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Resumo(s)
Esta investigación aborda la necesidad de transformar la formación musical del pro-fesorado, tradicionalmente centrada en la notación convencional, incorporando las partituras gráficas como una herramienta pedagógica creativa y accesible. Un enfoque cualitativo con diseño fenomenológico y estudio de caso instrumental, explora las experiencias y significados atribuidos por estudiantes del Grado en Educación durante el curso 2024/2025. A través de entrevistas semiestructuradas y análisis temático, se identifican percepciones que destacan el potencial expresivo, emocional y educa-tivo de estas representaciones visuales del sonido y su capacidad para democratizar la creación musical sin necesidad de cono-cimientos previos musicales. Los hallazgos indican que las partituras gráficas fomentan la participación activa, autoexpresión y com-prensión crítica de los fenómenos sonoros, y son percibidas por el alumnado como es-pecialmente útiles y aplicables en las aulas de Educación Infantil y Primaria, donde la creatividad, el juego y la libre expresión son valorados como principios fundamentales del aprendizaje musical
Abstract: This research addresses the need to trans-form music teacher training, traditionally focused on conventional notation, by incor-porating graphic scores as a creative and accessible pedagogical tool. A qualitative approach with a phenomenological design and an instrumental case study explores the experiences and meanings attributed by students in the Degree in Education during the 2024/2025 academic year. Through semi-structured interviews and thematic analysis, perceptions are identified that highlight the expressive, emotional, and educational potential of these visual representations of sound and their ability to democratize music creation without requiring prior musical knowledge. The findings indicate that graphic scores foster active participation, self-expression, and critical understanding of sound phenomena, and are perceived by students as particularly useful and applicable in Early Childhood and Primary Education classrooms, where creativity, play, and free expression are valued as fundamental principles of music learning
Abstract: This research addresses the need to trans-form music teacher training, traditionally focused on conventional notation, by incor-porating graphic scores as a creative and accessible pedagogical tool. A qualitative approach with a phenomenological design and an instrumental case study explores the experiences and meanings attributed by students in the Degree in Education during the 2024/2025 academic year. Through semi-structured interviews and thematic analysis, perceptions are identified that highlight the expressive, emotional, and educational potential of these visual representations of sound and their ability to democratize music creation without requiring prior musical knowledge. The findings indicate that graphic scores foster active participation, self-expression, and critical understanding of sound phenomena, and are perceived by students as particularly useful and applicable in Early Childhood and Primary Education classrooms, where creativity, play, and free expression are valued as fundamental principles of music learning
Descrição
Palavras-chave
Creatividad Partitura gráfica Educación musical Innovación pedagógica Formación docente. Creativity Graphic score Music education Pedagogical innovation Teacher training
Contexto Educativo
Citação
BRAVO-FUENTES, Paloma (2026) - La partitura gráfica como recurso didáctico en la educación musical : un estudio de caso con docentes en formación. Convergências : Revista de Investigação e Ensino das Artes. Vol. XIX, nº 37, p. 213-222. DOI: 10.53681/c1514225187514391s.37.386
Editora
IPCB. ESART