La enseñanza inicial de la entonación en instrumentos de viento-metal y lenguaje musical en España. Un estudio exploratorio con profesorado de escuelas de música

  1. Tejada, Jesús 1
  2. Murillo, Adolf 1
  3. Mateu-Luján, Borja 1
  1. 1 Universitat de València
    info
    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

    Geographic location of the organization Universitat de València
Journal:
Revista Electrónica Complutense de Investigación en Educación Musical

ISSN: 1698-7454

Year of publication: 2022

Volume: 19

Type: Article

DOI: 10.5209/RECIEM.77966 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista Electrónica Complutense de Investigación en Educación Musical

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.

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