La escucha y partitura gráfica como herramientas pedagógicas en el análisis musical

Abstract

Our education is based on sensorial pedagogical processes. Sight is the most powerful sense (Schafer, 1977). Often, musical education focuses on contact with traditionally notated scores, however, graphical notations can be used in the classroom when the students have no prior experience of music theory. In this article we propose a pedagogical tool which combines musical parameters, listening modes and the use of graphic scores to realize musical analysis. The graphic scores of 52 participants were studied according to the categorizations of graphic notations proposed by Reybrouk et al. (2009). We found that 86.55% of the students´ graphic scores showed a delineation of the musical parameters in combination with use of the listening modes. This educative tool can provide the teacher with valuable information about the analytical capabilities of the students.