The Initial teaching of intonation in the brass wind instruments and music reading in Spain. An exploratory study with music school teachers

Abstract

Intonation is probably the most important component of good training on instruments with variable intonation, such as brass wind instruments. It is a complex skill that involves perceptual and productive aspects as well as the coordination of both. Due to a variety of factors, experts confirm that there is no specific and systematic approach to teaching intonation in this family of instruments, at least compared to other aspects of performance. This exploratory study is part of a larger research project which aims to identify the praxis of brass instruments and musical theory teachers in the process of teaching intonation at the initial level in the context of 8 music schools. Several focus groups were carried out in Spain with a total of 32 teachers who had at least 20 years of teaching experience at the beginning level of music education. A recursive analysis was carried out using the previous categories: perceptions of intonation, contents, methodology, assessment and ICT resources. The results reveal inconsistencies in the teaching of intonation, the prevalence of intuitive forms based on the teachers’ experience and training, but with a lack of theoretical systematisation to support it, the lack of coordination between teachers of music theory and instrumental specialists, and furthermore, the absence of a generalised framework or model for evaluating the initial teaching of brass wind instruments.