The conservatory debated from a critical pedagogy perspective

Abstract

Spanish Conservatories of Music are educational institutions where, for the most part, the culture of Modernity is upheld and an aesthetic musical paradigm is enshrined. In this paper, therefore, it was important to reflect, firstly, on the teaching practices they implement and which have remained faithful to Positivist assertions, in the face of the different educational laws that have been passed. To this end, we carried out an analysis of the opinions of 20 students on a university Master’s course which is centred on contemporary artistic practices and where theories sourced from Critical Pedagogy occupy an important space. With the data drawn from these students – all of them Conservatory graduates and a significant number now teachers – we used interpretative phenomenological analysis techniques and the results show this group’s openness towards methodologies and practices hitherto unknown to them. They highlight, moreover, the importance of offering opportunities to awaken a critical approach in students, whereby they can choose what type of teacher they wish to be, and which methodologies they wish to adopt, rather than merely reproducing in an uncritical fashion the teaching style in which they themselves were taught.

An Introduction to the Innovative Path and Exploration of the Teaching Reform of Ethnic Vocal Music

“…In order to improve the level of classroom teaching, we constantly explore the teaching paradigm of education in modern local colleges and universities and constantly strive to improve the quality of talent cultivation. Literature [11] took all the students of a course in a Spanish conservatory as research subjects to interview surveys to collect their views using interpretive phenomenological analysis techniques. The results showed that the music students' recognition of critical pedagogy and openness to unknown educational methods and practices.…”

Numerical analysis-oriented Kruskal algorithm for the analysis and integration of effective components of university music pedagogy

“…It can penetrate the mind and cultivate emotions; however, in the actual teaching process, students prefer music but are not interested in music lessons, and there are three main problems in music teaching in colleges and universities: monotony and mechanics of teaching methods, dullness and staleness of teaching process, specialization tendency of education, and the non-artistic tendency of education. These problems have led to students' gradual indifference and alienation from music classes [1][2][3]. Music teaching is an interaction between teaching and learning in which teachers use various teaching methods and approaches among teachers, students, and music to accomplish their teaching tasks.…”