¿Cómo han gestionado los conservatorios de música españoles los procesos de enseñanza-aprendizaje durante el confinamiento del COVID-19?

Abstract

Spanish music conservatories had to close their buildings with the aim of containing the spread of the COVID-19 pandemic. Teachers at these conservatories took steps to continue teaching remotely using technological resources. The objective of this research is to analyse how teachers at Spanish conservatories adapted the teaching and learning processes during the closure caused by the COVID-19 pandemic and to review the potential to change the future of music education. This study has been carried out through interviews with 36 active teachers of conservatories from all the regions of Spain. The findings show the difficulty of  teaching during lockdown, the complexity of virtualizing subjects of instrumental practice (carried out, in part, with teacher resources), and that the digital competence of teachers generates diverse comments. Given the scant evidence that changes made during confinement have caused teachers to desire permanent changes to the traditional aspects of the way they teach, they remain strong advocates of face-to-face teaching.