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CONSIDERATIONS OF HIGHER EDUCATION MUSIC TEACHERS ON DIDACTIC TRAINING IN THE INSTRUMENTAL CLASSROOM

M.M. Bernabé Villodre

Universidad de Valencia (SPAIN)
Introduction:
Teaching how to play an instrument cannot be reduced to a mere repetition of what the teacher plays. Students must understand what the score is saying, they must also control technical aspects to ensure that the air column (the real instrument of every wind instrument player) has enough body, colour and musicality to obtain a product that excites the listener. The prevailing tradition in Spanish music conservatories, in spite of the research drive that they are trying to give to instrumental didactics, has been to imitate the teaching staff, ignoring the need to understand what is being done, and those who could not do it properly ended up giving up, being accused of lacking talent.

Methodology:
Using the interview technique, a qualitative research has been carried out, categorising the results obtained in the different interviews with the teaching staff of a Higher Conservatory of Music.

Results:
The teaching staff considered that a curricular change was necessary to lead to what could be considered good teaching practices in music conservatories. However, the most generalised tendency was to request changes for the previous educational stages, Elementary and Professional Education, considering that, in Higher Education, the changes should be reduced to certain areas of content which, basically, should already be assumed from the previous stages.

Conclusions:
The teaching staff considered that some curricular revision was necessary in Higher Education, but more so in the previous stages. Likewise, they considered that, given the points of union between instrumental wind specialities, such curricular changes would be more feasible, given that there would always be a large number of students to take them, if they were offered as optional subjects. In summary, the need for methodological change is present in a large part of the teaching staff; however, the ways of promoting and continuing it in the classroom already present great differences between specialists, depending on their basic training and professional interests.