The Conservatory Debated from a Critical Pedagogy Perspective

Autor/in	López-Peláez, María Paz
Titel	The Conservatory Debated from a Critical Pedagogy Perspective
Quelle	In: International Journal of Music Education, 40 (2022) 2, S.217-227 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (López-Peláez, María Paz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/02557614211034189
Schlagwörter	Music Education; Critical Theory; Teaching Methods; Aesthetics; Student Attitudes; Educational Legislation; Masters Programs; Graduate Students; Foreign Countries; Music Teachers; Phenomenology; Teacher Characteristics; Teaching Styles; Spain + Suchen Sie Ihr Suchwort? Musikerziehung; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Ästhetik; Schülerverhalten; Bildungsrecht; Schulgesetz; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Music; Teacher; Teachers; Musiklehrer; Phenomenological psychology; Phänomenologie; Psychologie; Lehrstil; Unterrichtsstil; Spanien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01