Notes teacher: teaching strategy for teaching music reading in the second year
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Abstract
Introduction. Musical notation is a fundamental pillar of music education and instrumental instruction. This study aims to enable second-year students at the La Merced Conservatory in Ambato to develop their reading skills using a mobile application, which will facilitate the correct interpretation of musical symbols as well as the development of interpretive abilities. Methodological barriers persist in the continued use of traditional teaching strategies that limit students in various aspects, such as motivation, comprehension, and fluency. The implementation of technology emerges as a pedagogical ally within the teaching–learning process in music education. Objective. Design a pedagogical strategy based on the use of the Notes Teacher app to strengthen musical reading learning among students at the La Merced Conservatory of Music in Ambato. Methodology. Mixed-method research with a pre-experimental pretest - posttest design in a particular group. The sample consisted of 38 students selected through intentional non-probabilistic sampling. A 12-item questionnaire was applied, validated by expert judgment (three experts with sufficiency assessment) and with a Cronbach's Alpha reliability coefficient of 0.873, indicating excellent internal consistency. The intervention consisted of four 120-minute sessions with the Notes Teacher application. For quantitative analysis, the non-parametric Wilcoxon test was used, and for the qualitative component, a semi-structured survey was applied to 29 students. Results. A significant improvement was evidenced in the recognition of musical notes and figures, with an increase from 47% to 89% in high and very high-performance levels. The Wilcoxon test yielded a Z = -5.43 value with p < 0.001, confirming the statistical significance of the improvement. Qualitatively, students reported greater motivation (89% at extremely elevated level), autonomy (97% at high and exceedingly important levels), and rhythmic comprehension. Conclusion. The didactic strategy with Notes Teacher proved to be effective in significantly improving music reading, validated by both quantitative data and qualitative perceptions. Its integration is recommended as a pedagogical tool at all educational music levels. General area of study: Education. Specific area of study: Pedagogy in digital environments. Type of study: Original Article
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