Mare Ignotum: un acercamiento artográfico a la interpretación creativa de música contemporánea en el aula de Educación Secundaria

Abstract

The area of Music in Spain’s Compulsory Secondary Education presents, due to its curricular configuration, multiple didactic possibilities. From an artographic approach, this study implemented a pedagogical proposal centered on the creative interpretation of a contemporary music piece composed by a professional female composer who also acted as teacher and researcher. The objectives were to explore the aspects that characterized the learning process of the musical project, as well as to propose a conceptual approach to creative interpretation in the secondary school classroom. Thirty-one students from the 2nd year of Compulsory Secondary Education participated, together with two music teachers and one additional teacher. From a qualitative perspective, participant and non-participant observation were used, along with interviews and audiovisual recordings, which were coded and analyzed through a thematic orientation. The results indicate multiple benefits for the students who participated in the musical project. They reported that they were able to listen to music in a different way, connect with the composer-teacher on creative aspects, feel that they were part of a larger collective outcome, and therefore feel more accomplished with themselves, with the subject, and with learning in general. Furthermore, all of this leads us to refine a possible definition of what creative interpretation might be: creative co-participation, mental and emotional engagement, and direct creation within performance.