Perspective of the teacher in the teaching-learning process of the musical language in the professional conservatories of music of Spain

Abstract

The Musical Language constitutes one of the pillars where the rest of musical knowledge is based, since its learning contributes to the bases of an instrumentalist, a composer or a music teacher, since it implies a quadruple formative focus: auditory, vocal, rhythmic and theoretical. The objective of the study is to know the opinions of a sample of teachers about the teaching-learning process of the subject of Musical Language in the Professional Music Conservatories of Spain. The methodology used has been non-experimental exploratory type, having as a research instrument the survey. The chosen sample, with simple non-weighted affixation, was n155 from a population of 320 teachers of Musical Language, with a confidence level of 95% (two sigma's) and P=Q, the maximum possible error of ± 6%, for the whole sample and in the simple random sampling scenario. As study variables: a) the dimensions that make up the theme of the Musical Language, b) the methodology used, c) the resources, d) the teacher training, e) the organization of the teaching of the subject and f) the coordination among teachers. The results obtained show that: 1) the rhythm is the dimension that works the most, 2) ICTs are imposed as a fundamental resource for certain learning, 3) it is essential to create a new innovative educational design adapted to the needs of the new student.