Siguiendo las “reglas del juego”: la aleatoriedad e indeterminación como casilla de salida de la composición en el aula

• Castro Alonso, Vicente ^[1] ; Chao-Fernández, Aurelio ^[1] ; Pérez-Crego, Cristina ^[1]
  1. [1] Universidade da Coruña

     Universidade da Coruña

     A Coruña, España

     
• Localización: Digilec: revista internacional de lenguas y culturas, ISSN-e 2386-6691, Vol. 8, 2021, págs. 1-20
• Idioma: español
• Títulos paralelos:
  • Following the “game rules”: randomness and indeterminacy as a starting point towards composition in the classroom
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• Resumen
  • español

    Esta investigación-acción describe y analiza los resultados de una experiencia educativa basada en la composición e interpretación ante público de una pieza musical basada en los principios de la aleatoriedad y la indeterminación. A través de una inmersión históricamente fundamentada, el alumnado realiza un recorrido por las principales coordenadas estéticas de esta vanguardia, diseñando sus propias partituras mediante notación gráfica. El estudio, llevado a cabo con un grupo de estudiantes de 1º de bachillerato (Galicia, España), se articula en torno a los siguientes objetivos: 1) identificar comportamientos de engagement y participación proactiva; 2) describir y analizar la adecuación idiomática de los productos artísticos; 3) comprobar el grado de asimilación teórico-conceptual; y 4) conocer el grado de aceptación o rechazo de la música aleatoria e indeterminada.

  • English

    This action-based research describes and analyzes the results of an educational experience based on composition and public performance of a musical piece based on the principles of randomness and indeterminacy. Through a historically grounded immersion, students take a tour of the main aesthetic coordinates of this avant-garde, designing their own scores using graphic notation. The study, carried out with a 1st year high school student group (Galicia, Spain), is structured around the following objectives: 1) identify behaviors and proactive participation; 2) describe and analyze the idiomatic adequacy of artistic products; 3) check the degree of theoretical-conceptual assimilation; and 4) recognize the degree of acceptance or rejection of aleatory and indeterminate music.

    The exploration combines the use of quantitative data collection instruments (questionnaires) and qualitative data (participant and non-participant observation, video and documentary analysis). After detecting the needs of the group, the planning of an improvement proposal is undertaken, its evaluation and subsequent reflection on the results obtained. The experience as a game and the performance before the public act as an attitudinal trigger, both in participation and in collective engagement. The students show an internalized assimilation -conceptual and procedural- of both repertoires, achieving stylistically idiomatic sound results. Therefore, the proposal demonstrates its pedagogical validity, favoring the opening of the students' cultural horizons, as well as allowing the consolidation of genuine artistic creations in the secondary school classroom.