and the development of self-confidence and identity. Vinsonneau (2002). Additionally, education through music provides students with the ability to learn to listen to others, an essential element related to coexistence and community life.
“Music encourages the impulse of inner life and appeals to the principal human faculties: will, sensitivity, love, intelligence, and creative imagination. For this reason, music is almost unanimously considered an indispensable cultural factor”. Willems (1969).
Since its beginnings, the Instituto Pedagógico Nacional has promoted music education as an important factor in the comprehensive development of its students. With the arrival of the German Mission, emphasis was placed on developing musical activities through strategies such as rhythmic-melodic workshops using the Orff instrumental method, which was incorporated into the curriculum from preschool through secondary and special education. This approach also included training for teachers from other areas and educational levels within the Institution.
The IPN study plan included a considerable number of hours dedicated to musical work at all levels, both for classroom instruction and for the accompaniment of extracurricular activities such as dance. In addition, students had the opportunity to practice rhythmic gymnastics, participate in excursions, attend and perform their own concerts, take part in literary gatherings, and stage musical-theatrical productions. Since then, and remaining faithful to its tradition, heritage, and cultural legacy, the Instituto Pedagógico Nacional, declared a Historical and Cultural Heritage Site of the Nation through Law 1890 of May 10, 2018 — has been characterized as an educational center in which music education occupies a prominent place in school formation.
Thus, the work carried out at each grade level reflects the level of achievement attained by students throughout their school life, giving rise to the formation of different institutional groups such as the Primary and Secondary School Orchestras, the Latin Orchestra, the Rock Group, the Jazz Group, the Children’s Marching Band, the Special Education Orchestra, the Violin Ensemble, and the Kamerata. These groups are led by the department’s teachers, who have always distinguished themselves through their professionalism in pedagogical practice and their high academic and disciplinary standards, with the shared objective of ensuring that children and young people learn to love and enjoy music.
Institutional musical performances:
https://www.youtube.com/watch?v=F6vtYOTKnhE
https://www.youtube.com/watch?v=NEQWJfVXbP8