The teaching of the cello in Spain: An analysis of the planning frameworks used for teaching in conservatories

Abstract

Abstract One might think that the elementary teachings of an instrument should follow uniform planning patterns. The present study shows discrepancies between the models developed by different Spanish conservatories, mainly attributable to the guidelines established by each autonomous community concerning the order of the curriculum markedly influenced by each community’s circumstances. This article analyzes and compares first-year didactic programs in the elementary music teachings of 40 Spanish conservatories within the cello specialty. This work shows significant heterogeneity in planning, marked mainly by the variety of content in planning. The lack of unified criteria and standards for teaching planning is evident in teachers’ freedom to establish the contents and evaluation criteria within the framework of regulations in each autonomous community, whose generality prevents the establishment of standard criteria. It is urgent and necessary to design training plans and standard content that consider improved learning practices and strategies to offer quality training based on common standards.