Enfoque prescriptivo de la educación musical instrumental : Una reflexión crítica

Alfonso Aguirre Dergal

doi:10.24215/18530494e045

Authors

Alfonso Aguirre Dergal Universidad de Ciencias y Artes de Chiapas http://orcid.org/0000-0003-0411-4534

DOI:

https://doi.org/10.24215/18530494e045

Keywords:

tacit knowledge, prescriptive approach, traditional model, music teaching, instrumental pedagogy

Abstract

Even though models for instrumental teaching have at least on paper been gradually moving towards a constructivist and ecological perspective; a prescriptive approach still remains current in music classrooms. In this approach, concepts, theories and procedures tend to be treated as universal norms or absolute truths. Taking as a reference the ideas of Michael Polanyi on tacit knowledge, in this article the implications of the prescriptive approach of the traditional model of music teaching are critically analyzed and discussed.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biography

Alfonso Aguirre Dergal, Universidad de Ciencias y Artes de Chiapas

Classical guitarist born in Mexico and based in Spain. Holds a PhD in Music (cum laude) from the University of Aveiro, with a thesis titled: Gesture and the classical guitar: Prolegomena towards new paradigms. He also holds a Master of Music degree from Yale University, and a Bachelor of Music degree and a Performer's Certificate from the Eastman School of Music (University of Rochester). He has been a full time tenured professor at the University of Science and Arts of Chiapas in Mexico (2008 to 2015), an institution with which he continues to collaborate as a guest professor in the Master of Music Program. He is regularly invited as a soloist, teacher and jury member at international guitar festivals, universities and centers of higher learning in many countries in Europe, America and Africa. He is currently a guitar teacher at the Centro Superior Katarina Gurska in Madrid.

References

Agassi, J. (1979).The Whole and Its Parts. Nature and Systems, 1, 32-36.

Bacarlett Pérez, M. L. y Fuentes Rionda, R. J. (2007). Descartes desde Canguilhem: el mecanicismo y el concepto de reflejo. CIENCIA ergo sum, 14(2), 161–171.

Bautista, A., Pérez Echeverría, M. P. y Pozo, J. I. (2010). Music performance teacher’s conceptions about learning and instruction: A descriptive study of Spanish piano teachers. Psychology of Music, 38(1), 85–106. https://doi.org/10.1177/0305735609336059

Batalla Flores, A. (2005). Retroalimentación y aprendizaje motor: influencia de las acciones realizadas de forma previa a la recepción del conocimiento de los resultados en el aprendizaje y la retención de habilidades motrices. [Tesis Doctoral]. Universitat de Barcelona.

Bernstein, N. A. (1996). On dexterity and its development. En M. L. Latash, y M. T. Turvey [Eds.], Dexterity and its development (pp. 1–244). Mahwah, NJ: L. Erlbaum Associates.

Blakeslee, S. y Blakeslee, M. (2008). The body has a mind of Its own: How body maps in your brain help you do (almost) everything better. New York: Random House.

Brower, C. (1997). Pathway, Blockage, and Containment in" Density 21.5". Theory and Practice, 22, 35-54.

Brown, J. S. y Duguid, P. (1998). Organizing knowledge. California management review, 40(3), 90-111. https://doi.org/10.2307/41165945

Buriticá, A. (2018). Esquemas sensoriomotores y cognición off-line. Ideas y Valores, 67 (Sup. n.°4), 41-60. https://doi.org/10.15446/ideasyvalores.v67n4supl.73413

Carlevaro, A. (1979). Escuela de la guitarra. Exposición de la teoría instrumental. Buenos Aires: Barry.

Collins, H. (2010). Tacit and explicit knowledge. Chicago-London: University of Chicago Press.

Correia, J. S. (2013). Investigação em Performance e a fractura epistemológica. El oído pensante, 1(2), 1–22.

Cox, A. (2001). The mimetic hypothesis and embodied musical meaning. Musicae Scientiae, 5(2), 195–212. https://doi.org/10.1177/102986490100500204

Cox, A. (2011). Embodying music: Principles of the mimetic hypothesis. Music Theory Online, 17(2). https://doi.org/10.30535/mto.17.2.1

Damásio, A. R. (1996). El error de Descartes. Andrés Bello.

Davids, K., Button, C. y Bennett, S. (2008). Dynamics of skill acquisition: A constraints-led approach. Champaign, IL: Human Kinetics.

Decreto de 15 de junio de 1942 sobre organización de los Conservatorios de Música y Declamación (1942). Boletín Oficial del Estado, de 4 de julio de 1942, 4838 a 4840.

Decreto 2618/1966, de 10 de septiembre, sobre Reglamentación general de los Conservatorios de Música (1966). Boletín Oficial del Estado, 254, de 24 de octubre de 1966, 13381 a 13387.

Doidge, N. (2015). The Brain's Way of Healing: Remarkable Discoveries and Recoveries from the Frontiers of Neuroplasticity. New York: Penguin Publishing Group.

