Siguiendo las “reglas del juego”: la aleatoriedad e indeterminación como casilla de salida de la composición en el aula

Abstract

This action-based research describes and analyzes the results of an educational experience based on composition and public performance of a musical piece based on the principles of randomness and indeterminacy. Through a historically grounded immersion, students take a tour of the main aesthetic coordinates of this avant-garde, designing their own scores using graphic notation. The study, carried out with a 1st year high school student group (Galicia, Spain), is structured around the following objectives: 1) identify behaviors and proactive participation; 2) describe and analyze the idiomatic adequacy of artistic products; 3) check the degree of theoretical-conceptual assimilation; and 4) recognize the degree of acceptance or rejection of aleatory and indeterminate music.

The exploration combines the use of quantitative data collection instruments (questionnaires) and qualitative data (participant and non-participant observation, video and documentary analysis). After detecting the needs of the group, the planning of an improvement proposal is undertaken, its evaluation and subsequent reflection on the results obtained. The experience as a game and the performance before the public act as an attitudinal trigger, both in participation and in collective engagement. The students show an internalized assimilation -conceptual and procedural- of both repertoires, achieving stylistically idiomatic sound results. Therefore, the proposal demonstrates its pedagogical validity, favoring the opening of the students' cultural horizons, as well as allowing the consolidation of genuine artistic creations in the secondary school classroom.