This article presents a didactic strategy that is currently the subject of the author's doctoral thesis research, in the doctoral program in equity and educational innovation at ``Universidad de La Coruña``, Spain; and that has been applied for more than fifteen years, by the same teacher, who, committed to facilitating and motivating the learning of her students, one day decided to turn the disciplinary themes into rhymes and stories.The pedagogical strategy is called "learning through rhymes and stories" and provides a new educational vision, which favors creativity, meaningful learning and interdisciplinarity; facilitating the processes of assimilation and accommodation of knowledge and therefore the improvement of academic performance in a classroom environment according to their age.From a holistic perspective, the results obtained after the application of the didactic strategy over the years have been favorable in terms of academic performance, motivation, improvement of interpersonal relationships and self-esteem.Therefore, the main objective of the doctoral thesis is to analyze the influence that the application of the didactic strategy has had since its inception, on the academic performance, motivation and coexistence in the classroom of the students involved, and to compare it with the results. of the application of the same, in a group of elementary students during an academic period.For this, a mixed methodology will be followed and the results will be the subject of a forthcoming publication.