Los lenguajes artísticos fortaleciendo el aprendizaje instrumental y mejorando el rendimiento académico en grado Octavo y Noveno.

Abstract

Academic performance is assessed by multiple factors (Edel, 2003) such as socio-economic context, school climate, teaching-learning process, academic outcomes, educational policies etc. And improving academic performance requires addressing these factors. Therefore, this research focuses on strengthening instrumental learning through a didactic strategy mediated by artistic languages to improve the academic performance of eighth grade students of the educational institution Luis Carlos Galán Sarmiento de Itagüí Antioquia and ninth grade of the I.E Jesús Villafañe Franco district of Aguablanca Cali. The concept of instrumental learning includes factors that are related to school climate, socio-economic context, and the teaching-learning process, being framed in the theory of dialogic learning. Strengthening it through the learning and practice of artistic languages guarantees interactions, the creation of meaning, the transfer of artistic skills and abilities to other disciplines of knowledge and integrates humanistic and instrumental dimensions. For this reason, the research approach is qualitative and the type of research is exploratory, with a population of 250 students and a sample of 68 students. The state of instrumental learning is diagnosed using the assessment standards for communicative, mathematical, technological and learning to learn competences. And the, or the artistic languages with which the students have greater affinity in order to design a pedagogical proposal that from the didactics of the arts contributes to the strengthening of instrumental learning and therefore helps to improve academic performance.