Eddy, M. (2009). A brief history of somatic practices and dance: historical development of the field of somatic education and its relationship to dance. Journal of Dance and Somatic Practices, 1(1), 5–27. https://doi.org/10.1386/jdsp.1.1.5_1

Gallagher, S. (1986). Body y Image and Body Schema: A Conceptual Clarification. The Journal of Mind and Behavior, 7(4), 541–554.

Gamble, P. R. y Blackwell, J. (2001). Knowledge management: A state of the art guide. London-Sterling: Kogan Page.

Garner, J. K. y Kaplan, A. (2017). An Ecological, Dynamical Systems Perspective on Teacher Learning and Professional Development. Artículo presentado en Annual Meeting of the American Educational Research Association. San Antonio, TX, pp. 1-21.

Garud, R. (1997). On the distinction between know-how, know-what, and know-why. Advances in strategic management, 14, 81-102.

Gascoigne, N. y Thornton, T. (2013). Tacit knowledge. London: Routledge.

Germain, P. (2003). La Armonía del gesto (2ª ed.). Barcelona: La Liebre de Marzo.

Grant, K. A. (2007). Tacit Knowledge Revisited -We Can Still Learn from Polanyi. Electronic Journal of Knowledge Management, 5(2), 173-180.

Hadjimichael, D. y Tsoukas, H. (2019). Toward a better understanding of tacit knowledge in organizations: Taking stock and moving forward. Academy of Management Annals, 13(2), 672-703. https://doi.org/10.5465/annals.2017.0084

Haken, H., Kelso, J. A. S. y Bunz, H. (1985). A Theoretical Model of Phase Transitions in Human Hand Movements. Biological Cybernetics, 51(5), 347–356. https://doi.org/10.1007/bf00336922

Hodel, B. (1985). School of guitar by Abel Carlevaro. Guitar Review, 33–34.

Hulme, P. E. (2014). Bridging the knowing–doing gap: know‐who, know‐what, know‐why, know‐how and know‐when. Journal of Applied Ecology, 51(5), 1131-1136. https://doi.org/10.1111/1365-2664.12321

Iacoboni, M., Molnar-Szakacs, I., Gallese, V., Buccino, G., Mazziotta, J. C. y Rizzolatti, G. (2005). Grasping the intentions of others with one's own mirror neuron system. PLoS Biology, 3(3), 0529–0535. https://doi.org/10.1371/journal.pbio.0030079

Johnson, M. (1987). The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason. Chicago-London: University of Chicago Press.

Jorquera Jaramillo, M. C. (2010). Modelos didácticos en la enseñanza musical: el caso de la escuela española. Revista musical chilena, 64(214), 52-74. https://doi.org/10.4067/s0716-27902010000200006

Kelso, J. A. S. (1995). Dynamic patterns: The self-organization of brain and behavior. Cambridge, Massachusetts: MIT Press.

Lakoff, G. y Johnson, M. (1980). Metaphors We Live By. Chicago: University of Chicago Press.

Lakoff, G. y Johnson, M. (1999). Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought. New York: Basic Books.

Laor, L. (2016). In Music Nothing Is Worse Than Playing Wrong Notes. Journal of Historical Research in Music Education, 38(1), 5–24. https://doi.org/10.1177/1536600616662540

Larson, S. (1997). Musical forces and melodic patterns. Theory and practice, 22, 55-71.

Latash, M. L. (1996). The Bernstein Problem: How Does the Central Nervous System Make Its Choices? En M. L. Latash y M. T. Turvey [Eds.], Dexterity and Its Development (pp. 277–304). Mahwah, NJ: L. Erlbaum Associates.

Ley Orgánica 1/1990, de 3 de octubre (BOE del 4 de octubre de 1990), de ordenación general del sistema educativo (LOGSE).

Ley Orgánica 2/2006, de 3 de mayo (BOE del 4 de mayo), de educación (LOE).

Masters, R. y Maxwell, J. (2008). The theory of reinvestment. International Review of Sport and Exercise Psychology, 1(2), 160–183. https://doi.org/10.1080/17509840802287218

Meinel, K. (1977). Didáctica del movimiento: Ensayo de una teoría del movimiento en el deporte desde el punto de vista pedagógico (3ª ed.). (Trad. Joaquim Vilar). La Habana: Editorial Orbe.

Merleau-Ponty, M. (1993). Fenomenología de la Percepción. (Trad. Jem Cabanes). Buenos Aires: Planeta-Agostini. (Trabajo original publicado en 1945).

Mitchell, V. W., Harvey, W. S. y Wood, G. (2022). Where does all the ‘know how’go? The role of tacit knowledge in research impact. Higher Education Research & Development, 41(5), 1664-1678. https://doi.org/10.1080/07294360.2021.1937066

Myers, T. W. (2003). Trilhos Anatomicos - Meridianos Miofasciais: Para Terapeutas Manuais e do Movimento. (Trad. Edson A. Liberti) Barueri, São Paulo: Manole. (Trabajo original publicado en 2001).

Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organization science, 5(1), 14-37. https://doi.org/10.1287/orsc.5.1.14

Nonaka, I. y Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. New York, NY.

Park, J. y Gabbard, J. L. (2018). Factors that affect scientists' knowledge sharing behavior in health and life sciences research communities: differences between explicit and implicit knowledge. Computers in Human Behavior, 78, 326-335. https://doi.org/10.1016/j.chb.2017.09.017

Peñalba, A. (2008). El cuerpo en la interpretación musical: Un modelo teórico basado en las propiocepciones en la interpretación de instrumentos acústico, hiperinstrumentos e instrumentos alternativos. (Tesis Doctoral). Universidad de Valladolid.

Polanyi, M. (1966). The tacit dimension. Garden City, New York: Doubleday & Company.

Polanyi, M. (1966). The logic of tacit inference. The Journal of the Royal Institute of Philosophy, 41(155), 1–18. https://doi.org/10.1017/s0031819100066110

Polanyi, M. (2005). Personal knowledge: Towards a post-critical philosophy. London: Routledge.

Raibert, M. H. (1977). Motor control and learning by the state space model (Doctoral dissertation, Massachusetts Institute of Technology).

Rocha Herrera, L. (2004). Descartes y el significado de la filosofía mecanicista. Revista digital universitaria, 5(3), 1-16.

Saslaw, J. (1996). Forces, containers, and paths: The role of body-derived image schemas in the conceptualization of music. Journal of music theory, 40(2), 217-243. https://doi.org/10.2307/843889

Schmidt, R. A. (1975). A schema theory of discrete motor skill learning. Psychological Review, 82(4), 225-260. https://doi.org/10.1037/h0076770

Schmidt, R. A. (2003). Motor Schema Theory After 27 Years: Reflections and Implications for a New Theory. Research Quarterly for Exercise and Sport, 74(4), 366–375. https://doi.org/10.1080/02701367.2003.10609106

Schmidt, R. A. y Lee, T. D. (2014). Motor learning and performance: From principles to application (5ª ed.). Champaign, IL: Human Kinetics.

Shearer, A. (1963). Classic Guitar Technique (2ª ed.). New York: Franco Colombo.

Soares, P.C. (2013). A ingerência do conhecimento explícito no conhecimento tácito: A Técnica Alexander e a prática e ensino da flauta. (Tesis Doctoral). Universidade de Aveiro, Aveiro, Portugal.

Solan, P. S. y Mendo, A. H. (2007). Aprendizaje motor: una breve revisión teórica. Efdeportes: Revista Digital, 12(109).

Spender, J. C. (1993, August). Competitive Advantage from Tacit Knowledge? Unpacking the Concept and Its Strategic Implications. In Academy of Management Proceedings (Vol. 1993, No. 1, pp. 37-41). Briarcliff Manor, NY 10510: Academy of Management.

Tennant, S. (1995). Pumping nylon. The classical guitarist's technique handbook. Van Nuys, CA: Alfred Publishing.

Torrents, C. (2005). La teoría de los sistemas dinámicos y el entrenamiento deportivo. (Tesis Doctoral). Universitat de Barcelona, Barcelona, España.

Torrents, C. y Balagué, N. (2007). Repercusiones de la teoría de los sistemas dinámicos en el estudio de la motricidad humana. Apunts. Educación Física y Deportes, 1.er trimestre(87), 7–13. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=2287432

Turvey, M. T., Fitch, H. L. y Tuller, B. (1982). The Bernstein perspective: I. The problems of degrees of freedom and context-conditioned variability. En J. A. S. Kelso (Ed.), Human motor behavior: An introduction (pp. 239–252). Hillsdale, NJ: L. Erlbaum Associates.

Turvey, M. T. y Carello, C. (1996). Dynamics of bernstein’s level of synergies. En M. L. Latash y M. T. Turvey (Eds.), Dexterity and its development (pp. 339–376). Mahwah, NJ: L. Erlbaum Associates.

Wulf, G., McNevin, N. y Shea, C. H. (2001). The automaticity of complex motor skill learning as a function of attentional focus. The Quarterly Journal of Experimental Psychology Section A, 54(4), 1143–1154. https://doi.org/10.1080/713756012

Yescas Chávez, S. Z. y Chong Barreiro, M. C. (2020). Pautas para la mejora metodológica en la enseñanza pianística. Revistadecooperación.com, 18, 23–34.

Zbikowski, L. M. (1997). Conceptual models and cross-domain mapping: New perspectives on theories of music and hierarchy. Journal of Music Theory, 41(2), 193-225. https://doi.org/10.2307/843958

Zbikowski, L. (2008). Metaphor and music. En R. Gibbs, Jr. (Ed.), The Cambridge Handbook of Metaphor and Thought (Cambridge Handbooks in Psychology, pp. 502-524). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511816802.030