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This article presents a classroom experience in which Secondary School music students have worked on associated with modern music as part of a flipped classroom methodology using videos as a fundamental resource for instrumental practice. The results of a descriptive analysis show that students have a very positive assessment both of the methodology employed (tasks in class vs explanations by the teacher at home; adaptation to the student’s rhythm; interest in instrumental practice; better knowledge for group work) and of the videos designed (contents similar to an expository class; increase of confidence for face-to-face classes; motivation of use; duration; quality and independence of students with respect to their teacher). Although it is an exploratory study, preliminary results demonstrate that the design of videos and their use under an appropriate methodology can have a positive effect on instrumental practice inside and outside the classroom.

Audiovisuales para la práctica instrumental en un escenario flipped classroom