La Improvisación en la función docente del pianista acompañanteanálisis y aplicación de la Metodología IEM

Resumen

The object of study of this research is the development of improvisation and analysis in the classroom with the accompanying pianist in Professional Music Education. The IEM Methodology is based on the use of analysis and improvisation for the understanding, creation and interpretation of music. The application of this methodology has been put into practice in different areas of music education (there are research studies on the benefits of this application, as well as didactic material for different instruments); however, no studies have been found that deal with the work of the accompanying pianist. For this reason, it is of interest to expand the application of this area and offer the group of piano accompanists the possibility of using this methodology in the classroom, as well as to enrich it with new didactic resources. The main research question is how to bring the development of improvisation and analysis to the piano accompanist's classroom. Based on this question, the following general objective is formulated: To analyze the possibilities and didactic implications of a program based on the IEM Methodology in the class of the piano accompanist in Professional Music Education. This general objective is articulated in the following specific objectives: 1) To discover the methodological habits of the accompanying pianist teacher in relation to the practice of analysis and improvisation. 2) To design and validate the IEMPA program and its evaluation instruments. 3) 3) To apply the IEMPA program and evaluate the results obtained by the students, in order to know their levels in the dimensions of form, rhythm, harmony and Melody. 4) To compare if there are differences in the scores or levels of the different dimensions according to units of formal, rhythmic, harmonic and melodic analysis. 5) To analyze the evolution of each of the four dimensions in all the didactic units. 6) To grade the students, according to the four dimensions (formal, rhythmic, harmonic and melodic analysis), according to the usual scoring scale in Professional Music Education. A pre-experimental pretest-posttest study was carried out, that evaluated the scores obtained by the students in the dimensions of formal, rhythmic, harmonic and melodic analysis were evaluated and compared, both before and after at different times throughout the development of an intervention program (IEMPA). The participants were the students and teachers of the Professional Conservatories of Music. Both the program and the instruments designed ad hoc were validated by expert judgment: needs analysis questionnaire, FRAM questionnaire, rating rubric. The study shows the significant achievement of the students in the analyzed dimensions: form, rhythm, harmony and melody. Finally, the efficacy and validity of the IEMPA program, created from the IEM methodology, in relation to the teaching practice of the accompanying pianist in the curriculum of Professional Music Education is verified.