Intersecciones cognitivas entre ritmo musical y lenguaje verbal. Implicaciones didácticas para el aula de Música

This article analyses previous findings that propose a relationship between musical rhythm and language from a cognitive perspective, highlighting shared neural mechanisms. The question that has driven this work is how the theories and findings that relate musical rhythm and verbal language from a cognitive point of view could be considered in the elaboration of didactic sequences focused on the music classroom? Thus, two didactic units are proposed for primary and secondary education that integrate rhythmic and linguistic activities to enhance the teaching and acquisition of musical and linguistic competences. Finally, pedagogical implications and future research directions are discussed to evaluate the effectiveness of these proposals in different educational contexts.