Contemporary music and technology: An action-research in teacher training

Abstract

This article presents an action research project carried out within the framework of an educational innovation project at a Spanish university, whose main objective is to actively integrate contemporary music through performance and its relationship with technology in teacher training. The research stems from the problem identified of the limited or non-existent attention and presence of these contents in the curricula of teacher training and secondary education degrees. To address this shortcoming, a strategic action is designed and implemented based on direct interaction between university students and artists specializing in contemporary music. The experience is conducted, documented, and analyzed by the participating researchers responsible for the project, using a qualitative methodology. They actively participate in the sessions and collect data through participant observation, student surveys, and semi-structured interviews with the artists. The results show limited prior knowledge and a lack of skills in the performance and teaching of contemporary music, as well as an objective improvement in the understanding of its pedagogical and cultural value after implementation. In conclusion, the effectiveness of active methodologies and the implementation of a strategic action to introduce current repertoires into teacher training is highlighted, emphasizing the positive impact of direct contact with artists as a driver for changing perceptions and developing new professional skills.