El informe que se presenta, basado en la evaluación de un estudio de caso realizado a lo largo de cuatro meses en un centro escolar de la Comunidad de Madrid, hace referencia a la realización del proceso musicoterapéutico aplicado a una alumna de Primaria con Trastorno de Aprendizaje No Verbal (TANV). Los objetivos planteados han sido: analizar la influencia de la musicoterapia en el desarrollo de conductas rutinarias y secuenciales, comprobar si la acción musical potencia la comunicación no verbal del alumno, así como su competencia social y su autoestima. Mediante una investigación cualitativa de estudio de caso se concluye que, la musicoterapia puede ayudar a los niños con TANV en el desarrollo de conductas rutinarias y en la mejora de la autoestima, tal y como ha sucedido en este caso. También podemos decir que, en nuestro estudio, la musicoterapia fomenta el desarrollo de la comunicación no verbal a través de la música, lo que podría ser extrapolable a otros contextos y situaciones.

In recent years, the development of Information and Communication Technologies (ICT) has contributed to the generation of a number of interesting initiatives in the field of music education and training in virtual learning environments. However, music education initiatives employing virtual learning environments have replicated and perpetuated the traditional model, resulting in sub-optimal use of ICT and curricular delivery that contributes little to the fostering of autonomous learning. A review of online music education initiatives reveals generalised behaviour that suggests the existence of a little researched field holding great scope for further investigation. This case study reflects how the instructional paradigm applied to education results in a less than optimal use of technical resources and the web, limiting the capacity of students to manage their own learning. This pedagogic paradigm is invoked not so much as a premeditated strategy but as the result of reliance upon traditional practice. Despite the existence of both individual and collective communication channels, teachers default, with preference, to a one-to-one relationship with the student. The resources are in place and teachers with the requisite technological background exist, however, none of these inputs are exploited sufficiently due to the instructional model implemented.

In recent years, the development of Information and Communication Technologies (ICT) has contributed to the generation of a number of interesting initiatives in the field of music education and training in virtual learning environments. However, music education initiatives employing virtual learning environments have replicated and perpetuated the traditional model, resulting in sub-optimal use of ICT and curricular delivery that contributes little to the fostering of autonomous learning. A review of online music education initiatives reveals generalised behaviour that suggests the existence of a little researched field holding great scope for further investigation. This case study reflects how the instructional paradigm applied to education results in a less than optimal use of technical resources and the web, limiting the capacity of students to manage their own learning. This pedagogic paradigm is invoked not so much as a premeditated strategy but as the result of reliance upon traditional practice. Despite the existence of both individual and collective communication channels, teachers default, with preference, to a one-to-one relationship with the student. The resources are in place and teachers with the requisite technological background exist, however, none of these inputs are exploited sufficiently due to the instructional model implemented.