La enseñanza musical en el conservatorio desde la interpretación pianísticaanálisis de la formación artística y del proceso de profesionalización docente

Abstract

Music teaching in instrumental disciplines presents, currently, some knowledge under review motivated by new environments and learning contexts and, equally, a reconceptualization of the teaching profession in the artistic field. In the same way, teacher training is shaped as a complex field of study, where its artistic dimension and the way in which pedagogical skills are to be understood are questioned. Consequently, research into teaching professional identity is justified by enabling access to the meanings that explain the teaching of musical interpretation from the relationship between instrumental experience and the personal and biographical development of teachers. It is intended, therefore, to understand the process of professionalization of teachers of the specialty of piano from the organizational conditions of the institution where they develop their teaching —and in the set of professional practices they carry out— for the knowledge of their nature and the way in which they determine their professional work. In this sense, this research is developed within the framework of the interpretative perspective and from a qualitative methodological approach that, through the case study, provides an exhaustive description about the situations, scenarios and interactions, on which the culture and professional identity of teachers is formed. Therefore, we have proceeded to the selection of two case studies, for their representativeness in the teaching and interpretation of piano, as well as the realization of eight interviews and a series of observations, which have allowed to identify the main musical influences in the professional artistic development and their implications in the teaching practice; It analyzes the concepts and methodological principles that define instrumental teaching, —from its link with the piano literature— and, finally, specifies the most significant needs of institutional academic regulation in relation to the trends that develop in performative research.