Educational intervention for the improvement of musical difficulties in intonation and dictation

Abstract

The present research work has been carried out at the Professional Conservatory of Music of Segovia and pursues a double objective. On the one hand, the difficulties presented by three students of the first course of Musical Language of elementary education are identified, both in the realization of dictations and in the interpretation of intonation lessons, being different in each case. On the other hand, a specific educational intervention has been carried out with each one of the students to try to correct their specific difficulties and we have verified their usefulness from a scientific perspective. The research method used for this has been the study of cases, which tends to configure a privileged field for the in-depth study of certain educational phenomena. The results obtained show that the problems manifested in intonation were due, fundamentally, to poor placement of the voice, while the problems presented in the execution of dictations were due to a lack of rigor in the application of the steps to be followed. Likewise, we can conclude that the educational strategies that have been applied with the students have made it possible to reduce, to a large extent, their difficulties in carrying out both tasks, opening new ways that facilitate access to musical learning.