ctualmente, es innegable el papel que la m?sica juega en cualquier tipo de producci?n audiovisual; ya sea como fondo sonoro, recalcando un momento esencial o como principal protagonista, es dif?cil desligarla de cualquier anuncio m?s o menos popular. Nuestro objetivo, con un componente did?ctico a?adido (la cultura audiovisual es un eje transversal del curr?culo de la ESO), es profundizar en el papel que juega la m?sica en una tipolog?a de anuncios tan representativa como la de perfumes. Para ello, y partiendo de una metodolog?a constructivista y sociocr?tica, se dotar? al alumno/a de herramientas anal?ticas con las que podr? descomponer el audiovisual en sus elementos estructurales mediante un an?lisis en profundidad que procura responder a la cuesti?n: ??por qu? esto, y no esto otro??, en referencia a los elementos sonoros y visuales utilizados. Se propone trabajar desde una perspectiva abierta y flexible mediante juicios de valor, desgranando las reflexiones obtenidas a partir del debate y la cr?tica compartida en el aula de Secundaria. Entre las principales conclusiones destacamos la necesidad de asociar la est?tica y el arte publicitarios al inevitable contexto social, ?tico y cultural que nos rodea, siendo conscientes de ello y haciendo part?cipes a los m?s j?venes.

Currently, the role that music plays in any type of audiovisual production is undeniable; Whether as a background sound, emphasizing an essential moment or as the main character, it is difficult to separate it from any more or less popular advertisement. Our objective, with an added didactic component (audiovisual culture is a transversal axis of the ESO curriculum), is to delve into the role that music plays in a typology of advertisements as representative as that of perfumes. To do this and based on a constructivist and socio-critical methodology, the student will be provided with analytical tools with which they will be able to break down the audiovisual into its structural elements through an in-depth analysis that seeks to answer the question: ?why what this, and not this other??, referring to the sound and visual elements used. It is proposed to work from an open and flexible perspective through value judgments, unraveling the reflections obtained from the debate and shared criticism in the Secondary classroom. Among the main conclusions we highlight the need to associate advertising aesthetics and art with the inevitable social, ethical and cultural context that surrounds us, being aware of it and involving the youngest